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Throughout the discussion in the space, staff offered several suggestions they'd like to see:

Open space for 1:1 discussion/conversation

Drop in sessions (in person, or online)

EDIA Letterbox tour (suggestion boxes in SoNS buildings)

Coffee Mornings

Adaptation Case studies

Success studies of DASS and EDIA team support and adaptions

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Staff shared a lot of frustration within the group regarding a variety of issues relating to MECD and its accessibility.

Staff discussed how when asked regarding the use and accessibility of MECD the feedback from staff and students surveys suggested that its poor in terms of accessibility. Staff discussed how the inaccessibility of MECD not only impacts disabled staff and students, but the frustration experienced by able-bodied staff resulted in both able-bodied and disabled staff often not being present on site. This extended to concerns over a major lack of a staff and academic network and community further extending to the lack of personability amongst staff. This lack of community is also extended to the fact that there are no academic, or staff commonspaces meaning that staff have no way of interacting or engaging with their staff teams and wider networks.

Staff explained frustration in the set up of MECD, finding workspace not accessible at all, with open-plan bright working spaces are often overstimulating for neurodivergent staff members.

Staff also described how many of the rooms are not comfortable, or safe for those with hearing impairments. Booking systems have no indication that they're fully accessible for hearing-impaired staff and students.

Signage was described as poor, often having important signs hidden behind doors, navigation signage etc.

Frustration that such a large, complicated to navigate building has no maps accessible, and no reception.

Overall staff feel that MECD is an accessibility nightmare, for all staff and because of this there is a severe lack of desire to be on site, reducing community access and overall people are becoming disenfranchised with the space and department.

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Staff felt that as centralisation of departments is becoming more commonplace, ultimately, no one is willing to take responsibility for the support of staff and students, and no one has the authority to make decisions, and so across the board staff felt unseen and unheard and felt that nothing will ever change.

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Centralisation of departments has removed personal touch

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Centralisation of departments has removed personal touch

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Staff discussed their frustration with the way centralisation of departments have resulted in a feeling of "calling out to the void" of anonymised email boxes and no personal touch in support or administration.

Staff all shared the opinion that the centralisation of the school of natural sciences has ultimately made their jobs within their individual departments more difficult. Specifically, staff felt that departments now have no agency in their own systems, processes, support and administration, and now have to answer to a "faceless entity" in the form of the school.

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Having a clear person/ team that students can go to for support regarding EDIA issues that isn't their academic supervisor. Issues may involve their supervisor.

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Pathways for communicating with students are unclear and often ineffective, and unclear processes for recruiting and supporting student reps

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Practice regarding cultural/ religious awareness

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Practice regarding cultural/ religious awareness

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Field trips have clashed with Eid. This provides difficulties for those participating in Eid, and raises questions of how departments should handle such circumstances. E.g. making field trips optional (and non-assessed).

Clarity on how staff should deal with this, and ultimately, what students should expect if they are to celebrate religious holidays that are not accounted for more broadly within the University timetabling.

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Would be beneficial to create a standard process of measuring and publishing the impact of EDIA initiatives. This would hold those working in EDIA accountable, and also create a benchmark for new initiatives to work against

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Racialised students (and other minoritized groups) often don't have academic/ career role models. Academic staff at UoM are predominantly white, and in SoNS, female.

Could alumni come and talk? Demonstrate a future to students who might not see this for themselves amongst current staff.

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No clear source or/ way to access funding for departments to set up EDIA events (not sure how this works)

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Communication around EDIA is an issue, people aren’t sure who does what, what has been done.

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Communication around EDIA is an issue, people aren’t sure who does what, what has been done.

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concern was raised about fire exit signs being hidden behind doors and other signs, making them invisible to most people and a real safety concern.

some elevator buttons not working in labs which means people are walking into chemical areas with foodstuffs etc

general complaints about out of order lifts and accessibility in and around the buildings

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doesn't seem to be much data on racialised students unlike other faculties e.g humanities, which means that other faculties with more data get much more attention - SoNS seems to be a bit of a grey area

group wants a better understanding of a diversity champion programme, and whether there is one already in place? e.g ' be what you see' programme

could a collaboration with the careers service be helpful?

departments need to market themselves better in terms of showcasing applied outcomes to increase student uptake e.g within EES

how can we involve recruitment in this?

where can we find stats on satisfaction levels for racialised students?

can we set up something like a focus group or an academic advising project for students from racialised backgrounds to better identify issues and lived experiences within SoNS?

can we find or recruit student reps or postdoctoral research associates with a sole EDIA focus? Would this help take the burden off academics?

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Staff had described frustration with requesting extensions for work with deadlines, explaining how students with support plans are automatically extended additional time and resources during their time at University, however, staff have to request support during challenging deadlines each time.

