Inclusive Teaching Award
This award highlights excellence in inclusive pedagogy, creates opportunities for self-reflection and dialogue and motivates good practices in anti-racist teaching. The award supports the diverse theme of the University strategy and the action plan of the Race Equality Charter (REC) Bronze Award (received in October 2024).
Email [email protected] if you have further questions. A call for applications will be made in February/ March each year.
Open to all academic staff. Applications are self-nominated.
Application is made via an application form.
The first part of the form asks you to provide a Teaching Philosophy and Context Statement (300 words). This section gives you the opportunity to provide an overview of your teaching philosophy and the context of your practice. You may include:
- Your teaching philosophy: What are your core values and beliefs about teaching and learning? What principles guide your pedagogical approach?
- Teaching context: How do these beliefs apply specifically to your discipline (e.g., science, humanities) and your students? You may provide information about your teaching cohort in terms of module size, level and student background/demographic.
- Discipline-specific challenges, especially as they relate to issues of inclusion.
The second part of the form asks you to address three out of seven criteria following a structure of claim → action → evidence → reflective impact. The criteria are detailed below.
Your application should address three out of the following seven criteria:
Criterion 1: Accessibility and Inclusive Teaching Practices (300 words)
What inclusive teaching practices have you implemented to ensure accessibility for all students? Why did you choose these particular approaches? What barriers were you addressing?
Evidence – Please provide concrete examples such as provision of materials in multiple formats, use of accessible technology/platforms, varied reading list formats, examples of scaffolding, student feedback.
Reflection – How do you know these practices have made a difference to student learning and engagement? What indicators suggest they are working (e.g., student comments, changes in participation patterns, your own observations)?
Criterion 2: Diverse and Representative Content (300 words)
What steps have you taken to ensure your curriculum reflects diverse perspectives, voices, and experiences? Why is this diversity important in your disciplinary context?
Evidence – Please provide concrete examples such as diverse reading lists, case studies from varied contexts, guest speakers from underrepresented groups, examples of challenging dominant narratives, curriculum mapping showing integration of diverse perspectives, student/group consultation evidence.
Reflection – How do you know this has enhanced student learning and sense of belonging? What suggests to you that it is making a difference?
Criterion 3: Inclusive Assessment & Feedback (300 words)
What assessment and feedback practices have you designed to enable all students to demonstrate their learning effectively? Why did you design assessments in this way?
Evidence – Please provide concrete examples such as range of assessment types offered, student choice in formats or topics, clear, accessible assessment briefs, use of inclusive language in criteria, formative assessment opportunities, feed-forward practices, authentic assessments, examples of marking rubrics (including co-created ones), alternative feedback formats.
Reflection – How do you know these approaches are affecting student performance and confidence? What signals or feedback indicate they are working?
Criterion 4: Student Voice and Co-Creation (300 words)
What opportunities have you created for students to be active partners in their educational experience? Why is student partnership important to your teaching?
Evidence – Please provide concrete examples such as documentation of student consultation in module design, co-created learning resources, student-staff partnership projects, curriculum content shaped by student feedback, collaborative research projects with students, student-led sessions or peer teaching, co-designed assessment criteria, records of collaborative workshops.
Reflection – How do you know that involving students as partners has enhanced learning? What observations or feedback suggest this approach is making a difference?
Criterion 5: Embedding Employability and Real-World Application (300 words)
What have you done to help students connect their learning to careers and real-world contexts in inclusive ways? Why is it important to make employability accessible to all students?
Evidence – Please provide concrete examples such as integration of employability skills in curriculum, accessible partnerships, real-world case studies/simulations, reflective exercises on transferable skills, inclusive networking/careers events, making explicit the “hidden curriculum” around professional expectations.
Reflective Impact – How do you know students have benefited, particularly those from underrepresented backgrounds? What indicates to you that this approach is working?
Criterion 6: Cultural Awareness and Decolonisation (300 words)
What actions have you taken to examine power structures, colonial legacies, or Western-centric assumptions in your teaching? Why is this work important in your discipline?
Evidence – Please provide concrete examples such as critical examination of curriculum for colonial perspectives, integration of diverse knowledge systems, reading lists that challenge Eurocentric canons, teaching that addresses historical exclusions, space for culturally situated knowledge, use of inclusive language, reflective statements on positionality, culturally responsive assessment, participation in decolonising initiatives.
Reflective Impact – How do you know that changes have resulted from this critical engagement? What suggests to you that this work is having an impact?
