Embedding and sustaining inclusive STEM practices

Dr Alison StokesSchool of Geography, Earth and Environmental SciencesPlymouth University

Inclusive learning

“To be inclusive, institutions should consider the diversity of the student body and embed principles of equality in the design, planning and evaluation of programmes, courses and modules.” (Thomas & May, 2010)

“The curriculum on paper is only a script: the real curriculum is acted out and lived through.” (Squires, 1987)

Call to action1. Differential student

outcomes (HEFCE, 2016)

2. Attainment gap for students with disabilities (ECU, 2015)

.

• Increase in students declaring a disability, particularly mental health issues and specific learning difficulties (ECU, 2015)

• Increase recognised in STEM subjects, particularly in relation to ‘unseen’ disabilities (CaSE, 2014)

ECU (2015)

Impact on employability

“…there is still much than can be done to break down artificial barriers to disabled people participating and excelling in education and the workforce.” (CaSE, 2014)

Project scope: students with disabilities

• Scaling up inclusive educational practices within STEM module design and delivery to benefit all students, while lowering and removing barriers impeding students with disabilities

• Gathering and sharing case studies to evidence the impact of inclusive design and produce cross-institutional guidelines and recommendations for dissemination to HE sector and professional associations

• Enabling UK HEIs to (intended project outcomes)

1. Embed inclusive resource, module and curriculum design practices

2. Sustain inclusive module and curriculum delivery practices

3. Develop inclusive career pathways for students and graduates

Partners, developments and outputs

Partners and contacts– The Open University (LEAD)

• Trevor Collins

– The University of Leeds

• Dan Morgan

– Plymouth University

• Alison Stokes

Outputs– Cross-institutional case studies,

guidelines and recommendations

Example development projects

– Lab+: Open-access lab to support experiential learning (Plymouth)

– OpenSTEM Lab: Online practical experiments (OU)

– Virtual Landscapes: Virtual training environments (Leeds)

– Enabling Remote Activity: Remote access toolkit for fieldwork (OU)

– Stadium Live: Interactive live web broadcasts (OU)

Development projects at the OU, Leeds and Plymouth

OU: OpenScience Lab Plymouth: LABplus

Leeds: Virtual Landscapes

Engagement

• Institutional stakeholders

– Students

– Staff (e.g. lecturers, staff tutors, associate lecturers, developers, designers, editors, disability support staff)

– External stakeholders

• Educational and professional networks

– Professional associations and accreditation bodies

– Disability support networks

Educational practitioner networks

• Accessing networks of senior staff for insight into needs and experiences in HE• Engagement with project activities, e.g. accessible field course• Immediate users of case studies produced by the project

Professional associations and accrediting bodies

QAA: Subject Benchmark Statements

Learned societies: STEMM-DAC

Royal Academy of Engineering and Science Council: Diversity and Inclusion Progression framework for professional bodies

Example good practice guide - Institute of Physics: Building momentum report

What are the barriers facing environmental science:

• teaching and learning?• degree accreditation?• employment?

What are practitioners’ experiences of:

• inclusive design?• reasonable adjustments?

Summary of progress to date

• Cross-institutional review of policy documentation, procedures and development workflows re. inclusivity

• Baseline survey to capture awareness and attitudes of staff and students re. inclusivity in the curriculum

• Scoping out of potential case studies to capture effective practice

• Planning / scoping of accessible field course (Leeds)

• Initiating contact with practitioner networks and professional / accrediting bodies

Does accreditation help/hinder students and create/ dismantle barriers?

Some useful documents• CaSE (2014) Improving Diversity in STEM. Campaign for Science and Engineering

Report.

• DSSLG (2017) Inclusive teaching and learning in higher education as a route to excellence. A Department of Education report by the Disabled Student Sector Leadership Group, January 2017.

• ECU (2015) Equality in higher education: statistical report 2015. Equality Challenge Unit, November 2015.

• HEFCE (2016) Higher Education in England 2016 - HEFCE Key Facts report, September 2016.

• IoP (2017) Building momentum towards inclusive teaching and learning: A guide to good practice for undergraduate physics. Institute of Physics Report, April 2017. HEA report.

• Thomas, L. & May, H (2010) Inclusive learning and teaching in higher education.

• Squires, G. (1987) The curriculum, in: T. Becher (Ed.) British Higher Education, pp.155-177 (London: Allen & Unwin).