Inclusive teaching practices: student diversity

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Inclusive teaching

practices: Student

Diversity

Joseph Rizzuto and Indira Chauhan

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Overview

• _Introduction

• _{Student diversity in Civil Engineering Courses}

• _{Various teaching practices considering student diversity over a 4 year}

period.

• _{Case studies of UWL civil engineering students on how inclusive}

teaching practices led to improved attainment.

• _{Chi-squared analysis.}

• _{Discussion of results.}

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Introduction

Aim

• _{To investigate the impact of teaching practices on Civil Engineering}

students with diverse backgrounds.

Objectives

• _{To identify teaching strategies that improve student attainment}

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Typical student cohort make up at

UWL

Student population:

•_{71% are mature (aged over 21 on entry), compared to 41% in the}

sector

•_{55% are from black and minority ethnic groups, compared to 23% in}

the sector

•_{11% have a disability, compared to 12% nationally.}

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Definitions (Student diversity and

inclusion)

Diversity

• Diversity is any dimension that can be used to differentiate groups and

people from one another. It is about empowering people by respecting and appreciating what makes them different, in terms of age, gender,

ethnicity, religion, disability, sexual orientation, education, and national origin.

Inclusion

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Inclusive learning and teaching

This entitlement to a learning experience that respects diversity, enables participation and removes barriers is reflected in Inclusive

learning and teaching

Design and delivery of teaching, learning and assessment methods

should therefore recognise student diversity.

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What is Inclusive learning and

teaching?

Inclusive learning and teaching is defined by Hockings, et al., (2012) as:

The ways in which pedagogy, curriculum and assessment are designed

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Legislative Framework

• _{Race Relations (Amendment) Act 2000}_{requires higher education} institutions to:

• _{eliminate unlawful discrimination}

• _{promote equality of opportunity}

• _{Equality Act (2010)}

• _{As per the Act,}

• _{All students must be treated with equality without any form of}

discrimination

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Four key

student

diversity

dimensions

• Ethnicity, race, social background religion, belief, country of origin

• _{Age, disability, marital status,}

financial background, geographical location

• _{Identity, self-esteem,} confidence, motivation, aspirations, learning styles,

• _{Level/type of entry} qualifications, Prior knowledge, skills, ability, learning approaches

1. Educational 2.

Dispositional

4. Cultural 3.

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Inclusive Curriculum

Universally-designed inclusive curriculum includes

• _{Recognition tasks}_{that develop learners’ abilities to gather and}

interpret facts

• _{Strategic tasks}_{that develop learners’ abilities around planning}

organising and expressing their ideas

• _{Affective tasks}_{that appeal to learners’ curiosity and interest}

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Active learning in inclusive learning design

• _{Active learning (coined by Bonwell and Eison) is inclusive by its}

nature.

• _{It enables monitoring of students’ understanding and progress}

towards the achievement of learning outcomes.

• _{There is evidence that active learning has a bigger positive impact on}

minority groups

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Case studies on inclusive practices

in civil engineering courses

Active student-led learning - Level 3 to Level 6

• _{Group work}

• _{Peer instruction} • _{Problem-solving}

• _{Project based learning}

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Case studies on inclusive practices

Group work: Hands-on tasks

Diverse student cohort on the L4 Civil Engineering Construction module led to improved

interaction between students and overall learning experience of conceptual design and

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Case studies on inclusive practices

Peer instruction

Mathematical Studies module at Level 3, this technique

• _{Improved class confidence}

• _{Improved peer-to-peer}

interaction

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Student–led learning

• _{Active student-led learning in groups-}

brainstorming of ideas and arriving at design solutions

• _{There is evidence that active Student-led learning}

has a bigger positive impact on minority groups.

