Learning & Teaching Conference 

This presentation will be based upon a research project that delves into the effects of integrating implicit bias awareness into curricular interventions for undergraduate criminology with psychology students. Implicit bias, characterized by unconscious assumptions, significantly influences perceptions and behaviors (Boscardin, 2015). This aligns with Harrison-Bernard's findings (2020) on the positive impact of addressing unconscious bias through education. The talk is driven by two primary objectives. Firstly, echoing Harrison-Bernard's argument, it underscores the role of academic institutions in fostering inclusive learning environments. Secondly, it seeks to broaden our understanding of embedding implicit bias within curricula. This talk addresses the challenge of measuring reductions in implicit bias due to its unconscious nature. Established tools like the implicit association test are criticized for reliability and validity issues. However, evidence suggests that embedding implicit bias raises awareness, which in turn offers confidence in employing strategies to mitigate biases. The assessment tool utilized in this project involved a 1000-word self-reflection on implicit bias, where students discussed their engagement and the impact of learning about implicit bias on their personal and professional development.