Inclusivity in teaching (Eva Dann)
At Royal Holloway we have a very rich and diverse student community. Much has been written about the need to diversify the curriculum in Higher Education to reflect our student population. As an example, the UUK and NUS report on BAME student attainment at UK Universities (UUK & NUS, 2019, p. 22), mentions curriculum design as the fourth most important factor contributing to the attainment gap.
This issue goes beyond what can be explored in this blog post; however, I wanted to share a small change which I have implemented in my teaching.
I have taken a look at my teaching materials and started to think about the examples that I use during my lectures. Information literacy lessons are always adapted to the subject of study and the examples that I use are generally taken from the department’s own reading lists. However, in instances where I am not specifically demonstrating the use of reading lists, there is no reason why the examples that I use cannot be more diverse.
As a result of this reflection, I have started to compile a list of books and articles written by authors that are more representative of our student community and with a better ratio of male and female authors.
I admit that this is not an easy change to make for all disciplines; nevertheless, trying to find alternative examples when possible and even highlighting the difficulty in finding alternative examples will be a first step to start redressing the balance.
UUK and NUS (2019) Black, Asian and Minority Ethnic Student Attainment at UK Universities: #Closingthegap. London: UUK. Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/bame-student-attainment-uk-universities-closing-the-gap.aspx (Accessed: 25 January 2020).
Response
This post discusses a topic that I feel is becoming more important as society continues to evolve and people become more open about their identities. I think re-visiting reading lists and being mindful of what and who they represent is a subtle but very effective move in promoting diversity. The module Professional and Legal Skills, which I have delivered seminars on, involves many role plays and I noted that the module leader had been mindful to use gender neutral names, allowing the characters to be referred to either as he or she (this in itself may face criticism but again it is an attempt at a step in the right direction). I was also happy to see that the students also took this opportunity to not automatically assume their own gender role but to consider the role plays from the perspective of another gender. Therefore, as well as the reading set outside the classroom, the activities within them can also encourage more diversity.
Your post here very importantly highlights the need to address diversity in HE, especially the need to 'decolonise the curriculum' as it were. Ensuring that resources represent a wide swathe of experiences and people is crucial, as you suggest. It encourages me, as a historian, to fortify my primary and secondary source provision - checking that I am providing examples from a diversity of individuals in history and scholars in historiography. Even starting with something as simple as the authors of these materials is a great opportunity to make a significant impact. (Angela Platt, History)
Maintaining contact with learners on Adobe Connect (Ben Williamson)
I recently had my first experience of using Adobe Connect to deliver teaching sessions to online and distance learners, and have begun to learn about the different features of this technology.
The Chat function on Adobe Connect permits attendees to type questions or other text for live view during the session. This means that the presenter has the opportunity to respond to queries or problems as they would when teaching in a physical classroom. However, as the Chat is visible to all users, a certain degree of confidentiality is removed and this may deter some attendees from asking questions.
The fact the presenter cannot see the learners face-to-face in an Adobe Connect session creates another potential problem. As Riedel and Betty (2013) underline, learners in an online session cannot offer “non-verbal cues” to confirm their understanding (p. 101), and this can impact negatively on the presenter's rapport with the learners. The webcam function does allow the presenter to show their image during the session, which at least means that learners can put a face to the presenter’s voice.
I have tried to overcome these barriers by introducing pauses in the flow of the session, where students can take time to ask questions or request help if they are falling behind. I am also able to make recordings of the sessions for learners to refer to at a later date. If learners are unwilling to request help in the session itself, they may find it easier to contact the presenter in person afterwards.
I hope to build on my experience and explore the further potential of Adobe Connect through future online teaching sessions.
Riedel, T. & Betty, P. (2013) ‘Real time with the librarian: using web conferencing software to connect to distance students’, Journal of Library & Information Services in Distance Learning, 7(1-2), pp. 98–110.
Response: Your post discusses a topic which is very pertinent to current considerations about online learning and best practices to build rapport with the students. Thank you so much for offering insightful advice on the issue. (Eirini Nikopoulou Media Arts Department).