This two-day event has been designed to help colleagues reflect upon and develop their approaches to learning and teaching. It features contributions from sector-leading experts, insights from colleagues at other institutions, and examples of how cutting-edge research here at Bath can help to make university courses everywhere more inclusive and engaging.
To learn from and celebrate the excellent work carried out here at the University of Bath, we’re delighted to announce our EduFest 2023 programme. Please join us in person on Tuesday 16th May and online on Wednesday 17th May as we host this year’s EduFest and explore this year’s theme of Inclusive Teaching, including a talk from guest speakers, Pete Quinn, Dr Paul Campbell (University of Leicester) and Kate Coulson and Kahvan Bryan (University of Northampton).
Inclusive teaching is about ensuring all students can learn and be supported in a way that enables them to fulfil their academic potential. The principle of inclusive teaching is embedded in our approach to Curriculum Transformation: ‘Support the diverse needs of learners’. Whilst the motivation behind inclusive teaching is positive, in reality this can be problematic when teaching large cohorts of students with potentially very different needs. However, students with specific learning needs do not experience different learning challenges but a more exaggerated version of the challenges all students face. By addressing challenges for all students, we can therefore provide a truly inclusive teaching experience.
We look forward to the debate and celebrating some of the excellent work carried out at the University in this domain and hearing from some of our TDF project holders, NTFs and other current teaching and learning initiatives including out University Teaching Awards winners 2023.
Mini Keynote speakers
Pete Quinn, Change through collaboration, Pete will summarise where the UK Higher Education sector currently is in terms of it’s inclusive, teaching, learning and assessment progress. Identifying where this progress (Or lack of) maps on to Bath’s ‘Curriculum Principles’ and how these resonate within the recently published QAA Inclusive Education Framework or the more historical 2010 HEA report or 2017 DfE guidance. Pete will also reflect on similar frameworks and initiatives at other UK universities.
As a disability inclusion specialist working with many universities currently and previously, Pete will discuss the current and increasingly important intersectional considerations that support belonging, community as well as access and participation plans.
Citing examples in use from the UK Pete will give an overview on other areas that support inclusive practice such as ‘well-being in the curriculum’, the Kindness principles in use at the OIAHE and the likely challenges to inclusion in the near and not so near future
Kate Coulson (Head of Learning & Teaching Enhancement) and Kahvan Bryan (APP Manager) at University of Northampton
Allyship: In It For The Four Seasons
Summary – This mini keynote is a call to action: are you an ally? Kahvan Bryan and Kate Coulson from the University of Northampton outline the realities of allyship – what it really is, and the challenges encountered by allies. And most importantly it will examine how to stay in it for all four seasons.
*Kate asked Professor Jason Arday (the youngest Black Professor in the UK, at the University of Cambridge) whether as a white woman, she had a place in the allyship space. Professor Arday’s response was “Yes, absolutely and you need to persevere and stay in that space in all four seasons: when it is easy and especially when it isn’t”.
Dr Paul Campbell, inaugural Director of the University of Leicester Institute for Inclusivity in Higher Education. He is also an award winning academic and Associate Professor in the Sociology of race and inclusion at the University of Leicester. His first monograph won the British Sociological Association’s Philip Abrams Prize in 2017 and he has published widely in the areas of race, inclusion and Higher Education and on inclusion in sport.
Reflections on the measurable impact(s) of racially diversifying curricula on the educative experiences of students of colour in HE?
There is a general consensus among EDI professionals and race scholars of a direct causal relationship between a White and Eurocentric curriculum and the ‘gap’ in degree outcomes between domicile students of colour and their White peers in UK HE. This has prompted some Higher Education Providers (HEPs) to employ a host of interventions and strategies aimed at racially pluralising and/or ‘decolonizing’ their taught curricula. Despite this hive of activity, there currently exists little evaluative empirical data on the efficacy of this work.
This mini-keynote talk reflects on our ground-breaking evaluation of the University of Leicester's 'Racially Inclusive Curricula Toolkit'. This project is, to our knowledge, one of the first published, holistic, large scale and mixed-methods empirical-evaluations of an intervention for improving the degree outcomes and educative experiences of undergraduate students of colour in a UK HEP.
