Transforming teaching, enhancing learning: embedding equality, diversity and inclusion in the curriculum Dr Pauline Hanesworth (Academic Lead, Equality and Diversity / TEF), AdvanceHE (formerly Higher Education Academy). Oxford Brookes University; 14.06.2018

Context: External Drivers Due regard to: Eliminate discrimination, harassment and victimisation. Advance equality of opportunity. Foster good relations. Protected Characteristics:

Context: Student Experience I Top Left: HESA, UKPI 2015/16, Table D Bottom Right: Equality Challenge Unit (2017) Table 2.17

Context: Student Experience II Top Left: HEFCE (2018), Figure 1 Bottom Right: Equality Challenge Unit (2017) Infographics Context: Student Experience II

Context: Student Experience III Gunn et al (2015), Figure 1

Theory: Advance HE approach Cf. handout. Electronic version: https://goo.gl/RyvASM.

Inclusivity “the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.” Hockings (2010), 1

Approach I: Enabling potential Enabling potential: Learning and teaching practices, processes and environments can, in and of themselves, be exclusive. We must interrogate our practices to ensure we are enabling potential. Approach I: Enabling potential

Approach II: Nurturing belonging Nurturing belonging and engagement: A key way to nurture belonging is to engage students as partners in their learning and teaching processes. This requires careful development of the learning environment.

Diversity inclusivity The definition of diversity developed by Clayton-Pedersen et al. (Clayton- Pedersen et al. 2009), in which diversity in a campus context means “the active, intentional, and ongoing engagement” (p. 6) with differences in a purposeful manner so as to increase one’s diversity-related competencies. They defined differences as both “individual,” such as personality, learning styles, and life experiences, and group or social, such as race/ethnicity, gender, country of origin, religion (p. 6). According to this definition, diversity refers not to the presence of difference in student demographics or course content, but to the act and process of engaging those differences in an intentional, purposeful manner.

Approach III: Diversification Diversifying the curriculum: Diversifying the curriculum and infusing it with critical reflection on equality, diversity and cultural diversity can support belonging and engagement, develop equality and diversity competence, and facilitate deep learning. Approach III: Diversification

Approach IV: Interactivity Creating interactivity: Students can increase their equality and diversity knowledge, skills and attitudes as well as make significant cognitive gains through interacting with their out groups in their learning. Approach IV: Interactivity

Approach V: Self-reflection Practicing self- reflection: Students and staff are encouraged to critically reflect on, and understand the implications of, their own attitudes, backgrounds, beliefs, identities and cultural assumptions, working to mitigate unconscious bias and to tackle hidden curricula.

Tools: Individual, programme, institutional Evaluation Framework: Institutions

Practical tenets A successful implementation of EDI in the curriculum ensures the institutional approach is:

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