Inclusive learning and teaching are a cornerstone at the University of Bath. We strive to ensure everybody feels like they are “Belonging at Bath”. We endeavour to create an environment where everyone, regardless of their background, feels valued and empowered to reach their full potential. This is reflected in how we shape and deliver our curriculum, ensuring that all students, experience learning in an inclusive, supportive environment.
The Department of Electronic an Electrical Engineering (EEE) is taking this commitment a step further. They are not just teaching in a way that supports inclusion—they are actively embedding Equality, Diversity, and Inclusion (EDI) as essential skills for their students to carry forward into their careers. These skills are not just a “nice to have” in the curriculum; more and more accrediting bodies are including EDI skills into their requirements. It’s great to see EEE ahead of the game.
Beyond preparing students for the workforce, these skills have also shown to increase in attainment and retainment by creating more engaged and considerate students. As they learn how to conduct themselves with greater inclusivity in class and with their peers, they become students who create a more respectful and collaborative learning environment for everyone.
By integrating these principles into their lessons and curriculum, EEE graduates will not only excel technically but will also be prepared to lead and foster inclusive environments in their future workplaces.
Published on: 21/10/2024 · Last updated on: 21/10/2024
How has EEE embedded EDI learning into their curriculum?
EEE has embedded EDI principles into the student experience right from the start, beginning with Freshers’ Week. During this time, students participate in activities designed to build a strong sense of community and belonging. Group projects and collaborative tasks help students develop their teamwork skills. This early focus on supporting each other and recognising and appreciating diversity in their groups sets the tone for the rest of their academic journey, reinforcing the importance of working together in a supportive, inclusive environment.
To further strengthen EDI skills, the department offers a series of workshops led by the #NeverOK team. These workshops cover crucial topics like Unconscious Biases, Inclusive Communication, Active Bystander Training, and Controversy with Civility. They provide students with the opportunity to ask questions and engage with these complex issues in a safe and open environment. By addressing these topics directly, students gain the confidence to handle challenging situations both in the lecture hall and beyond.
How are inclusive skills being demonstrated by students?
In the EEE department, inclusive skills prepare students to navigate diverse and collaborative environments in both their studies and future careers. These skills fall under the broader category of “People Management” and are designed to promote effective teamwork, communication, and the ability to handle differing perspectives with civility. The three key areas students demonstrate their knowledge and ability are:
- Effective teamwork (unconscious bias and being a bystander) – Year 1
Purpose: Collaborative efforts, when harmoniously executed, yield better results by leveraging the diverse strengths of individual team members.
Ways students can demonstrate attainment of the skill:
- Completing a table that shows how the tasks have been fairly distributed among the team members according to skill.
- A subsection describing the interaction between the team members (including meeting and engagement) (50-100 words).
- A certificate of completion of the #NeverOk training quiz.
- Describe a process that you have implemented in your team to facilitate bystander intervention (50-100 words).
- Explain which protected characteristics you have taken into consideration while working on your work or project (50-100 words).
2. Inclusive Communication – Year 1
Purpose: The purpose of inclusive communication is to ensure that everyone, regardless of their background, abilities, or circumstances, can access, understand, and participate in communication processes, and that there is an expected level of respect between course members.
Ways students can demonstrate attainment of the skill:
- Describe two different processes that you have used to ensure inclusive communication. (50-100 words or 1 min audio/video)
- Explain why these processes enhance inclusivity (50-100 words or 1 min audio/video).
3. Controversy with civility – Year 2
Purpose: The purpose of this skill is to give students techniques to address controversy without creating conflict and remaining civil.
Ways students can demonstrate attainment of the skill:
- A description of a process that you have implemented in your team to facilitate communication of controversy with civility (50-100 words).
- An explanation about how the impact of this process on expressing controversy with civility (50-100 words).
Embedding EDI learning into your curriculum
As we continue to embed EDI in the curriculum, it’s important for staff to pause and reflect on the soft and transferable skills their students will need to thrive in their respective fields. Beyond technical expertise, skills like fostering an inclusive atmosphere, disagreeing with respect, and being an effective ally are becoming increasingly vital in today’s diverse work environments. Encouraging students to develop these abilities will not only help them in the workplace but also make them more engaged and considerate members of their academic community.
Thinking of embedding EDI into your curriculum but unsure where to start? You’re in luck! The University of Bath offers exceptional support through its dedicated student training team. They can help you design and deliver tailored workshops and sessions that address the specific needs of your discipline. For more information, you can explore the #NeverOK training offers brochure or get in touch with Nyika Suttie for personalised guidance.