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Please feel free to use this space as our discussion board. 

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Please feel free to use this space as our discussion board. 

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Start writing by pressing on the '+' in the bottom right hand corner. Feel free to enter discussion points anonymously.

You will not be identified or expected to speak about what you have added in these sessions!

Many thanks!

~ EDIA Team

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Please find the Discussion Board to our last Space for Change Event here: 

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Please find the Discussion Board to our last Space for Change Event here: 

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As the move from Blackboard to Canvas takes place, is there a way to check that the resources being developed for use are created with accessibility in mind from the beginning? This topic was raised by someone last time in the Padlet, and want to make sure this opportunity is not missed.

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It is well documented that academics from ethnic minority groups have lower success rates in grant applications (e.g. to UKRI), generally lower citation rates, lower acceptance rates for academic publications, fewer prestigious invitations, and so on. Yet, none of this seems to be accounted for within our promotions procedures. I'd like to raise this as a discussion point.

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Open plan offices - flexibility with staff to work in other spaces

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Open plan offices - flexibility with staff to work in other spaces

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A.2 Establish understanding of current protocol surrounding line manager and supervisor training, efficacy and behaviour.

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A.2 Establish understanding of current protocol surrounding line manager and supervisor training, efficacy and behaviour.

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A.2a - Explore current policy and protocol surrounding supervisor/line manager interactions relating to disability and neurodivergence of staff

A.2b - Explore what training supervisors/line managers do relating to disability and neurodivergence

A.2c - Establish level of accessibility and consistency of training and development opportunities for PS admin and tech staff (Athena Swan). Establish format (face-to-face, hybrid, asynchronous), what is included, time commitment (alternating days, "all-day" options).

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A1: Understanding culture: data collection 

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A1: Understanding culture: data collection 

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B1a: Set up a network of LGBTQ+ champions

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B1a: Set up a network of LGBTQ+ champions

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B1b: Support the Physics LGBTQ+  student and staff network

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B1b: Support the Physics LGBTQ+  student and staff network

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B1c: Evaluate and increase EDIA's online presence as a tool for information sharing

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B1c: Evaluate and increase EDIA's online presence as a tool for information sharing

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B1d: Create information packs for LGBTQ+ staff and students

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B1d: Create information packs for LGBTQ+ staff and students

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B1e: Establish understanding of the reporting and grievances landscape and process within SoNS

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B1e: Establish understanding of the reporting and grievances landscape and process within SoNS

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C1a: Hold educational and community-based events

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C1a: Hold educational and community-based events

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C1b: Share stories of current LGBTQ+ SoNS students and staff

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C1b: Share stories of current LGBTQ+ SoNS students and staff

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C1c: Assess and provide LGBTQ+ training to SoNS

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C1c: Assess and provide LGBTQ+ training to SoNS

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A.1: Culturally competent support for staff

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A.1: Culturally competent support for staff

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e.g.:

race working group/steering group

mental health support

staff network

staff race equality forum

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e.g:

grant mentoring scheme

reciprocal mentoring scheme (G1-4)

management trainings

research support groups

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A.3a: Increase visibility of SoNS EDIA work/presence

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A.3a: Increase visibility of SoNS EDIA work/presence

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events

calendar

collaborations

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blog

resources

trainings

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A.3c: Review and Update Anti-Racism Training

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A.3c: Review and Update Anti-Racism Training

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A.4: Collect & Monitor Staff/Student experience data 

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A.4: Collect & Monitor Staff/Student experience data 

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reporting mechanisms and frameworks (report & support)

surveys (culture survey)

focus groups

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e.g.:

buddy sheme

peer network

academic and/or social support

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prioritising racialised learners (e.g. through geographic location in Greater Manchester, or by School)

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B.3a+b: increase student recruitment + retention 

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B.3a+b: increase student recruitment + retention 

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recruitment:

increase financial support avenues (increase scholarships funding)

outreach events

retention:

influence current scholarship policy

explore studentships/cost of living funds

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A.1 Establish baseline level of training currently provided.

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A.1 Establish baseline level of training currently provided.

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A.1a - Explore current training within SoNS available relating to disabilities and neurodivergence, including where it's available (face-to-face, asychronous, hybrid) , what it includes, time commitment (alternating days, "all-day"), who completes these and what is mandatory,

A.1b - Explore current training outside of SoNS available relating to disabilities and neurodivergence, including where it's available, what it includes, who completes these and what is mandatory, and funding available

A.1c - Begin establishing new baseline of important areas of knowledge needed for staff, including D/deaf, neurodivergence, physically disablilities and chronical illnesses.

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A.3 Implement workshops, training etc. around disability awareness and tolerance.

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A.3 Implement workshops, training etc. around disability awareness and tolerance.

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A.3a - Work with DSN, DASS etc. to begin implementing lived experience training for staff within SoNS. Explore current lived experience training available.

