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Teaching for Diversity
Dr Gill Cooke 15 February 2013
HEA STEM Workshop for Postgraduates who Teach
To introduce you to your students – diversity of engineering students;
To reflect on how your teaching might accommodate students’ needs and help promote learning inclusively.
2
Aim of this session
Diversity - “the state or quality of being different or varied”
Collins Concise Dictionary 1999
In pairs, jot down some ideas about who you think your students are. What will they have in common? How will they be different?
Join another pair – have you got the same ideas?
Be prepared to report to the whole group. 3
Who are my students?
4
Diversity
ReligionAbilityAttention spanPersonal circumstancesEducational historyLearning styles Learning preferencesMoodRaceLanguageState of health
SexualityAspirationsAreas of interestAgeEmployment statusGenderCultureDisabilities Learning difficultiesExpectationsPrior knowledge
5
Student facts: disability (7%)HESA 2010/11 Heidi data
Gener
al e
ngin
eerin
g
Chem
ical
eng
inee
ring
Miner
al, m
etal
lurg
y & m
ater
ials
engi
neer
ing
Civil
engi
neer
ing
Elec
trica
l, el
ectro
nic & co
mpu
ter e
ngin
eerin
g
Mecha
nica
l, ae
ro &
pro
duct
ion
engi
neer
ing
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% Other disability
Blind or a serious visual impairment uncor-rected by glasses
Deaf or a serious hearing impairment
A physical impairment or mobility issues
A mental health condition
A long standing illness or health condition
A social/communication impairment
A specific learning difficulty
Two or more impairments and/or disabling medical conditions
An unseen disability
Autistic spectrum disorder
Mental health difficulties
Personal care support
Wheelchair user/mobility difficulties
Deaf/hearing impairment
Blind/partially sighted
A specific learning difficulty eg. dyslexia
6
Student facts: genderHESA 2010/11 Heidi data
Gener
al e
ngin
eerin
g
Chem
ical
eng
inee
ring
Miner
al, m
etal
lurg
y & m
ater
ials
engi
neer
ing
Civil
engi
neer
ing
Elec
trica
l, el
ectro
nic & co
mpu
ter e
ngin
eerin
g
Mecha
nica
l, ae
ro &
pro
duct
ion
engi
neer
ing
0%10%20%30%40%50%60%70%80%90%
100%
% Male% Female
7
Student facts: ethnicityHESA 2010/11 Heidi data
Gener
al e
ngin
eerin
g
Chem
ical
eng
inee
ring
Miner
al, m
etal
lurg
y & m
ater
ials
engi
neer
ing
Civil
engi
neer
ing
Elec
trica
l, el
ectro
nic & co
mpu
ter e
ngin
eerin
g
Mecha
nica
l, ae
ro &
pro
duct
ion
engi
neer
ing
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not known
Other (including mixed)
Other Asian background
Chinese
Asian or Asian British - Bangladeshi
Asian or Asian British - Pakistani
Asian or Asian British - Indian
Other Black background
Black or Black British - African
Black or Black British - Caribbean
White
Professional Values
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of
opportunity for learners
8
UK Professional Standards Framework
… one where all students’ entitlement to access and participate in a course is anticipated, acknowledged and taken into account. Croucher and Romer’s definition states that an inclusive approach:
… does not place groups in opposition to each other. It respects diversity but does not imply a lack of commonality; it supports the concept of widening participation, but does not imply an externally imposed value judgment; it values equality of opportunity, but encourages all to feel that this relates to them, and that the issues are not just projected as being relevant to groups more commonly defined as disenfranchised, and translated into universities’ targets for equality.
(Croucher and Romer, 2007: 3) 9
An inclusive curriculum is . . .
Tackling isolation through effective induction – sense of belonging
Mathematics for engineering students
Increasing access to laboratory and practical work, consider assessment methods
Developing intercultural competence and understanding:— identifying subject-specific terminology and specialist language and providing glossaries and background reading;
— responding to cultural expectations about student participation;
— devising ground rules for different situations such as seminars and group work;
— staff joining groups to model active participation self-directed projects;
— sharing common difficulties and strategies for overcoming them;
— explaining the rationale and benefits of self-directed projects (Bond and Scudamore, 2010).
Responding to different learning approaches by using technology
http://www.heacademy.ac.uk/assets/documents/inclusion/disability/ICD_engineering.pdf
10
Engineering specific considerations
Increasing student engagement and assessment in laboratory work
Enabling students to solve problems and apply theory using case studies
Increasing curriculum relevance through multi-disciplinary collaboration
Preparing future professionals to work ethically with end users
http://www.heacademy.ac.uk/assets/documents/inclusion/disability/ICD_materials.pdf
11
Materials Specific considerations
In small groups (4-5) review the subject specific considerations for inclusivity.
Reflect on your own organisation and discuss with the group one approach it uses for encouraging inclusivity.
Select the most innovative practice to report to the whole group.
12
Existing Inclusive Practice Discussion
Effective practice for one group can and should be effective practice for all:
• embedding student and staff well-being;
• promoting student engagement;
• use of technology to enhance learning;
• responding to different approaches to learning;
• avoiding stereotypes and celebrating diversity;
• making reasonable adjustments
Nurture a culture of belonging in academic and social community
13
General Considerations
Teaching diverse students inclusively means:
• Using a variety of examples to illustrate ideas;
• Remembering that students of different ages, backgrounds and cultures might not know the same things that you do or hold the same values;
• Being aware of students’ prior learning.
For example, language could be addressed by:
glossary; explaining new terms/acronyms as used; explain idiomatic language; plan sessions to allow pre-class reading time; students select articles to analyse in class
14
Inclusive Practice - suggestions
Reflect and consider your own teaching practices:
Can I improve my inclusive practice?
In pairs, share your ideas. Can you help each other?
Join another pair and compare your ideas.
Be prepared to share one suggestion with the group 15
How can I change my teaching to reflect diversity?
Understand inclusion is a shared responsibility
Be proactive and seek advice/information
Routinely consider inclusion in your practice
Work in partnership with other services
Work with students as partners and change agents
Participate in CPD activities
Recognise inclusion is incremental and ongoing
Review and alter the language you use
Reflect on any personal prejudices and assumptions
16
Creating an Inclusive Culture
http://www.heacademy.ac.uk/resources/detail/inclusion/Disability/Inclusive_curriculum_design_in_higher_education
http://www.heacademy.ac.uk/assets/documents/internationalisation/RachelScudamoreReportFeb2013.pdf
http://www.heacademy.ac.uk/teaching-international-students
http://www.heacademy.ac.uk/resources/detail/internationalisation/ISL_Intercultural_Competences
17
References and Further Information