Tag: DECI

Academic Language and Literacy Group

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Two seminar sessions were delivered by the Academic Language & Literacy Group (ALL) to all Level 4 BA Education Studies students. The sessions were based on priorities identified through consultation with course and module leaders and analysis of previous students’ assignments. These sessions were implemented through the ‘Language and Learning’ module with the aim of narrowing the degree awarding gap.

For further information contact the project lead Manny Madriaga, m.madriaga@shu.ac.uk

Status: ongoing

Graduate Interns – Student Voice

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

The department of Education, Childhood and Inclusion employs three graduate interns. Part of their role is to undertake Listening Room projects with BAME students to understand their perspective on the attainment gap and what they believe would help to close the gap. This work will continue in the next academic year.

For further information contact the project lead Iain Garner

i.garner@shu.ac.uk

Status: ongoing

Enhancing extended scientific writing skills

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Two seminar sessions were delivered by the Academic Language & Literacy Group (ALL) to all Level 4 BA Education Studies students. The sessions were based on priorities identified through consultation with course and module leaders and analysis of previous students’ assignments. These sessions were implemented through the ‘Language and Learning’ module with the aim of reducing the BAME attainment gap.

The ALL intervention is intended for ALL undergraduate students in the university and is being implemented in other modules.

For further information contact the project lead Manny Madriaga m.madriaga@shu.ac.uk

Status: ongoing

Addressing BAME student voice

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Using graduate intern researchers, the aim of the project was to establish common understanding of BAME concerns, enable open discussion and implement measures to positively inform the Course Improvement Plans (CIPs). This included opening up discussion with known BAME student communication channels; further developing discussion with ECI students to identify specific issues/challenges/support needs; developing intelligence to inform departmental actions. The overall aim is to enhance student perceptions of belonging and togetherness. As a result of this project, the department established recommendations they believed were needed to enable not just BAME students but all students’ success at university.

Highlighted below are the priorities at a course and departmental level. These were:

  1. Decolonising curriculum: More work is required from academics to research scholars and introduce diverse text.
  2. Representation: Recruitment of more positive role models and opportunities to showcase this such as guest speakers of BAME backgrounds)
  3. Training: More cultural awareness, staff training on unconscious bias, institutional racism and acknowledgement of privilege/positionalities and how this impacts students.
  4. Promotion: A greater emphasis on promotion of opportunities within the department such as scholarships and bursaries and graduate internships.
  5. Changes: Early and timely dissemination of changes to course structures and assessments; more consideration around student experience and their feedback in regard to modules being in different rooms every week.
  6. Placement s: Continue to offer a variety of placements such as those in a non-education based setting
  7. Recruitment: More BAME representation in staff diversity whether this is academics or student support services
  8. Research: Open forums where non-BAME and BAME students can discuss issues, speak freely and as a result improve cross-racial interaction.
  9. Undergraduate to postgraduate progression: More workshops around confidence, readiness and promotion of master’s and PhDs
  10. Commuter student experience: There are a large number of commuter students within our department and we need to reconsider our view of the traditional student experience and rethink what we offer to our students.

The articulation of actions using CIPs is replicable across all courses. The initiatives identified in the CIPs provide an accessible means to communicate innovations.

For further information contact the project lead John Wrigglesworth j.wrigglesworth@shu.ac.uk

Status: completed

Road map to Change Event

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

On Stephen Lawrence day (22nd April), the department held the Road map to Change Event. All undergraduate courses across the department reflected on their current attainment gap and the impact of projects and work on closing the gap. This was done with staff across the department. The aim was to keep the issue of the performance gap under close scrutiny and hold us all to account for closing the gap, while building racial literacy across the staffing group.

The event was successfully delivered on 22 April 2019, and Sehrish Tahir (Graduate Intern) has completed a guidance document for staff in the department using the materials from the day and further research which will support the development of racial literacy of staff going forward. The document can be found here.

For further information contact the project lead Iain Garner i.garner@shu.ac.uk

Status: completed

Staff awareness raising campaign

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Prompted by a series of awareness raising activities, Sheffield Institute of Education (SIoE) staff were supported to draw on their education research background to identify improvements that can be made to close the BAME attainment gap on their courses. Whilst each course now has at least one BAME-related action on their course improvement plan (CIP) annually, a survey in March 2018 showed that course leaders were yet to be using CIPs to record their actions relating to the BAME attainment gap. Using this as a baseline, an annual survey will be conducted, and the results compared to March 2018 (and correlated with the attainment gap). The articulation of actions using CIPs is replicable across all courses. The initiatives identified in the CIPs provide an accessible means to communicate innovations.

For further information contact the project lead John Wrigglesworth j.wrigglesworth@shu.ac.uk

Status: completed

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