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Building on the work of the WIHEA Inclusive Assessment Learning Circle and its Inclusive SEM Assessment Sub-Group, this project explores students’ perspectives of SEM assessments – including traditional exam style summative assessments – to determine what changes might be recommended to enable inclusive and accessible module assessments.

The project team has successfully engaged with colleagues across several institutions, both national and international, and primarily focused on assessments in biology, chemistry, computer science, engineering, mathematics, physics, psychology and statistics. This initial data collection and collaboration has led to a preliminary report that outlines recommendations for consideration, a literature review, an analysis of SEM assessment trends over time at 91¸£Àû, and SEM awarding gaps. This will be shared with the wider university soon.

Next steps:

The team will be conducting qualitative and quantitative data collection with teaching and learning and assessment-aligned staff and students via surveys, focus groups, interviews and workshops over the autumn 2024 term. Their findings will be shared in a secondary report, which they hope will lead to reimagining and reshaping SEM assessments at 91¸£Àû.

Over the past three years, a sub-group dedicated to decolonisation in social sciences has made strides in reshaping the academic landscape. The past three years have witnessed a collective commitment to faculty change. The sub-group has advocated for the alteration of academic structures, policies and practices. Themes chosen as the focus of the sub-group include:

• Addressing awarding gaps. By actively confronting and rectifying these gaps, the sub-group seeks to redress historical inequities, ensuring that students from diverse backgrounds receive the recognition they deserve.
• The production of the How to Start Decolonising Social Sciences workbook. Curriculum reform has been another pivotal area of focus. In the past three years, the sub-group has championed the incorporation of a broader range of perspectives, theories and methodologies into academic programmes.
• The sub-group is now looking at the implementation of validation strategies to ensure a fair and equitable recognition of achievements. This work is ongoing, with departments looking at different activities such as the Say My Name campaign, curriculum developments and supporting networks for students, as a few examples.

Outputs:

• How to Start Decolonising Social Sciences (2022): Read the workbook
• Understanding Awarding Gaps in Social Sciences (2023): Read the report
• Year 3 work 'Validation Strategies' is ongoing.

Inclusive Pedagogies comprises the Inclusive Education Programme and Inclusive Voices Forum, both of which are aimed at supporting staff or those participating in a staff-student collective.

The Inclusive Education Programme offers a series of workshops, in person and online, which focus on various aspects of inclusion in higher education. Staff have the opportunity to delve into topics such as the concept of reflexivity, students as partners, anti-racist practice, neurodiversity and decolonisation, among other subjects.

The Inclusive Voices Forum seeks to bring together staff and students who will be invited to present information on a topic or a practice. This will then be followed by a discussion. Forum events will take place in the Autumn and Spring terms.

Outputs: The Inclusive Education Programme of workshops take place throughout Term 2. Explore the workshops and register your interest.

Find out more about forthcoming Inclusive Voices Forum events and register to attend.

Next steps: Programme lead, Dr Ryan Arthur, is available to contact for inclusive support for teaching professionals, bespoke workshops and resources, and designing pedagogical research projects. Email: