Published: 6 November 2019 at 11:11
“Diversification of the curriculum offers students a wider approach to their learning, incorporating opportunities to explore key themes from diverse perspectives. It can be approached in various ways, including through an examination of reading lists, academic sources, class resources, language and biases,” explains Dr Linda Brown ahead of a brownbag session open to all colleagues on ‘Mending the gaps.’
The lunchtime sessions, on 13 and 20 November 2019 in Cambridge and Chelmsford respectively, will provide time to discuss simple and effective ways to diversify our curriculum. Bring your lunch (drinks and afters will be provided) and join Linda and Dr Julian Priddle to consider the key messages arising from ARU’s attainment gap data and programme of Course Design Intensives.
Our university is committed to providing an active and inclusive curriculum to enhance the learning experiences of all of our students and to reduce and ultimately remove outcome disparities. Like nearly all UK universities, ARU has ‘disadvantage gaps’ in access, retention, attainment and progression. Our data shows that there are dramatic differences in outcomes between different student groups. For instance, our BAME (Black, Asian and Minority Ethnic) students comprise about 30% of our student population. However, they are 13 percentage points less likely than their white peers to obtain a first or upper-second class degree.
Evidence suggests that a curriculum that is not exclusively ‘white and Western’ improves the experience of students and allows them to realise their potential. It also prepares all of our students for a globalised and cosmopolitan society. ARU’s Inclusive Curriculum Framework underpins our Active Curriculum Framework and forms a core element of the Curriculum Design Intensive process. It comprises six principles, including diversification of the curriculum. We will explore what this means in different subject contexts, and how students can benefit from it.