Inclusive and anti-colonial practice
Access external resources and best practice pertaining to inclusive and anti-colonial practice.
Student feedback- Develop an understanding of different aspects of Inclusive teaching and learning practice and why it is important
- Learn about currently embedded inclusive practices across the institution and how staff can embed similar practices in their own teaching practice
- Understand how to get involved with Inclusion focused groups and activities across the University
- Access external resources and best practice pertaining to inclusive and anti-colonial practice
- Design inclusive curricular, assessments, and teaching environments.
Why does this matter?
- The University has a responsibility to deliver quality teaching and learning to all their students.
- The student population reflects the increasing diversity of UK society and the success of Higher Education Institutions (HEI’s) in attracting international students.
- The diversity of students frames the learning experience.
- Inclusive practice maximises the value of this resource and enriches the experience for all.
- Students who acquire the skills to work productively with people from different backgrounds are likely to be attractive to potential employers.
- A proactive approach to inclusion is likely to reduce the time academics would otherwise spend working on a one-to-one basis with students who are experiencing problems with learning.
- Students have a legal right to teaching that does not discriminate against them on grounds of age, ethnicity, gender reassignment, pregnancy or maternity, religion or belief, sex, or sexual orientation.
- Note that disabled students have a legal right to reasonable adjustments to ensure that their needs to access education are met.
- Embedding inclusivity is a legal and ethical requirement for Higher Education Institutions.
- Inclusivity is also strongly aligned to Diverse St Andrews strategy strand, and the University’s ambition to become a beacon of inclusivity.
Read our latest blog posts
- School of Art History – Co-Designing first-year modules with student feedbackA module coordinator within the school of art history convened an ad hoc committee for first-year curricular review, comprising undergraduate class representatives and volunteers. Two undergraduate modules were then subsequently redesigned … Read more
- Inclusive content: Core textbook (School of Economics and Finance)The school of economics have introduced the use of a new core textbook entitled ‘The Economy’ for use within the School’s compulsory modules. The textbook was introduced to address matters … Read more
- Inclusive practice: UCL Inclusive Curriculum Health CheckThe UCL Inclusive Curriculum Health check is designed to support staff in reflecting on how to embed the principles of inclusivity across the academic lifecycle.