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Black British Studies - an open accredited module for the University of Exeter - Malcolm Richards, Ryan Hanley, Nandini Chatterjee, Hanife Hursit, Nour Azzalini-Machecler, Diana Valencia Duarte, and Theseus Stefanatos (GSE)

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Black British Studies - an open accredited module for the University of Exeter - Malcolm Richards, Ryan Hanley, Nandini Chatterjee, Hanife Hursit, Nour Azzalini-Machecler, Diana Valencia Duarte, and Theseus Stefanatos (GSE)

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Elevating cross-cultural care: Transforming educational curricula to foster cultural competence in the helping professions - Dora Geraldes Bernardes, Ruth Flanagan, and David Mussell (CLES)

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Elevating cross-cultural care: Transforming educational curricula to foster cultural competence in the helping professions - Dora Geraldes Bernardes, Ruth Flanagan, and David Mussell (CLES)

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Open Cornwall: Improving Employability Access, Progress and Success for BAME Students - Oli Young, Costa Manolchev, Isabel Aruna, and Rae Preston (UEBS)

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Open Cornwall: Improving Employability Access, Progress and Success for BAME Students - Oli Young, Costa Manolchev, Isabel Aruna, and Rae Preston (UEBS)

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Building assessment confidence: effective use of examples of previous students' work for online and blended learning contexts - Lisa Alberici (GSE)

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Building assessment confidence: effective use of examples of previous students' work for online and blended learning contexts - Lisa Alberici (GSE)

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Exploring the potential of 3D virtual reality (VR) as part of a blended learning approach to teaching clinical skills to student radiographers - Rosey Davies, Sue McAnulla, Jenny Shepherd, Karen Knapp, Christine Heales, David Harris, Sam Vine, and Sue Rimes (Academic Skills)

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Exploring the potential of 3D virtual reality (VR) as part of a blended learning approach to teaching clinical skills to student radiographers - Rosey Davies, Sue McAnulla, Jenny Shepherd, Karen Knapp, Christine Heales, David Harris, Sam Vine, and Sue Rimes (Academic Skills)

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Virtual spaces in a blended environment - Barrie Cooper, James Bingham (CEMPS)

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Virtual spaces in a blended environment - Barrie Cooper, James Bingham (CEMPS)

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Improving the student programming experience via continuous automated feedback and industry-standard tools - Barrie Cooper, James Bingham, and Jemma Shipton (CEMPS)

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Improving the student programming experience via continuous automated feedback and industry-standard tools - Barrie Cooper, James Bingham, and Jemma Shipton (CEMPS)

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Lit: Up: Nurturing regional talent through a creative agency pilot scheme - Anna Kiernan and Kate Wallis (HUMS)

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Lit: Up: Nurturing regional talent through a creative agency pilot scheme - Anna Kiernan and Kate Wallis (HUMS)

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Improving Neurodiverse experiences at University. The development and deployment of online training and teaching toolkits - Ioanna Kapantai and Manuela Barreto (CLES)

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Improving Neurodiverse experiences at University. The development and deployment of online training and teaching toolkits - Ioanna Kapantai and Manuela Barreto (CLES)

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Exploring Global Nursing Educational Collaboration in a virtual classroom - Alison Marchbank (CMH) and Eva Persson (Lund University)

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Exploring Global Nursing Educational Collaboration in a virtual classroom - Alison Marchbank (CMH) and Eva Persson (Lund University)

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Understanding international students' academic, well-being and sociocultural adaptation - Angela Christidis, Beth Cossey, Meredith Farley, Sue O'Hara, Joshua Papanicola, and Emma Sweeney (UEBS)

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Understanding international students' academic, well-being and sociocultural adaptation - Angela Christidis, Beth Cossey, Meredith Farley, Sue O'Hara, Joshua Papanicola, and Emma Sweeney (UEBS)

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Decolonial Knowledge Production and Anti-Racist Pedagogies: Building a Cross-Disciplinary Community of Practice - Kate Wallis, Lara Choksey, Stacey Hynd, Abram Foley, Katie Natanel, Malcolm Richards, Angelique Richardson, Nicola Thomas, and Andrea Wallace (HUMS)

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Decolonial Knowledge Production and Anti-Racist Pedagogies: Building a Cross-Disciplinary Community of Practice - Kate Wallis, Lara Choksey, Stacey Hynd, Abram Foley, Katie Natanel, Malcolm Richards, Angelique Richardson, Nicola Thomas, and Andrea Wallace (HUMS)

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The project aims to build a cross-disciplinary community of practice around decolonial thought and anti-racist pedagogies that engages students and staff across all Colleges, It seeks to curate a year-long interlinked series of events, workshops, and an exhibition that amplify student voices, create dialogue between staffs and students about racism, enable staff to learn both from cross-disciplinary conversations within UoE and from external experts who are leaders in decolonial praxis, and build networks and alliances with local decolonial activities in the South-West.

