EDI concepts are about more than content knowledge; they are about perspective and/or attitude change. Aim to collect data about how this has changed for students.
Create pre- and post-subject surveys for students around key EDI themes embedded in the curriculum to see how their perspectives/attitudes have changed by exposure to those ideas.
Through a systematic, course-wide ePortfolio, design tasks that capture evidence of how the students' perspectives/attitudes have changed through exposure to a diversity of ideas. Capture evidence of diverse perspective analysis and inclusive design solutions for various contexts.
Learning is a multidimensional process, inseparable from understanding social contexts and human diversity. By integrating professional skills with social awareness, students are prepared to create more comprehensive solutions and understand the broader impact of their work. This will help to develop future leaders in inclusive disciplinary practice.
Engage with industry to support students in analysing systemic barriers within their discipline.
Have students evaluate how socioeconomic factors impact design requirements or describe diverse user needs in product design.
Integrate an evaluation of the equity considerations present (or not present) in the digital and physical workspaces into the program. Highlight quality design practices along with unsatisfactory practices. Have students analyse their digital workspace and its adherence to accessibility principles.
Create an assessment that asks students to analyse case studies of human-centred design projects that failed due to cultural blind spots. The activity can be a jigsaw design, where groups discuss different case studies and then swap to share the cultural implications of the project failures with new groups.
Create a project that asks students to develop a tool for coordinating in-home care. Incorporate critical stakeholders, including disability support workers, disabled folks, and their families, who would experience such a system.
Faculty competence is not just about subject expertise—it includes the ability to create accessible learning experiences and facilitate active participation through varied pedagogical strategies.
Highlight senior leaders who actively champion inclusive practices, emphasising those who actively demonstrate their expertise in equity, diversity, and inclusion (EDI) through tangible actions.
Promote and showcase educators who lean into the unknown, developing additional knowledge and skill sets due to the students' assessment choices. Make educators comfortable with the idea that they are not required to be educational experts in every possible outcome and can act as a guide on the side.
Create a community of practice for inclusive teaching practices and how they can be explored in the various disciplines. Showcase the learning through regular faculty presentations.
Provide opportunities to highlight educators who are effective in these practices and create space for educators to observe and learn from each other. Create shadowing opportunities for participatory teaching methods.
Partner with EDI industry organisations (for example, Diversity Council Australia) for development opportunities.
Create formal evaluation mechanisms that assess faculty teaching competence in embedding EDI themes. This can include peer reviews, student evaluations, and self-assessment against EDI competencies, with results feeding into targeted professional development.
Check in with educators' confidence in embedding respectful EDI content and engaging safely in debate. Ensure training is available.
Pair teaching staff with those knowledgeable about the EDI space and practices in handling arising conflicts; productive experiences can be used as evidence and guidance for future work.
Include contributions to EDI within teaching and learning as part of promotion applications for teaching staff. For example, consider asking, “How has your teaching practice amplified the success and sense of belonging and connection of students across a broad set of identities and needs?”.