Diana Yeh, Catriona Brice and Zahra Mohammadi
The need to dismantle structures of inequality in universities has gained increasing recognition, as ‘vital for the improvement of course curricula, pedagogical practice, staff wellbeing and the student experience’ (Higher Education Policy Institute 2020: 9). Wonke’s (2022) research further identifies ‘inclusion’ as one of the four foundations of student belonging at university, with inclusive curricula associated with course credibility, academic rigour and employability.
This year, the School of Communication and Creativity launched a series of projects empowering students to drive forward the School’s EDI work. In line with University strategy, the emphasis is on ‘knowing our students’ and ‘centring the student’ voice.
The projects are: 1) Researching What Matters: engaging students to co-develop mixed-methods research on student experience and ambition in EDI and employability, while creating pipeline to research
2) Developing an inclusive/decolonised curriculum and environment: involving a) student peer consultation sessions on how staff can improve our work and b) student-staff co-creation of Inclusive/Decolonised curriculum online resource hub and toolkit
3) Empower, Learn, Inspire Poster Project, engaging students to lead workshops for peers to surface experiences, ambitions, learning messages around EDI and design posters to empower, educate and inspire peers and staff
As well as enhancing EDI, the projects hope to build communities of practice, of belonging, affirmation, celebration and connection and for students to become inspired by a sense of autonomy and ownership of their university experience and develop a personal investment in City. Centring student experiences of participating in the projects, this paper will reflect on the successes and limitations of the first two of the projects, with a focus on the significance of EDI in student life. How did students experience them? To what extent did they achieve these aims? How could they have been improved? And what learning can we take forward in the future?
The paper will consist of a 20 minute presentation. This will include: 5 mins: Introduction to project by staff 15 mins: Student feedback on successes, limitations, areas of improvement (5 mins each for 1 UG, 1 PGT and 1 PGR participant) 10 mins Q&A / discussion from audience. Attendees will:
· Gain insight into the role of EDI in creating a sense of student belonging
· Reflect on the impact of co-production methodologies for inclusivity and learn from strengths and areas for improvement
· Get to ‘know our students’ and learn about what matters to them
Given the focus on EDI, this presentation will be of relevance to all other Schools across the University. It is informed by and hopes to contribute to both practice and scholarship in the area. Discussion points: Why does EDI matter to students? How does co-production enhance inclusivity? What is the relationship between EDI, co-production and wider student belonging and success?
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Wonkhe (2022) The four foundations of belonging at university. Available at: https://wonkhe.com/blogs/the-fourfoundations-of-belonging-at-university/
Higher Education Policy Institute (2020), ‘Miseducation: decolonising curricula, culture and pedagogy in UK universities’, HEPI Report, https://www.hepi.ac.uk/wp-content/uploads/2020/07/HEPI_Miseducation_Debate-Paper-23_FINAL.pd