In this talk I discuss the efficacy of the toolkit against its capacity to: (1) foster a stronger sense of relevance between module content and the lives of students from minority ethnic backgrounds; (2) improve the confidence and racial literacy of staff; (3) reduce differences in assessment/award outcomes; and (4) improve levels of satisfaction about their courses among students from minority ethnic backgrounds. The talk concludes by reflecting on the usefulness’ and limitations of using race and ethnicity award gaps as our primary lens for evaluating the value of interventions for making HE curricula more racially equitable for all of our students.
Talking Point and Lightning Talk Session Options (17th May)
To choose which parallel session you would like to attend or would like more information on the talks please take a look at the papers;
You will have a choice of breakout rooms within the main session to join parallel sessions, A, B, C and D
Recorded Sessions (17th May)
Welcome Talks, Keynotes, Debate Session & Welldoing Workshop
Available Presentations from the event
To learn from and celebrate the excellent work carried out here at the University of Bath, we're delighted to announce our EduFest 2023 programme.
Tuesday 16th May 2023 In Person Networking Event (10West 2.47)
This in person event will focus on celebrating effective practice and bringing colleagues together to address sector challenges.
|9:30 – 9:45
09:45 – 10:05
|Refreshments and networking
Welcome address:- Dr Chris Bonfield, Director of the Centre for Learning & Teaching
Celebrating Learning & Teaching presentation: - Dr Paul Chin, Head of Learning & Teaching
|10:05– 11:05||Celebrating Teaching Award 2023 Presentations on Best Practice
Hear from our University Teaching Award Winners of 2023 in Innovation, John Willis, Mary Tasker, Leadership , Director of Studies and Best Team in support of student Learning
|11:05 – 11:15||Comfort Break and refreshments||(Vertically Integrated Project End of semester Posters)|
|11:15 – 12:05||Challenges & Opportunities of Learning & Teaching
(10 West 2.47)
1. In-person / online Teaching
2. Assessment & Feedback
3. What are the key challenges and opportunities to our PGT provision and how can we address some of these
|12:05– 13:30||Lunch and Network (10 West Level)||VIPs End of Semester Posters and competition|
|13:30 – 14:30||Workshop (10 West 2.47)
Promoting pedagogic research communities to support the student experience – Paul Chin, Head of Learning & Teaching, CLT
A scientist’s rough guide to educational enquiry: What would you like to know about your inclusive teaching? – Hazel Corradi, Academic Staff Developer, CLT
Are you a former participant of the Probationer Pathway to HEA Fellowship? Here is your chance to contribute to the development of the Pathway. Click here for more information and to sign up
Wednesday 17th May Online EduFest (Zoom Link)
|9:30 – 9:45||Welcome Address
Julian Chaudhuri, Pro-Vice-Chancellor (Education), Julia Kildyushova, Education Officer, Students’ Union
|9:45 – 10:50||Keynote address
Pete Quinn, enabling organisation to achieve a greater accessibility and Inclusiveness in their ability.
Kate Coulson and Kahvan Bryan (University of Northampton)
Dr Paul Campbell (University of Leicester).
|10:50 – 11:00||Coffee break|
|11:00 – 12:15||Talking Points – Parallel session A
TP1: Beyond alt-text – making accessible notes – Ed Southwood, MASH, Skills Centre
TP2: The hazards and potential benefits of informal collaborative learning – Elise Pegg, Department of Mechanical Engineering
TP3: An investigation into the factors affecting peer learning in hybrid Team Based Learning environment – Steve Cayzer, Department of Mechanical Engineering
TP4: The Physics of Inclusivity – Vicky Scowcroft, Department of Physics
|Talking Points – Parallel session B
TP1: e Portfolios – the past, the present and the future of skills development in higher education - Cressida Lyon, Department of Life Sciences
TP2: The one page reference guide: supporting students in a post-open-book world - Gan Shermer, Department of Chemistry
TP4: Assessment as learning: Supported self-assessment in the Architectural Design studio – Robert Grover, ACE
|12:15 – 12.55||Lunch break|
|Debate session – ‘Labels’ currently formally recognise and enable thousands of higher education students in receipt of Disabled Students Allowance to access much needed services, resources and support. Yet, the very labels which are designed to remove barriers to educational access, participation and progress, can also undermine our attempts to promote inclusive teaching and learning. This debate session will therefore consider whether the current system of labelling and diagnosis benefits students and supports academics to make education truly inclusive.
