Inclusivity and Quantum Mechanics?

I teach a core third year module on quantum mechanics – not surprisingly the majority of the time is spent developing the formalism, which is ‘beautiful’ mathematically – and conceptually challenging. The extraordinary physics breakthroughs we study were mostly achieved by (now dead) white men: till last summer I had just recognised these truly impressive … Continue reading “Inclusivity and Quantum Mechanics?”

The Big Conversation 2019

Research-intensive learning, teaching and curriculum at the University of Birmingham: Designing a model fit for the future The Big Conversation 2019 is a platform for staff, students, alumni and guests to share practices and debate ideas. More importantly, we need to settle on some principles and actions that will define our education offer for the … Continue reading “The Big Conversation 2019”

BAME Community Champions – by Oluwaronke Oladele and Natasha Okoye

“Starting a conversation that never ends….” The BAME Community Champions was an initiative created to address the attainment gap between ethnic minority students and non-ethnic minority students in the Law School. Its aim was to encourage BAME students to apply to top firms and companies and also to respond to complaints that many BAME students … Continue reading “BAME Community Champions – by Oluwaronke Oladele and Natasha Okoye”

Let’s talk about inequalities, inclusion and belonging – by Prof. Kathy Armour, PVC Education

In order to open the Big Conversation 2019, I thought it would be helpful to consider the issue of inequalities. While it is difficult to prioritise any one of the United Nations Sustainable Development Goals, the challenge to reduce inequalities is particularly pertinent. In our University, we can see inequalities in action because we have … Continue reading “Let’s talk about inequalities, inclusion and belonging – by Prof. Kathy Armour, PVC Education”

Fostering inclusion in the curriculum and the classroom: Reflections from the School of Government and Society – by Jonathan Fisher (School of Government and Society)

In November 2018, around 40 School of Government and Society staff from across all three departments, professional services and our PGR cohort took part in an Away Day focused on sharing ideas, frustrations and challenges around diversifying the curriculum and fostering inclusive learning environments. The afternoon’s discussions and activities, part of a wider set of … Continue reading “Fostering inclusion in the curriculum and the classroom: Reflections from the School of Government and Society – by Jonathan Fisher (School of Government and Society)”

Do digital pre-lab resources improve students’ experience of lab work? – by Joseph Berry (HEFi)

As part of the Collaborative Teaching Laboratory (CTL) project the University is investing in digital pre-lab resources. These resources will be in three main formats: instructional videos, virtual labs and 360-degree lab tours. Instructional videos aim to demonstrate either a specific technique or an entire practical procedure. Virtual labs are interactive resources, often two-dimensional simulations, … Continue reading “Do digital pre-lab resources improve students’ experience of lab work? – by Joseph Berry (HEFi)”

Using Resource Lists to deliver an inclusive educational experience? – by Polly Harper (Library Services)

Inclusivity, by its very definition, should include all aspects of an educational experience. One key element is ensuring equal and transparent access for all students to the resources that come with their University education. Very often, this might be achieved via a well-considered reading list, or here at Birmingham, a Resource List on our University … Continue reading “Using Resource Lists to deliver an inclusive educational experience? – by Polly Harper (Library Services)”

An inclusive education for students from widening participation backgrounds – does living on campus matter? by Clare Ray (College of Medical & Dental Sciences)

The Access to Birmingham (A2B) programme is a flagship widening participation (WP) scheme of which the University of Birmingham can be very proud. The scheme offers students from groups with low progression into Higher Education the opportunity to access courses at a Russell Group University. By providing an alternative offer two (or in the case … Continue reading “An inclusive education for students from widening participation backgrounds – does living on campus matter? by Clare Ray (College of Medical & Dental Sciences)”

Supporting students with vision impairment in higher education – by Rachel Hewett (School of Education)

Since 2010, researchers at Vision Impairment Centre for Teaching and Research in DISN, School of Education have been following the post-16 transition experiences of a group of 80 young people with vision impairment. The study has focused in particular detail on the experiences of over 30 participants who made the transition into higher education. Some … Continue reading “Supporting students with vision impairment in higher education – by Rachel Hewett (School of Education)”

What is an inclusive approach to the development of academic literacy? By Gale Dawson (Learning Enhancement Team, Library Services)

The Library’s Learning Enhancement Team is currently discussing what constitutes an inclusive approach to the development of academic literacy. Wingate (2015) describes academic literacy as ‘the ability to communicate competently in an academic discourse community.’ So, how do our students learn what constitutes good academic practice? Is this something we can leave students to learn … Continue reading “What is an inclusive approach to the development of academic literacy? By Gale Dawson (Learning Enhancement Team, Library Services)”