Criterion 7: Wellbeing and Pastoral Support (300 words)
What have you done to create safe learning environments and support the whole student experience? Why is attention to wellbeing integral to inclusive teaching?
Evidence – Please provide concrete examples such as clear signposting to support services, community-building activities, trauma-informed teaching practices (content warnings, choice in sensitive topics), opportunities for students to voice concerns, peer support schemes/study groups, constructive, supportive feedback practices, spaces for difficult conversations with ground rules
Reflective Impact – How do you know this approach has affected student wellbeing and sense of belonging? What observations, feedback, or indicators suggest it is working?
You will able to attach any relevant supporting materials via the application form. These are meant to support your application and you can refer to them in your reflective discussion but they should not be introducing new material. These may include: student feedback with specific comments about inclusive practices; documented processes (e.g., accessibility checklists, co-creation meeting notes); curriculum materials (annotated reading lists, screenshots of reading lists, assessment briefs, VLE screenshots); testimonials from students, colleagues, or external partners; photos of inclusive learning environments or activities etc.
The panel of judges will be assembled by the Race Equality Charter Monitoring and Action Implementation Team (REC MAIT).
The panel will be looking for evidence of intentional and thoughtful practice, sustained commitment to inclusive practice, critical engagement with inclusion concepts, innovation and creativity in addressing inclusion challenges, and practices that could inspire or be adapted by colleagues in other contexts.
All modules that effectively meet the criteria will be recognised with the award.
Who can apply for the Inclusive Teaching Award?
The award is open to all academic staff who teach or support student learning. Applications are self nominated, and staff from all disciplines and career stages are encouraged to apply.
Do I need to be an expert in inclusive, antiracist, or decolonising pedagogy to apply?
No. The award recognises intentional, reflective, and developing practice, not perfection or specialist expertise. Applicants are encouraged to reflect honestly on what they do, why they do it, what evidence they have, and what they have learned through their practice.
How many criteria do I need to address?
You are asked to address 3 out of 7 criteria, in addition to the Teaching Philosophy and Context Statement. You may choose the criteria that best reflect your practice and teaching context.
Which criteria should I choose?
There is no “preferred” combination of criteria. Applicants should select areas where they feel they can:
* Demonstrate intentional practice
* Provide concrete examples and evidence
* Reflect meaningfully on impact
* All criteria are weighted equally.
What counts as evidence?
Evidence can take many forms and does not need to be quantitative. Examples include:
* Student feedback or comments
* Examples of teaching or assessment materials
* Reflections on changes you have made and why
* Observations of student engagement, participation, or confidence
Evidence should be authentic and proportionate to your context.
I teach large classes / small classes / one module only – is that a disadvantage?
No. Applications are assessed in context. The panel recognises that teaching practices look different depending on:
* Class size
* Discipline
* Level (undergraduate, postgraduate)
* Teaching role
Applicants are encouraged to explain their context clearly in their Teaching Philosophy and Context Statement.
Can I include challenges or things that didn’t work as planned?
Yes. Thoughtful reflection on challenges, limitations, or ongoing development is positively valued. The panel looks for critical engagement and learning, not only success stories.
What does “reflective impact” mean?
Reflective impact refers to how you know your practice has made (or is beginning to make) a difference. This could include:
* Changes in student engagement or participation
* Student feedback or informal comments
* Your own observations and reflections
* Evidence of improved clarity, confidence, or belonging
* You are not expected to demonstrate long‑term or large‑scale impact.
What supporting documentation should I include?
Supporting materials are optional and should support, not replace your written reflections. These might include:
* Annotated reading lists
* Screenshots of learning environments or assessment briefs
* Student or colleague testimonials
* Notes from co‑creation or consultation activities
Supporting documents should not introduce new material that is not discussed in your narrative.
How is the award judged?
Applications are reviewed by a panel assembled by the Race Equality Charter Monitoring and Action Implementation Team (REC MAIT). The panel looks for:
* Intentional and thoughtful practice
* Sustained commitment to inclusive teaching
* Critical reflection and engagement
* Innovation and creativity
* Practices that could inspire or be adapted by others
All applications that meet the criteria will be recognised with the award.
Can I apply if I’ve applied before or received another teaching award?
Yes. Previous applications or awards do not prevent you from applying. Each application is considered on its own merits.
Is there support available while preparing my application?
Yes. Resources and guidance on inclusive and antiracist teaching are linked on the website, and drop‑in sessions will be advertised. Applicants are also encouraged to discuss ideas with colleagues or teaching teams.
Who can I contact if I have questions?
If you have questions about eligibility, criteria, or the application process, please contact [email protected]