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Staff members raised the concern that IT are often resistant to support staff in setting up accessibility features and support for their devices.

Staff talked about how forms were often not fully accessible for all members of staff, relating to access of input of data, time-sensitive forms not automatically informing staff of due dates, and many forms are extensive to the point of making staff's jobs less easy.

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Prayer Spaces / Quiet Spaces / Breastfeeding Rooms

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Prayer Spaces / Quiet Spaces / Breastfeeding Rooms

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prayer spaces should be provided all year round, not only during Ramadan

could prayer spaces and quiet spaces be combined? there are currently no official quiet spaces for those experiencing sensory overload

we need better signposting for these spaces (prayer, quiet, breastfeeding, free menstrual products)

there's one sickbay in the MIB in a windowless room

people want better access to and more appropriate and suitable spaces for these designated areas - windowless cleaning cupboards are not suitable

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"It entirely depends on the line manager you have"

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"It entirely depends on the line manager you have"

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Several members of staff shared the same sentiment that when it comes to navigating both work related and EDIA related issues or concerns it entirely depends on the line manager they have. Many members of staff discussed how they've spoken to their line manager regarding their personal issues and found that many were dismissive, judgemental, uneducated or simply unbothered by the needs of their staff, which was agreed as a problem across the entire group.

Some staff did, however, discuss how they've had positive interactions with line managers, further showing the differences in approach and how this can either support, or isolate staff.

Members of the group also discussed how many staff, specifically line managers have no support or ability to help even if they wanted to.

Structural changes to managerial approach is needed.

Some members of staff have explained needing support in articulating their needs to other members of staff, support networks or administration that can support their needs.

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Staff were frustrated with the way DASS has been ineffective in supporting their specific needs.

One member of staff spoke on their experience with DASS for support with Long Covid and the resulting Chronic Fatigue. This member of staff explained that DASS take a long time to provide answers, and support - in the form of plans, financial aid, timetabling etc - which often never manifested. This member then discussed how in order to actually manage their workload, they had to independently reshuffle their timetable to accommodate students, however, without system level changes, it was raised that this could impact students access, such as VISA issues, access to funding and support. This staff member described the stress having to manage this additional workload, and how increased difficulties with their conditions while at work, instead of improving their quality of life in work.

Another staff member talked about how their Autism was handled by DASS and administrative staff, in regard to needing a separate office for privacy and ease of ability to work, and when told due to the work space of MECD this was not possible, and in essence to get over it.

A member of staff talked about the frustration and time-consuming nature of DASS support plans being sent to academic staff, explaining how they are expected to read through a huge number of support plans in order to find reasonable adjustments for each individual students. This staff member suggested introducing some form of triage, or a spreadsheet document that clearly outlines in one place each student and their support needs to save time and ease access for staff.

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Free Speech

some people concerned about feeling isolated when engaging in free speech, and what is allowed or not allowed, people would like to have guidelines e.g a Free Palestine poster was taken down by a different member of staff (not the owner) because they felt it was in a space with too much footfall, though it was by their desk.

some members are worried about repercussions and grudges if they sign open petitions such as those currently circulating at UoM e.g staff in solidarity with Palestine

is this impacting a sense or lack of belonging

Mission statement /EDIA page

members want to see a better presence of EDIA online and in person

equality calendar

mission and inclusion statement, especially needed in MIB

could this look like a monthly drop in / physical space

better signposting of report and support

Lecturers are experiencing attendance drop offs e.g attendance is down to 10% in maths

finding out what this is coming down to, is it a preference for blended learning

is there a teaching attitude that needs to be tackled around how presence in a lecture does not equal engagement

is it due to a lack of standardised teaching, printed notes, resource implications?

Doctoral Academy / MIB

seems to have a notoriously bad culture, a bridge between the 5 different teams could be helpful, social events, coffee mornings etc

currently no requirements for EDIA training, but far too many for occupational health in comparison, which sometimes go hand in hand with EDIA issues

Meeting Culture Change

meeting members shouldn't be asked whether they want a break, it should be enforced and there is a reason it is recommended y

some meetings continue after 5pm which is not inclusive of those with caring responsibilities

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Access Guidebook/Induction for PGR,PDRA's etc 

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Access Guidebook/Induction for PGR,PDRA's etc 

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communication with understanding access is currently unacceptable, researchers are finding that they are spending 70% completing paperwork and going through bureaucracy and health and safety whilst only 30% of their time is actually going towards research. On top of this, researchers sometimes have compounding barriers to access such as cultural and language barriers.

researchers such as PDRA's on short 12 month or 24 month contracts are finding that 3 months are being taken up with waiting to access the booking system and their equipment

A general feeling that there is institutional complacency and protocol

there should be a standardised accessible guide for things such as the online booking system (BPMS), accessing training, profile creation, IPROC, admin system, DASS, travel system, accessing resources, booking a desk -> perhaps a proper induction would be helpful, or steps/instructions where people can be signposted to access resources

would also be helpful to include staff networks here, as some people from the group had no idea about centralised networks e.g LGBTQ+, BAME etc, so general signposting in induction toolkit to things that are social or supportive

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A space to access/ share EDIA information 

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A space to access/ share EDIA information 

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No central source of information (for those seeking support, and those seeking to support others, e.g. EDIA work, available training, resources.

