1. Equality and Diversity in the curriculum

2. Inclusive curriculum
An inclusive curriculum is one “where all students’ entitlement to access and participate in a course is anticipated, acknowledged and taken into account”[1]
Drivers
Equality legislation
Access and inclusion agenda
Internationalisation
UoE Task group
Mapping current practices
Benchmarking
Consultation with staff and students
1. Morgan H. and Houghton, AM. (2011) Inclusive curriculum design in higher education.

3. A model for embedding equality and diversity in the curriculum
Embedding equality and diversity in the curriculum is: the creating of learning, teaching and assessment environments and experiences that proactively eliminate discrimination, promote equality of opportunity and foster good relations in a manner that values, preserves and responds to diversity.
Diversity
Inclusivity
Equality and diversity competence
Inclusivity
Hanesworth, P. (2015) Embedding equality and diversity in the curriculum.

4. Equality and diversity competence
Defintions
Inclusivity
Diversity
Equality and diversity competence
“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, p. 1).
The ability to function with awareness, knowledge and interpersonal skill when engaging people of different backgrounds, assumptions, beliefs, values and behaviours (Hogan, 2007, p3)
“ ‘the active, intentional, and ongoing engagement’ (p. 6) with differences in a purposeful manner so as to increase one’s diversity-related competencies [where difference is] 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

5. Principles of Embedding Equality, Diversity and Inclusivity in the Curriculum
UoE Principles
curriculum/principles
Recognise and promote diversity in sources of ideas/knowledge
Ensure curriculum is relevant and engaging
Curriculum should be challenging, unconstrained and respectful
Adopt diverse learning teaching and assessment
Academic freedom and excellence
Seek ways to engage staff and students
Also see Morgan and Houghton 2011

6. Some examples
History, Classics and Archaeology –project on developing an accessible and inclusive pedagogical approach to fieldwork.
Moray House School of Education - project on lecture recording for inclusive education.
Philosophy, Psychology and Language Sciences -project on ‘Diversity Reading List project in Philosophy’.
MBChB – introduction of LGBT+ health teaching session in year 1 curriculum
School of Informatics - third year course on professional issues addresses issues regarding discrimination in IT
School of Physics - project on understanding the influence of gender on academic achievement in physics

7. Elements of curriculum design
AIMS AND OBJECTIVES
LEARNING OUTCOMES
ACADEMIC AND COMPETENCE STANDARDS
CONTENT/SYLLABUS
TEACHING METHODS
LEARNING ACTIVITIES
ASSESSMENT AND FEEDBACK
TEACHING AND LEARNING MATERIALS

8. MBChB: Equality, Diversity and Inclusivity in the Curriculum (EDIC) Working Group
Staff-student partnership
Remit
to enhance learning, assessment and teaching approaches to promote equality and diversity competence: “the ability to function with awareness, knowledge and interpersonal skill when engaging people of different backgrounds, assumptions, beliefs, values and behaviours” [2]
Activities will include:
Map current activities (curriculum content, assessment, learning and teaching approaches).
Identify and develop ways to engage with equality and diversity within the curriculum (modifying existing content and developing new content) in an intentional and purposeful manner.
Develop bespoke guidance for staff on embedding inclusion, equality, and diversity into the MBChB curriculum
2. (Hogan 2007, Four skills of cultural diversity competence: a process for understanding and practice. Brooks/Cole Cengage Learning p. 3).

9. What does this mean for us?
What do we currently do?
What can/should we do?