• Charlotte

Inclusive Curriculum Project Update: The Final Report

Date submitted: 21st June 2019

1. Project title

Exploring academic staff understandings and implementation of diversity and inclusion within the curriculum

2. Project aims and objectives

a. To unpack diversity and inclusion related issues within the curriculum from the perspective of academic staff. Fulfilled in part. 3 interviews were conducted, exploring diversity in depth – still short of 7, if comparing to initial project aims. Obtained verbal feedback / thoughts captured on Padlet from staff training workshop.

b. To review the current provision of professional enhancement staff have taken part in that relates to diversity and inclusion within Higher Education. Completely fulfilled. Discussed in interviews, and feedback obtained at conferences (BPS DART-P and UoN ILT).

3. Project outputs and deliverables

a. Conferences:

- UoN ILT Conference, cracker barrel session – delivered with interesting reflections from attending staff members to carry forward

- BPS DART-P – delivered, well received – awarded BPS DART-P 2019 prize for Highest Impact Teaching

- BPS POWES – presentation accepted, due to be given July 2019

b. Report for the University: completed

c. Research paper for the HEA: Fulfilled in part. In progress – working on potentially extending the project with BPS divisions going forward.

4. Project evaluation

a. As measured within the interviews

Whilst the interviews themselves yielded some interesting comments, and themes that we can develop into actionable points, the lack of engagement has had a detrimental effect on being able to carry this forward. Perhaps it is the time if year, or the perceived lack of importance of the topic for some, but it would have been beneficial to get more interview data to base the themes around.

b. As disseminated at conferences for feedback

Conference feedback so far has been excellent. When presented at DART-P, we had engagement from the CEO and the President of the British Psychological Society, who went on to then award us with the Highest Impact Teaching Award for 2019, with a view to continue this research as a more national level.

c. Research informed workshop

The workshop that I (Charlotte) ran based on the feedback from last year’s project was successful, with staff commenting that it really provided them with some headspace to think about such issues. This workshop was then due to run again, following the interviews from this year, but there was very little engagement from staff (only 2 signed up), so for now, the workshop has been postponed. At present, we are currently running our review and planning in Psychology, and we are planning to implement the diversity work into our induction programme for new staff.

5. Project impact

a. Improve student experience through exposure to more diversity within their course. Completed. Still using feedback from last year’s ILT project for this, and moving into the next academic year, (focusing on Psychology specifically at this point) how staff can implement different things.

b. Change practice through space and time to raise awareness. Completed. The findings have been fed into the Psychology Team review and planning sessions for the next academic year.

c. Inform institutional policy/strategy. Completed. Feeding into future Diversity C@N-DO sessions for academic year 19/20.

6. Dissemination activities

a. Conference presentations

- 3 conferences total (UoN ILT, BPS DART-P, and BPS POWES

b. Blog Posts

- Total views for all the blogs this year: 66 across, some being international views.

- Blogs involved reflections from the research assistants too (both are previous students of this University)

c. Inclusion & Diversity Group, ISEG

- Fed into group meetings

- Now sit on ISEG, feeding back

- Now a member of BPS DART-P

7. Budget update

Total under

spend: £984.74 - we were short of 7 interviews, so the under spend accounts for this.

8. Final reflections

To be able to continue this project topic this year has been great. Diversity and inclusion are high on University agendas, and it is interesting to see the actual lack of engagement from staff in taking part (though I appreciate it was a difficult time of year in terms of time). It would have been beneficial to run this earlier in the year (or perhaps even over the summer), so we could get more uptake from staff, because their feedback is crucial in thinking about how we make things better going forward. Given the feedback we have had on the project at conferences (specifically DART-P), I’ll be looking at continuing the project at a more national level going forward.

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