E.g. if you’re planning an event, who can help, what framework has already been used.

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Below we have written up what each group raised at our first forum on 15th May

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Below we have written up what each group raised at our first forum on 15th May

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Let us know about the resources available to us!

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Let us know about the resources available to us!

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I've recently began the process of registering with DASS and through this discovered we have text-to-speech software available through the Software Centre. I wish I had known about this earlier! Perhaps there are resources out there which are helpful to multiple people for multiple reasons but we don't know about them. Would be good if they were advertised more widely.

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For a University that is a beacon for cancer research, we do not always do very well and treat all staff fairly who have been doagnosed with cancer. It would be excellent if UoM could develop a sickness policy in line with the MacMillan guidance so that there is a more consistant approach across the university.

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How do we drive up student representation and overall engagement with EDIA?

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More visible action on race related issues such degree awarding gaps, pays gaps, …

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Decol seems to have fallen off the radar for some reason. We need to bring the conversation back.

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Underrepresentation in staff and students

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Underrepresentation in staff and students

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There are big issues in our area for both staff and students regarding diversity.

We often rely on international students to account for diversity, but this isn't the definition we should be striving towards.

The full representation of minority groups in our department, particularly for race and disability but in almost every aspect, is lacking.

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We should be operating a parental leave policy, not creating differences for individual's based on job role or, worse, factors such as their gender identity, method of becoming a parent, etc.

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A lot of staff deal with crippling disability or life-long and deeply effecting conditions that the current absence policy doesn't account for.

Some staff are operating with potentially life-threatening conditions but the current policy for sickness doesn't adjust for this as a whole.

Too often, line management and their understanding shapes the experience of those with a life-long or critical illness in this institution.

We should recognise life-long and critical illnesses as the disabilities we are and allow further adjustments.

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There isn't enough information on what support there is for PDRA's taking maternity leave (i.e. does their contract end, or can they return?)

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Little support for those with caring responsibilities, and what support there is, it is hard to find/ access

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I have chosen to work part-time (0.5 FTE) so that I can have the life-work balance that is right for me and my family, and while I appreciate there are not many lecturers in my situation, there should be better conditions/rules/representation for part-time workers, especially as the University claims to support part-time and flexible working.

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I have chosen to work part-time (0.5 FTE) so that I can have the life-work balance that is right for me and my family, and while I appreciate there are not many lecturers in my situation, there should be better conditions/rules/representation for part-time workers, especially as the University claims to support part-time and flexible working.

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Digital Accessibility Requirements specific to STEM

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Digital Accessibility Requirements specific to STEM

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Assistive Reading Software doesn't work on Maths Text in PDFs and handwritten lecture notes, so I spent my entire Maths Degree being unable to use my DSA-provided Assistive Reading Software. By the time I was able to use it for one of my modules that used HTML pages, I had forgotten my DSA-provided training.

I also didn't know Assistive Reading Software works on Maths text on HTML pages (due to MathML) until relatively recently, so I accepted this accessibility issue as I thought there wasn't any alternative available.

Following the principles of Universal Design for Learning, I do not believe we should replace PDFs with HTML pages. I believe we should be providing multiple formats so students can choose what suits them best. There are plenty of students who annotate PDFs as their method of studying. But if we had to pick a minimum requirement, providing at least one machine-readable format should be an accessibility requirement.

Also, stop gate-keeping lecture notes. The majority of students already have access to all of them due to requesting them in full from older or graduate students (or even students within their year group). This is made easier given specific social platforms making it much easier to connect students across year groups and connect with alumni. The only thing gate-keeping lecture notes does is disadvantage students who experience social anxiety and/or socio-communication differences (often more likely the case for international and neurodivergent students) and students who are less inclined to reach out to peers for support.

Not to mention, we should allow students to learn at their own pace by freely providing lecture notes in full, especially if they're highly monotropic or distractible, which makes it likely that they need to focus on a single course unit per day to lower their risk of burnout.

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No organised network for LGBTQ+ staff or students, in a predominantly straight/ cisgender environment

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There isn't much support for those with child care responsibilities, and what support there is, is hard to find/ access

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Not much representation for women in physics (particularly regarding academics within the department).

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If you have any points to raise, please write them here by pressing on the '+'. This is fully anonymous and will be used as a guide for discussion in our sessions. You will not be identified or expected to speak about these during or after the session.