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Can We Talk About This? (Dialogic Spaces) - Erin Walcon and Emily Kreider (HUMS)

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Can We Talk About This? (Dialogic Spaces) - Erin Walcon and Emily Kreider (HUMS)

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The project will create theatre-based dialogic structures which can foster proactive prevention for addressing student challenges and areas of concern. These include:

1. Addressing common safety and wellbeing issues for first-year undergraduates;

2. Opening up conversations about safeguarding for university-ages students, and in particular, staff responsibilities when addressing complex areas of student need;

3. Providing space for staff and educators to reflect upon moments from their teaching practice, where they are negotiating complex questions about student identity (race, class, privilege, sexuality, and disability).

Through these aims, the project will open up a critical dialogue about areas of concern or complex challenge, using innovative dialogic techniques to facilitate conversations about how we approach these within teaching practices.

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Developing mathematical reasoning and communication through computer-aided teaching and assessment - Gihan Marasingha (CEMPS)

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Developing mathematical reasoning and communication through computer-aided teaching and assessment - Gihan Marasingha (CEMPS)

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Effectively learning and teaching mathematical reasoning is a significant challenge for beginning undergraduate students and their teachers. This traditional didactic approach is performative on the part of the teacher and does not facilitate reflective learning on the part of the student. This project aims to equip students with the skills to read, present, and criticise formal arguments using the interactive proof assistant LEAN.

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Rethinking Education Through The Lens of Parallel Texts - Barrie Cooper, Layal Hakim (CEMPS), and Leif Isaksen (HUMS)

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Rethinking Education Through The Lens of Parallel Texts - Barrie Cooper, Layal Hakim (CEMPS), and Leif Isaksen (HUMS)

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This project is an invitation to a conversation (and create a network) around what education feels like through this lens and what tools, standards, and protocols could support and drive developments in this direction. We intend to bring together a network of people across Digital Humanities, E-Learning, Data Science and Artificial Intelligence, and a range of subject areas to further probe the implications of this way of thinking.

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Cartasvivas: A Multimodal Project-Based Learning Approach in Modern Languages - Isabel Santafe and Nuria Capedevila-Argüelles (HUMS)

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Cartasvivas: A Multimodal Project-Based Learning Approach in Modern Languages - Isabel Santafe and Nuria Capedevila-Argüelles (HUMS)

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CartasVivas© is an audiovisual project consisting of series of short film capsules (http://cartasvivas.org/en/). The capsules showcase a video gallery of live readings of letters and memoirs by women intellectuals and artists from the Spanish avant-garde. It is an international project developed in partnership with researchers and students from the University of Barcelona, led by film director Paula Ortiz (University of Barcelona) and Professor Nuria Capdevila-Arguelles from Exeter, and supported by Fundación Banco Santander. Prof. Capdevila-Arguelles is the co-creator and co-director of CartasVivas and Dr. Isabel Santafe coordinates the translation/subtitling students’ work at the University of Exeter. Their current project, part of the CartasVivas brand expansion strategy and supported by the Incubator funding, is CharlasVivas: a series of podcasts (some with guest speakers), which will discuss the film capsules in context and will be used for educational purposes in MLS3037 Women and Feminism in 20th Century Spain module.

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Mathematics without Tears and Fears: Pedagogical Games which teach Mathematics Principles across Academic Disciplines - Layal Hakim, Weihan Ding, and Pascal Stiefenhofer (CEMPS)

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Mathematics without Tears and Fears: Pedagogical Games which teach Mathematics Principles across Academic Disciplines - Layal Hakim, Weihan Ding, and Pascal Stiefenhofer (CEMPS)

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The aim of this project is for academic staff to collaborate with undergraduate students in a student as a co-researcher model to produce a set of pedagogical games of mathematical proof. In the second phase, the project will develop new pedagogies of teaching mathematics to non-mathematicians based on pedagogical games of mathematical proof. In the third phase, the project will investigate the effectiveness of these new pedagogical developments in in-class contexts.

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Serious Play, Serious Fun, Serious Skills: Developing a Serious Play and Gaming Pedagogic Community across the University of Exeter - Holly Henderson (UEBS), Martin Robson (SSI), and Caitlin Kight (Academic Development)

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Serious Play, Serious Fun, Serious Skills: Developing a Serious Play and Gaming Pedagogic Community across the University of Exeter - Holly Henderson (UEBS), Martin Robson (SSI), and Caitlin Kight (Academic Development)

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The project aims to deliver a Serious Play Champions programme across all Colleges and a 'Serious Play for Serious Problems' programme for students across all Colleges. Through part-funding a further six Lego Serious Play Facilitators, the project will deliver 150 Lego Serious Play Sessions reaching c.4000 students, 12 Academic Development/ Skills sessions to reach c.400 staff, eight widening participation sessions, and a Grand Challenges event for over 200 using Serious Play. It will also develop a web presence and repository of Serious Play and Gaming resources.