A.3b - Raise awareness and encourage uptake of training opportunities to support awareness and understanding of disabilities/NDs (Athena Swan)

A.3c - Conduct additional disability and neurodivergence awareness training within SoNS

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A.4 Establish further awareness for disabilities and neurodivergence in SoNS.

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A.4 Establish further awareness for disabilities and neurodivergence in SoNS.

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A.4a - Introduce Hidden Disabilities Sunflower Lanyard Scheme within SoNS

A.4b - Circulate information regarding awareness days/weeks for disabilities and neurodivergence within SoNS

A.4c - Celebrate disabled and neurodivergent staff relating to awareness dates within SoNS

A.4d - Review of accessibility of SoNS buildings/facilities/laboratories

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A.5 Establish support network for staff within SoNS.

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A.5 Establish support network for staff within SoNS.

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A.5a - Establish a disabled and neurodivergent staff network within SoNS, which included allies.

A.5b - Support creation of school culture where all are respected, valued, and supported, where everyone has a role in progressing EDIA - relating specifically to disability/ND (Athena Swan)

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A.6 Review protocol relating to teaching material creation, accessibility, distribution and use. 

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A.6 Review protocol relating to teaching material creation, accessibility, distribution and use. 

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A.6a - Begin a review of teaching materials creation, distribution and use protocol to assess level of accessibility.

A.6b - Produce documentation/guidelines for academic staff to develop accessibility of academic material

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A.7a - Produce best practice toolkit for staff in working with disabled and neurodivergent staff, handling complaints, DASS support plans, reasonable adjustments, policy creation and enforcement, flexible working and overall awareness.

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A.8 Reinforce Social Model of Disability within SoNS 

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A.8 Reinforce Social Model of Disability within SoNS 

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A.8a - Explore current SoNS, FSE, and University approach to the use of the social model

A.8b - Produce guidance on what the social model is, how to implement into daily work.

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B1 - Establish a method to gather student lived experience data within SoNS

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B1 - Establish a method to gather student lived experience data within SoNS

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B.1a - Establish student disability and neurodivergence network within SoNS

B.1b - Create and publish student survey/workshops exploring lived experiences within SoNS for disabled and neurodivergent students

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B.2 Establish understanding of School, Faculty, University level data collection

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B.2 Establish understanding of School, Faculty, University level data collection

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B.3 Explore/Support School, Faculty, University data collection initatives

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B.3 Explore/Support School, Faculty, University data collection initatives

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C.1 Establish consistent networking with disabled and neurodivergent staff and student networks 

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C.1 Establish consistent networking with disabled and neurodivergent staff and student networks 

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C.1a - Establish forum-style space for networks to discuss issues being faced with SoNS

C.1b - Establish consultation relationships with staff and student disabled and neurodivergent networks to be involved in wider EDIA work, collect current experience data and maintain network involvement

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C.2 Establish intersection University online space

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C.2 Establish intersection University online space

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Consent course for students needed

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Connection for Asian students with other race/ethnicity

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Connection for Asian students with other race/ethnicity

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As an Asian student, I think promoting the connection between Asian students and students of other races/ethnicities will benefit our environment. There are many Asian students in our school, and Asian culture significantly differs from Europe and America; we should understand this to help with acceptance and integration when we build up our community.

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at Alan Turing or Uni place, so we can meet people from different academic backgrounds, more entrepreneurship, programming-related or writing events

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Access Guides with accessible information for disabled people, carers, wheelchair users. Includes restaurants, airports, hotels, hospitals, toilets and more

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Ada Lovelace Day

for example

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‘Urgent’ change needed to tackle bullying in astronomy and geophysics

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“Urgent” action is needed to address an “insidious” and systemic bullying problem within the world of astronomy and geophysics, a damning new report
warns.…

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EquiTea is our monthly forum within JBCA/Physics & Astronomy to discuss EDI topics related to physics and astronomy. The meetings are open to everyone, students and staff, regardless of background. The aim is to encourage an informal space where people feel comfortable to ask questions and learn new perspectives.

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Jens Chluba, Adam Avison, Rachael Ainsworth, Mark Kennedy

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JBCA Colloquia | Jodrell Bank Centre for Astrophysics

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JBCA Colloquia begin at 3:00 pm every Wednesday in the Lovell Room (3.225) in the Alan Turing Building, unless otherwise stated. There will be tea, coffee, and biscuits with the speaker immediately after the talk at 4:00 pm in the tea room.

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Training needs to emphasise self-identification

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Training needs to emphasise self-identification

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Hephaestus - Disability & Neurodivergence Action Plan

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Hephaestus - Disability & Neurodivergence Action Plan

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Priority A. Living Experience of Disabled and Neurodivergent Staff and Students

Priority B. School of Natural Sciences Data Requirements

Priority C. Collaborative Efforts