Developing Inclusivity at Leeds: Strategies and Achievements
The presentation outlines the three key strands in developing inclusivity at Leeds University: raising awareness, embedding standards, and involving students. It discusses the journey from recognizing the need for cultural change to creating resources and strategic positioning. The initiative aligns with the UK Professional Standards Framework, emphasizing the importance of inclusivity in education. Unforeseen benefits, perfect timing of resource launches, and shared ownership are highlighted as key factors in the success of the program.
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Click to edit Master title style The 3 strands of developing inclusivity @ Leeds: raising awareness, embedding standards and involving students. Jenny Brady Disability Services 1
The start of our journey Click to edit Master title style Understanding what DSA changes meant for the curriculum Recognition of the need for culture change Lack of confidence in our power to influence the whole institution 2
Creation of Resources Click to edit Master title style Working group led by Disability Services and Organisational Development and Professional Learning (L&T Team). Also including: Equality Policy Unit Students Union Library Language Centre Lifelong Learning Arts & STEM academics 3
Strategic positioning Click to edit Master title style Taught Student Education Board Inclusivity Strategy Group Inclusive Learning and Teaching Development group 2014-19 Equality and Inclusion Framework 4
Click to edit Master title style The brief Aligned to the UK Professional Standards Framework A series of easy to read good practice guides Backed up with published research Reviewed by experienced academics in the university videos of staff and students talking about inclusivity in HE Links to internal and external resources 5
Click to edit Master title style The unforeseen benefits Allies, champions and community Review and consultation Shared ownership Sense of co- creation Traction 6
Click to edit Master title style Perfect timing! The launch of the resource coincided with the release of Inclusive Teaching and Learning in Higher Education as a route to Excellence in January 2017 8
Awareness raising with academic staff Click to edit Master title style Contacting Heads of Schools 10-15 minute roadshow- 24/ 50 schools so far Promoting the resource though internal networks Bound copies of guides circulated to senior colleagues (including Pro-Deans for Student Education) 9
Click to edit Master title style How do we measure up to these simple actions ? 10
Baseline standards Click to edit Master title style simple actions translated into baseline standards to fit the University of Leeds context Agreement from Taught Student Education Board to work towards a standard of inclusivity in learning and teaching Pilot audit against baseline standards carried out in 1 school Oct- Dec 2017 Surveys and interviews with 11 programme leaders Questionnaire with students Institutional audit planned for 2018-19 11
Pilot audit- a good place to start Click to edit Master title style Some initial findings: 1. Very little awareness of anticipatory duty 2. General support of the principles of inclusive teaching 3. Fear of increased workload 4. Fear of loss of professional autonomy 12
Evolving project 2017-18 Click to edit Master title style More champions in the working group New academic chair to report through committee structure Commitment embedded into Student Education Strategic Plan: Deliver an inclusive educational experience which enables all students to succeed, evolving our approach to inclusive learning and teaching practices, utilising digital platforms to support integration and working collaboratively with LUU in delivering a curriculum that is culturally, socially and geographically diverse. 13
Engaging students- next steps in 2018 Click to edit Master title style 1. How do we raise awareness of inclusive learning and teaching among students in a simple way? 2. How do we differentiate it from reasonable adjustments? 3. What is the best way of engaging students to gather meaningful feedback? 4. How do we create feedback mechanisms to enable students to influence the teaching they receive? 5. How do we use the existing channels of course reps, school reps and our Students Union? 14
Bearing in mind Click to edit Master title style Survey fatigue Annual cycle of Students Union Officers Identifying optimum times for engagement during the academic year Creating simple messages and campaigns that will resonate with the widest proportion of students 15
Click to edit Master title style So to sum up 1. We are raising awareness of our in-house resources, and the need for all staff to think inclusively about learning and teaching 2. We are embedding standards by planning an audit of baseline inclusive practices, with an institutional commitment to work towards compliance with standards 3. We are working with our Students Union to raise awareness of inclusive teaching practices and create effective feedback channels. 16
Click to edit Master title style For more information contact j.brady@adm.leeds.ac.uk To access the Inclusive Learning and Teaching Resources, visit www.sdduonline.leeds.ac.uk/inclusiveteaching 17