Panel members: Jenny Boyle, Access & Participation Impact Manager; Susan Fielding, Disability Service Team Lead; Gan Shermer, Department of Chemistry, Senior Lecturer; Amber Snary, BSc(Hons) Psychology (Chair of Disability Action Group for Disabled Students); Mimi Mihailescu & Kenna Skoric, CLT Student Champion.
|13:40 – 13:50||Coffee Break|
|13:50 – 14:50||Lightning Talks C
LT1: Technology for all: tips for inclusive for teaching – Josh Lim, TEL
LT2: Auto-marked data interpretation examinations via Inspera – Jo Stewart-Cox, Department of Life Sciences
LT3: Team Bath Heart: increasing inclusivity in competition-based learning – Katherine Fraser, Department of Mechanical Engineering & Melusine Pigeon, Department of Electrical Engineering
LT4: Should we listen to the ungraders? – Steve Cayzer, Department of Mechanical Engineering
LT5: Contextualising the teaching of mathematics and statistics within your subject – Tamsin Smith & Evi Papadaki, MAST, Skills Centre
LT6: Enhanced hybrid tutorial teaching for large cohorts – Alexander Lunt, Department of Mechanical Engineering
|Lightning Talks D
LT1: Accents and Communication: Improving your Global Voice – Leah McCue, Students Union
LT2: Incorporating Transcultural Awareness into the Design of an EAP Pre-sessional Course -Michele Le Roux, Skills Centre
LT3: Community and belonging in the lecture hall – Nyika Suttie, Student Support and Safeguarding
LT4: Contesting Whiteness in the Year Abroad: Year Abroad and Placement Experiences of Black Students and Students of Colour - Keji Kamoju, Dr Penny Miles, Department of PoLIS
LT5: Students with “maths anxiety” benefit from the deliberate practice provided by NUMBAS – Ruth Hand, MASH, Skills Centre
LT6: An Example of Cultural Inclusivity through Japanese Language Lessons - Satoko Suzui, Skills Centre: Foreign Languages
|14:50 – 15:00||Comfort Break|
|15:00 – 15:50||Welldoing Workshop - Abby Osborne, CLT
Whilst we are increasingly recognising the importance of encouraging students to look after themselves and adopt good wellbeing habits, wellbeing is often regarded as something that exists beyond the classroom, as a much-needed antidote to the pressures of education. In contrast, this session will introduce you to Welldoing, an approach that directly supports wellbeing via the very ways in which we learn, think and work.
|This 50 minute session will cover a range of practical strategies that can be embedded to help your undergraduate and postgraduate students to adopt smart, flexible and sustainable learning habits. The Welldoing approach also enables busy lecturers to embed inclusive teaching and learning practices within the curriculum to support the needs of all learners.|
|15:50 – 16:00||Closing remarks and Conference close – Paul Chin, Head of Learning & Teaching, CLT|
The forth annual EduFest event took place over two days on Monday 9th and Tuesday 10th May 2022. The key theme was Assessment and Feedback.
Our guest speaker, Dr William Houstoun, gave the keynote address, which was followed by a series of panel events, lightning talks, and masterclasses from staff and students from Bath and beyond.
The third annual EduFest event took place on Wednesday 5 May 2021. The key theme was Transitions in Higher Education. The sub-themes were Transition into university (for example, pre-sessional work; induction programmes; outreach; recruitment; partnerships); Transition through university (for example, approaches to placement; curricula design; student engagement; assessment for learning; learning/curricula partnerships with external agencies) and Transition out of university (for example, working with employers; alumni relations; graduate outcomes; employability; 21st century skills).
Our guest speaker, Dr Luke Millard, gave the keynote address, which was followed by a series of panel events, lightning talks, and masterclasses from staff and students from Bath and beyond.
EduFest 2019 event took place on 9 May. The key theme was Empowering students and staff in the delivery of teaching excellence, including sub themes of Employability, Inclusivity, Research-engaged learning and Student engagement - reflected fundamental concerns in shaping students’ outcomes and experiences across the University
Our guest speaker, Dr Camille Kandiko Howson, gave the keynote address, which explored the different dimensions of student engagement, the different levels of how students engage with learning and different ways of measuring and acknowledging how students engage with their learning.