AHSS is committed to supporting students to achieve their full potential.
We have identified three key strategies that can help create a sense of belonging (UUK, 2019) for all students, and also for staff (ECU, 2011). Through these, we aim to offer BAME students an inclusive educational experience that contributes to their academic success.
Evidence suggests that when students can identify with the curriculum and see it as relevant to them, they will achieve greater academic success (NUS, 2011). Anglia Learning & Teaching provide a wide range of resources on achieving an inclusive curriculum, including assessment and feedback practices. Examples of good practice from other HEIs include a collaborative project by students and staff at the University of Kent, with a specific focus on reading lists. The benefits to UK universities of internationalising the curriculum have also been identified.
Numerous studies have shown that the use of active, co-operative learning strategies can enhance student engagement in various disciplines (eg Mello and Less, 2013; Arthurs and Kreager, 2017). One practical and easily-implemented technique is the Jigsaw, which was developed to foster co-operation in the aftermath of desegregation in the US education system. This, and a wide range of other practical techniques, with sample lesson plans and videos tutorials, can be explored in the Harvard ABLconnect repository. Although originally designed for classroom settings, many of these techniques can be adapted for online or blended delivery.
Practical strategies (such as active listening, awareness of implicit bias and mentoring) can enhance inclusivity and help all members of the community achieve their full potential. A comprehensive toolkit from the University of Sussex provides practical tips, resources and links to further reading. The Advance HE Inclusive Learning and Teaching site also provides further resources and examples of good practice, including case studies and guidance on teaching materials.
In this video, BAME students from our Faculty express what inclusivity means to them, and share their views on good practice in inclusive learning and teaching. You can access their answers to interview questions as below:
Many thanks are due to the interviewees, Avinash Miriyam and Fatima Lakhani, and to colleagues from the AHSS Awards Gap Working Group.
Project co-ordinator: David Jay; Video editor: John Walsh