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Impact of these

practices

• _{Level 3 and 4}

• _{Improved Retention rate}

• _{Improved Progression rate}

• _{Level 6 Good Degrees}

• _{Student Attainment}

• _{Reduced attainment gap between}

2012-13 and 2016-17

• _{Improved positive feedback on}

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Student attainment in Built Environment/Civil

engineering

Studies by Equality Challenge Unit (2016) have shown that:

Biggest differences in percentage of ‘good degrees’ (First or 2:1)are

found by ethnic background.

• _{An Chi- Square analysis was}

carried out to see whether there was a reduction in

attainment gap between White and BAME (Black, Asian and

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Built Environment and Civil Engineering data

(2012- 2017)

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Chi-squared

(

c

²)Analysis of

ethnic group

performance

between 2012-13

to 2016-17.

(Naoum, S. Appendix 3, Table 3, Distribution of c²)

2012-13

Degrees White BAME Total _c2 p Value Significance level

1st_{and 2:1} ₂₀ ₇ ₂₇ _{9.676, DF = 1} _p≤0.001 _{VERY HIGH}

SIGNIFICANCE

2.2 and 3rd ₄ ₁₄ ₁₈

Total 24 21 45

2013-14

White BAME Total _c2

1st_{and 2:1} ₁₅ ₁₂ ₂₇ _{2.485, DF = 1} _{p≤ 0.1150} _{NOT SIGNIFICANT}

2.2 and 3rd ₆ ₁₅ ₂₁

Total 24 21 48

2014-15

1st_{and 2:1} ₁₂ ₁₂ ₂₄ _{1.087, DF = 1} _{p≤ 0.2972} _{NOT SIGNIFICANT}

2.2 and 3rd ₂ ₇ ₉

Total 24 21 33

2015-16

1st_{and 2:1} ₉ ₁₈ ₂₇ _{2.780, DF = 1} _{p≤ 0.0954} _{JUST NOT}

SIGNIFICANT

2.2 and 3rd ₀ ₁₀ ₁₀

Total 9 28 37

2016-17

1st_{and 2:1} ₁₃ ₁₈ ₃₁ _{3.322, DF = 1} _{p≤ 0.0684} _{NOT SIGNIFICANT}

2.2 and 3rd ₀ ₈ ₈

Total 13 26 39

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Student Attainment project

• _{A student attainment project is currently ongoing at University of}

West London

• _{Led by Esther Darby, Head of Academic Planning and Eirini Tatsi, SAP}

Academic Lead

• _{Two SCE modules at L4}

• _{Structural Mechanics}_and_{Building Technology}

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22

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Discussion

• _{The gap between White and BAME is seen to be decreasing over the}

period.

• _{No significant difference between the two groups in terms of}

academic performance.

• _{This infers that the Inclusive practices adopted in modules at}

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Conclusion

• _{Realigning curriculum and teaching practices to cater for all students}

can inculcate inclusivity.

• _{Inclusive learning empowers students, ensuring their learning needs}

are met and enables achieving their full potential.

• _{Results from the chi-squared analysis of ethnic group performance}

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References

• CSIE(2018): Legislation and guidance for Inclusive education, Centre for Studies on Inclusive Education Available at:

• http://www.csie.org.uk/inclusion/legislation.shtml (Accessed 21 May 2018)

• Equality Challenge Unit (2016) Degree Attainment Gaps Available at:

https://www.ecu.ac.uk/guidance-resources/student-recruitment-retention-attainment/student-attainment/degree-attainment-gaps/

• Hall, T.E., Meyer, A., and Rose, D.H., Eds. (2012) Universal design for learning in the classroom: Practical applications. New York: Guilford Press

• HEA(2016) Framework for Access, retention, attainment and progression in Higher education Available at:

• https://www.heacademy.ac.uk/system/files/downloads/studentaccess-retention-attainment-progression-in-he_0.pdf (Accessed 10 May 2018)

• Hockings, C. Brett, P. and Terentjevs, M. (2012) Making a difference—inclusive learning and teaching in higher education through open

educational resources, Distance Education, 33:2, 237-252, DOI: 10.1080/01587919.2012.692066