Page, Nigel (2018) Understanding and implementing inclusive teaching and learning initiatives in the bioscience curriculum to close the attainment gap. In: Advance HE Attainment Symposium: Closing the gap: Student success for all; 22 May 2018, York, U.K.. (Unpublished)

Abstract

Closing the attainment gap is not only about implementation to deliver equitable outcomes but requires institutional understanding of our students. It is particularly important to institutions such as Kingston University given the high proportion of home students who come from BME backgrounds. Differing attainment not only affects retention and success, but progression into further study/employment. Our research (via surveys/focus groups) has demonstrated that there are unique/consistent demographics on each of our undergraduate courses within the Life Sciences, Pharmacy and Chemistry. We find 65% of our students commute, and when reviewed against other characteristics such as ethnicity reveal three times more BME students commute with journeys over one hour when compared to their White counterparts. In addition, we show that there are different motivators between BME and White students in their reasons for attending university and in their sense of belonging when making the transition between school/college to university. These features present distinctive challenges in securing equitable outcomes when considering how teaching and learning activities fit within the whole university approach and especially when compared to traditional modes of delivery. In this context, I will review some of the inclusive interventions and initiatives that we have made in our practice from designing our curriculum to impact of the timetable in curriculum delivery; content availability and the virtual learning environment; the exploration of differential attainment by assessment type; the use of university wide module/course dashboards to highlight and act on areas of inequity; and the role of the co-curriculum. Ultimately, these approaches need to be consolidated with greater staff awareness of the relevant issues with guidance provided along with the review of our institutional policies to provide holistic solutions.

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