1. Inclusive curriculum design
Kate Ippolito & Iro Ntonia
Complemented by the Inclusive learning and teaching toolkit –

2. Workshop Aims
An opportunity for staff to consider the inclusivity of their teaching
To explore how university teachers can facilitate inclusive teaching and learning across a range of their work
To explore how to use Curriculum Review and Re-design as an opportunity to make teaching and learning more inclusive of all students, with the aim of:
identifying and removing existing unnecessary barriers to learning
making better use of diverse experiences and perspectives of students and staff

3. Workshop Learning Outcomes
01/12/2019
By the end of this workshop you will be better able to:
Define what inclusive curriculum design means in your discipline
Identify and remove existing unnecessary barriers to learning
Plan for inclusive teaching & learning in a variety of settings
Make better use of diverse experiences and perspectives of students and staff
Evaluate current practice in your department in terms of inclusivity

4. Defining inclusive curriculum design
“Our students benefit in an environment where they feel included, and where they are taught in ways that recognise and support their needs as individuals, and as part of a learning community.”
Plymouth University’s Guide on Inclusive Learning & Teaching

5. Defining inclusive curriculum design
01/12/2019
“We will foster an inclusive and diverse community where different backgrounds and cultures in staff and students are cherished and celebrated, and their different cultural experiences and identities are embraced in order to better prepare all students for an increasingly diverse and complex future work environment. We will foster a culture that understands and embodies the values of diversity and inclusivity, ensuring this is reflected in campus life, in the curriculum, and in the application of knowledge to real-life problems in a global context.” - Imperial College, Learning and Teaching Strategy, June
Why is inclusive teaching and learning important? – you’re going to be familiar with some of these arguments but might be useful when persuading more resistant colleagues.
 It’s a social and ethical responsibility that will have a positive impact on the way the Imperial staff and student community work together to improve the development of, and support for all its members.
Students come from over 131 different countries to study at Imperial so it’s a fantastic opportunity to learn from different global perspectives.
Students need to feel that they can bring their ‘whole selves’ to College, and that their differences enrich our community. They should feel that they are valued, equal, and able to participate and contribute fully to the social, cultural, and academic life of both the College and their disciplines. These values, when fully embodied, bring out the best in everyone.
It’s a legal requirement under the Equality Act (2010) that outlaws direct and indirect discrimination on the grounds of the protected characteristics including age, disability, ethnicity, gender, gender reassignment, religion/belief and sexual orientation and requires us to take positive steps to promote equality. Therefore it forms part of the university’s equality and diversity policies -
It’s central to Imperial’s new learning and teaching strategy, launched June 2017 –
In 2016 allocation of the Disabled Students Allowance which paid for things like individual students’ note-takers has changed considerably. For guidance contact the Disability Advisory Service ( As a result the onus is now in universities to make their teaching and learning more inclusive generally.
The new 2017 version of the National Student Survey is interested in students’ experiences of our learning community and asks them to assess to what extent:
“I feel part of a community of staff and students.”

6. Imperial Graduate Attributes - a guide for cross-College curriculum design
Our aim for our graduates is that they will:
Demonstrate deep conceptual understanding of their chosen discipline
Work effectively in multi-cultural, international teams and across disciplinary boundaries
Approach challenges with curiosity, critical thinking and creativity
Innovatively apply their skills to tackling complex real-world problems
Understand and value different cultures and perspectives
Have developed into independent learners with high self-efficacy
Display a strong sense of personal and professional identity

7. 01/12/2019
p.8 in handbook
Inclusive learning and teaching in higher education. Full report available from:

8. A Framework for inclusivity
Inclusive educational design
Preparing students for learning
Managing inclusive learning environments
Assessment and feedback for learning
See:

9. Identifying unnecessary barriers to learning
01/12/2019
Identifying unnecessary barriers to learning
Which aspects of your curriculum make your students feel excluded? What evidence can you draw on?
Consider the framework:
Educational design (ILOs, structure, content, activities)
Preparing students for learning
Managing the learning environment (layout, interaction audio/visual aids)
Assessment and feedback
10 mins discussion
10 mins feedback to plenary

10. Constructive Alignment
What do you want your students to learn?
Aims and Learning Outcomes
Institutional climate
How do you know if any of it is working?
Module Evaluation
How will your students to learn it?
Teaching and Learning Methods
Learner Support and Guidance
Interactions with students
Failure to do so may result in surface learning
“Learning Outcomes‟ is the preferred terminology given in the QAA Codes of Practice however learning goals may also be described as learning objectives in some documentation.
How will you know how well they have learnt it?
Assessment Methods and Criteria
Based on Biggs (1999)

11. Reviewing existing curricula
Use the Curriculum Review Inclusivity Checklist to evaluate how inclusive your existing curriculum is

12. Valuing student diversity: Some Imperial student perspectives
“the reason I came to Imperial is because it locates in Europe, and Europe is the leading area in environmental protection. So at first I only took for granted for some... for some things is over in China, and now I came here I can see something is totally different from what I think…I can feel how deeply the European people care about the climate change. That is totally different from what Chinese people think, I think.” (Chinese student)
“It’s being able to look at issues or whatever’s in front of you from a different perspective. Specifically what you’re mentioning about using the multinational lecture theatre, I would say from my perspective that doesn’t exist. It’s very much: “This is just the thing”. You know, it’s not “how would different people look at this problem?” It seems to be taught quite linearly.” (British student)

13. Designing inclusive curricula
In your discipline specific groups discuss and begin mapping a more inclusive curriculum
Make use of:
Framework
Checklist
Case studies – on coloured hand outs
Your experience

14. Taking plans forward What specific plans have you made?
What outstanding questions do you have?

15. Resources EDU workshops, including: Making teaching more inclusive
Active learning programme
Assessment and feedback workshops series
Teaching Toolkit – Inclusive Teaching & Learning
Talking Teaching series
Examples at Imperial to be ed
Perspectives series: Prof Gill Crozier ‘Teaching inclusively: an exploration of pedagogy as raced, classed and gendered’ Tues 12th June 5-7pm
Consultancy with Kate Ippolito & Iro Ntonia

16. EDU Workshops & Courses