Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

In September 2019 we began to roll out a new more inclusive curriculum and learning environment to our Year 1 undergraduate students. A staff team of 5 had spent 8 months designing a programme where both content and mode of delivery were focused on being more inclusive. Fundamental changes were built into the structure of the programme: we made core changes to the timetable; increased the number of small group sessions; put students into table teams in class to promote friendship; and created more team focused tasks both in and outside of class to encourage student fellowship. In terms of course syllabus, we increased the content on social justice; introduced ideas on critical race theory; spent more time looking critically at the UK’s legal system questioning who it worked best for and introduced specific content on student well-being and difference. We hoped students would form better relationships with their peer group and that all students might see themselves reflected in the syllabus. How well has it worked? We look at where our ideas had traction and provided positive outcomes and where our changes made little difference. We examine the student attitudes to the programme, the staff response to teaching a new curriculum, and the effect broader institutional pressures had on the effectiveness of the changes made.