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If you have any points to raise, please write them here by pressing on the '+'. This is fully anonymous and will be used as a guide for discussion in our sessions. You will not be identified or expected to speak about these during or after the session.

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Standardised accessible fonts, styles and colours

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Standardised accessible fonts, styles and colours

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Unsure if there are guidelines already in place. If not it would be good to have some good practice guidelines when printing off or creating documents.

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The intention behind this sticker was well meaning,but I think a bigger problem lays in the door arrangements of the building.

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Automatic sliding doors at building entrances

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Automatic sliding doors at building entrances

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I would love to get rid of revolving doors at building entrances and just have automatic sliding doors instead. These are much more friendly to people with various mobility issues as you don't have to physically push a heavy door or hope that the accessible push button doors work, which they sometimes don't.

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I can't remember who made the recommendation, either P&OD / EDIA or a wellbeing team, recommend regular breaks in meetings, but meeting organisers often ignore this. Or they ask the room 'Does anyone need a break?' and not everyone feels comfortable speaking up to say they need a break. If P&OD or EDIA teams recommend a break then it should be taken, no questions asked.

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Awareness of Stuttering and increasing availability of support and resources provided by the University

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Awareness of Stuttering and increasing availability of support and resources provided by the University

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Not sure if this is the right forum to raise this matter, but as someone who has a lifelong stutter, I just wanted to raise some awareness. It would be nice if training resources were included in the compulsory courses that all staff and PGR students have to do when they first join the university on how to act when meeting someone who stutters. Sometimes when I stutter in front of someone new, they sometimes make fun of me for not being able to say something - it feels bad but I have to remind myself that often it is just due to their ignorance. So compulsory training would be beneficial. Also, I wish there was more support provided by DAS. It's not always easy to get documentation to 'prove' that you have a stutter. It can be frustrating because clearly the issue is there and impacts you on a daily basis, but you are not able to access support due to lack of paper evidence. Examples of support include speech therapy sessions, help on public speaking in the context of conferences and presentations. In terms of vivas, or other timed 'speaking' exams/assessments, allowing extra time would also be very helpful. Lastly, this is not as important, but things like 'three-minute thesis competitions' and other time-limited competitions where you have to present your research to others can often make one feel alienated simply for not having the confidence or ability to communicate all the information within the time limit. Not sure how these competitions could be made more accessible, but maybe having the opportunity to submit pre-recorded videos could be an option.

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I'm AuADHD and find open-plan, bright and busy working spaces difficult to concentrate in (when I have difficulty concentrating already)!

I appreciate that space is at a premium in postdoc and research environments and that many people enjoy the bright and inclusive open-plan spaces.

I would however, really appreciate some quiet and enclosed spaces in each department (without having to hide in a cupboard) which are specifically dedicated to sensory sensitive employees (who are typically neurodivergent) - and who can't move far from their workplace (as we may be attached to a laboratory).

This will significantly improve our productivity and alleviate a lot of underlying stress. Thank you.

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a need for more data to better tackle progression

previously focus has been on gender from UG --> to MSC --> to PG, now focus needs to be broader and initiatives need to be taken through all stages e.g not only diversifying recruitment and scholarships/funding but also outreach etc

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accessible teaching materials as a minimum requirement

what support do staff need to ensure this?

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gender neutral toilets

prayer spaces

baby changing spaces

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there has been a recent process change in recruiting student reps, reps now need to go through a certain process to show commitment, but the worry is that there is now less uptake

how do we ensure that student reps effectively engage with EDIA - should we offer training?

there needs to be more avenues to interact with students in terms of EDIA

would students want more EDIA related resources on the UG intranet?

would they want folders linking to diversity training?

signposting resources?

discussion boards

coffee morning events?

should we review the student rep selection process?

SU

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How can we make our timetable better for commuting students?

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How can we make our timetable better for commuting students?

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outcomes from underrepresented/underserved groups is worse, attrition rates are higher but more data is required to better address this

caring responsibilities

jobs

long commutes

would a more flexible timetable, or having all on-site classes distributed in one day/differently help?

how is the current hybrid model working?

how can we better account for commuting students' circumstances?

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deadline imposed by the school was very late

such deadlines require more organisation and advance warning, deadlines should be earlier and there should be a webpage online where important career development dates are signposted, as it is a similar date every year

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research groups need to discuss EDIA and there should be more space for this

putting an audit or guidance structure in place? this is being worked on

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a role already running in maths which would like to also be used in chem to ensure there is EDIA representation in meetings and a pool of voluntary staff with relevant lived experience/skills

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how to recruit them

when to recruit them

how to keep them

and how to keep the cycle sustainable?

important to have students' input on initiatives, otherwise blind spots never get covered