Equality and Diversity in the curriculum

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. https://www.heacademy.ac.uk/system/files/resources/introduction_and_overview.pdf

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. https://www.heacademy.ac.uk/system/files/eedc_model_for_learning_and_teaching_practitioners.pdf

4. Defintions “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 https://www.ed.ac.uk/academic-services/projects/promoting-inclusion-equality-diversity-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

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?