Embedding EDI in Curriculum Design, Daniela de Silva

Embedding EDI in Curriculum Design, Daniela de Silva

1. Embedding EDI in course and module validation and
revalidation –SEDAConference 16
th
May 2024
Daniela de Silva – Senior lecturer at CETI

2. Strategic Priorities –
Inclusive Curriculum
We will offer personalised and
authentic education, underpinned by
an inclusive curriculum, to enable all
our students, from all backgrounds, to
engage in transformative learning and
to succeed in their studies and
professional lives.

3. The ways in which pedagogy,
curricula and assessment are
designed and delivered to engage
students in learning that is
meaningful, relevant and
accessible to all.
It embraces a view of the
individual and individual
difference as the source of
diversity that can enrich the lives
and learning of others.’
(adapted from Hockings, 2010)

4. … is the understanding that
social inequalities are mutually
constituting: ‘race, class, gender,
sexuality, ethnicity, nation,
ability, and age operate not as
unitary, mutually exclusive
entities, but rather as
reciprocally constructing
phenomena’ (Collins 2015:2)
https://www.advance-he.ac.uk/knowledge-hub/intersectional-
approaches-equality-and-diversity
Intersectionality

5. EDI is reflected in….
Course Aims
Separate EDI statement in programme spec
Course and Module Learning Outcomes
Learning & Teaching Activities and Assessments

6. Embedding EDI at
Course Level…
Course Aims
Course LOs

7. Expectation in the
programme specification
•A clear indication of the course team’s
commitment to EDI.
•A statement indicating how the course
has been designed to ensure that any
potential barriers to success are
recognised, and steps taken to remove
them.
NB: There is no allocated section in the
programme specification for an EDI
statement

8. EDI Statement -University of Westminster course
The Architectural Technology seeks to adopt best practice regarding inclusive course design. The course offers
opportunities to explore students’ own identities and how they intersect with the technologies of architecture.
We create an environment for students to be confident, engaged, and have a sense of belonging. Our range of
teaching and learning methods include flipped classrooms, voting technology and quizzes (to consolidate
learning where anonymity allows confident engagement), and the use of Miro for collaboration between
students. Panopto is used to record lectures wherever possible, and class materials are shared on Blackboard
in advance of class and remain available afterwards. Teamwork is a feature of our teaching and students are
encouraged to engage in discussions and to learn from one another in a supportive campus environment and
online.
Our curriculum design is industry focussed and our design-based teaching team consists of a diverse range of
professionals from experienced technologists, alumni and visiting practitioners to regular contact with industry
experts and employers. This, coupled with real design briefs/clients informs our studio teaching where we are
climate aware and can design for accessibility. Briefs are designed to allow students to lead their projects
based on their knowledge and cultural interests, coming from diverse cultural backgrounds and abilities. This
regular contact with industry and practice provides familiarisation and agency, as well as enhances
employability, especially for those students who may not have access to wider networks.

9. EDI Statement continued…
Assessments are ‘authentic’ wherever possible, too, meaning they model real-world examples
and test skills and knowledge useful in the working environment. These will often take the
form of project-based portfolios of coursework which may be delivered verbally (in
discussions and presentations) as well as in writing, sketch, model and video form.
Expectations and minimum requirements are always discussed openly and over the duration
of the module, ensuring students know what work to produce and when. The design process
is iterative by its nature which allows students to learn from their ‘mistakes.’ Design
assessment (‘Crits’) are not just informative of progress but part of the learning journey and
future practice experience. Some assessment may take the form of 24 hour online exam
periods (to consider shared/access to technology and family/caring responsibilities etc.)

10. Embedding EDI in module level:
Inclusive and accessible teaching activities
encapsulating intersectionality.
Decolonised teaching materials
A choice of inclusive and authentic
assessments

11. EDI self-assessment checklist – in practice

12. EDI self-assessment checklist - discussion
1.Is the checklist fairly easy to
use?
2. Is the range of questions sufficient?
3. Would you add any other questions?
4. Would you add another column with
suggestions for best practice?
5. Would you adopt it in your subject
area?

14. Thank you

15. Useful sources:
Pedagogies for Social Justice A staff-student collaboration providing tools to
encourage colleagues to think about our pedagogies, including an extensive,
discipline-based reading list to promote decolonising practices.
QAA Guidance to embed inclusion and accessibility in the curriculum to enhance the
student experience Creating Inclusive Subject Learning Communities
Rossi, V. (2023) Inclusive learning design in higher education: A practical guide to creating
equitable learning experiences. London: Routledge, Taylor & Francis Group.
Stentiford, L. and Koutsouris, G., 2022. Critically considering the ‘inclusive curriculum’in higher
education.British Journal of Sociology of Education,43(8), pp.1250-1272.