A4 examples of modules (and their assessments) where there are no race awarding gaps. In my own practice I found scaffolded groupwork eliminated awarding gaps #LTHEchat
A4: Start at the top. Who is at the table when allocating funding and designing policies for this support? Who is represented? We can’t solve inequality on the ground if inequality is baked into our institutional structures. #LTHEchat
I struggle to answer this generically, Personally, I like to challenge knowledge systems in principle, which is a equalizer as assumptions of knowledge and right or wrong in teaching practice are challenged as means of learning. A4 #LTHEchat 1/2
In research methods I like to focus on how "traditional" methods are silencing voices who are not within an expected experience range (pet peeve Likert scales). Again challenge knowledge systems and what counts and knowing. A4 #LTHEchat 2/2
A4: I think a lot of people are terrified of talking about race. About using the right language. About saying the wrong things. About offending someone. About appearing (or being) racist.
Sometimes a focus on good intentions and so allow a freedom to make mistakes would be helpful.
#LTHEchat
The difficulty is that freedom to make mistakes also requires an ability to take criticism and learn from mistakes, and the two don't always go hand in hand. Very context dependent, but a strong supportive culture is definitely needed.
A4 - flexibility and being open to making changes during the module and not just the start and end. Also agree with what @suebecks.bsky.social said about student co-creation. #LTHEchat
A4 Support must be varied and continuous. One or two touch points are not enough. Often inequalities are hidden- students don't like to announce them and so all staff must be constantly thoughtful and ensure they have been removed. #LTHEChat
#LTHEchat A4. dedicated and protected time; safe and supportive environment to discuss and make changes; opportunities for staff-student partnerships; buy-in from the top. And is silencing of the haters and sacking of abusers/harassers too much to ask for?
A4 At the point of curriculum development for Librarians and Academics working together to source non white knowledge in subjects, HR having policies that promote staff of colour to all levels of the organisation. #LTHEChat
A4: actively working with a diverse range of colleagues (academic, non-academic and students) to understand different experiences and needs as we design the module, the teaching and assessment methods, identify resources and which examples we're going to focus on.
#LTHEchat
A4 #LTHEchat at times, it could be a greater willingness to push other students outside their comfort zone. Some metrics end up as a happiness headcount, ignoring bad experiences if they only affect a minority of students
My colleague Ricardo Barker led a student team to create a film about the Awarding Gap. https://youtu.be/yKLZKsRUgN0 #LTHEchat Just premiered this week. #MindTheGap
A4: It would be informed by student voice, lived experience and data specific. It would give me specific questions to ask of my curriculum and teaching as well as suggested solutions to issues and ways to measure and evaluate impact #LTHEchat
I was talking to a student yesterday who was discussing a recent experience: he was the student rep in a meeting where every comment he made was responded by the chair as noted. The committee said they had a student voice, but the student didn't feel like it had any influence. The voice must be key
Comments
I focus on assessing assessment practices, regular bottlenecks when it comes to more equitable learning environments
#lthechat A4
Sometimes a focus on good intentions and so allow a freedom to make mistakes would be helpful.
#LTHEchat
#LTHEchat