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Mindful Classics: Embedding Contemplative Pedagogy into the Study of Antiquity - Irene Salvo, Katharine Earnshaw, Gabriele Galluzzo, Sharon Marshall, Giovanna Colombetti, Inmaculada Adarves-Yorno, Barney Dunn, John Danvers, Sarah Lane, and Emma Thom (HUMS)

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Mindful Classics: Embedding Contemplative Pedagogy into the Study of Antiquity - Irene Salvo, Katharine Earnshaw, Gabriele Galluzzo, Sharon Marshall, Giovanna Colombetti, Inmaculada Adarves-Yorno, Barney Dunn, John Danvers, Sarah Lane, and Emma Thom (HUMS)

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This project intends to increase awareness and knowledge of self-care techniques to deal with difficult thoughts and tackle academic challenges. It will organise training sessions on MSBR, Yoga, and Qigong for students in Classics, as well as offering CPD workshops on mindful pedagogies for staff. The project will also run a workshop on mindfulness and pedagogy for UK classicists and other professionals in schools and HEIs.

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Engaging students in the use of progress-testing to enable deep-learning - Christine Heales and Demelza Green (CMH)

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Engaging students in the use of progress-testing to enable deep-learning - Christine Heales and Demelza Green (CMH)

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It is intended that the introduction of progress testing itself will enhance student learning, and this project will feed into that by ensuring the best possible support for these students. The information yielded by this project will be utilised to both design information and support strategies and will be directly tailored to meet the apprentices’ needs.

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The Playful University - Maarten Koeners (CMH) and Stephanie Comley (TEL)

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The Playful University - Maarten Koeners (CMH) and Stephanie Comley (TEL)

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This project will develop a compassionate university community of playful learning, through the co-creation and promotion of a culture that can foster play and prototype games to be used in teaching and learning, while working to increase the awareness and uptake of these methods.

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The development of a pre-registration online module to facilitate the transition of Chinese Masters students to the English educational system - Kirsty Brock and Alan Barker (SHS)

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The development of a pre-registration online module to facilitate the transition of Chinese Masters students to the English educational system - Kirsty Brock and Alan Barker (SHS)

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The project aims to develop and determine whether an online pre-registration module that covers essential study skills will minimise learning shock and increase attainment and satisfaction in Chinese masters students.

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Improving Student Experience and Employability through Cloud Technologies in the Computer Science curriculum - Matt Collison, Achim Brucker (CEMPS), and James Bingham (Exeter IT)

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Improving Student Experience and Employability through Cloud Technologies in the Computer Science curriculum - Matt Collison, Achim Brucker (CEMPS), and James Bingham (Exeter IT)

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Cloud computing technologies have facilitated major changes in the way software is developed, deployed, and consumed. These changes have had a knock-on effect on the skillset required of professionals in computer science and related industries, This project seeks to evaluate the core skills required in industry applications of cloud computing, evaluate the infrastructure supporting teaching and learning of cloud computing skills in Higher Education, and evaluate the integration of cloud computing skills in the Computer Science curriculum at the University of Exeter.

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What Does Good Online Learning Look Like? - Karen Walshe and Sharon Morgan (GSE)

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What Does Good Online Learning Look Like? - Karen Walshe and Sharon Morgan (GSE)

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This project aims to establish an online Community of Inquiry to support students' collaborative online learning. It will enhance the understanding of online learning by identifying what aspects of social, cognitive, and teaching are missing in online posts within the community, using these findings to inform future teaching/module reviews.

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Learning Mathematics Through Art at Primary School Level- Houry Melkonian (CEMPS)

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Learning Mathematics Through Art at Primary School Level- Houry Melkonian (CEMPS)

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The project aims to creatively rethink the primary level mathematical pedagogy through the use of art. It will do this through combining art and maths for school children and developing artistic learning activities that teaches and communicates the maths skills acquired for different age groups. The project evaluation outputs will encourage the permament incorporation of these creative learning activities into maths curriculum at primary schools.

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Crowd Obtained Research and Learning (CORAL) Exeter - Adam Porter and Jamie Stephens (Biosciences)

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Crowd Obtained Research and Learning (CORAL) Exeter - Adam Porter and Jamie Stephens (Biosciences)

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The Bahamas Fieldcourse is a flagship module at the University of Exeter delivering immersive teaching on coral reefs. The project is designed to add a platform for generating cutting edge research from the student fieldcourse and also to engage all students at the university who wish in the process of academic research. The project offers opportunities for students to be involved in the writing of an academic manuscript that will create a template for further engagement with future cohorts and students in other courses and disciplines.

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Connected Classrooms - Teaching and Learning across Continents - Nandini Chatterjee, Gajendra Singh, and Rebecca Williams (HUMS)

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Connected Classrooms - Teaching and Learning across Continents - Nandini Chatterjee, Gajendra Singh, and Rebecca Williams (HUMS)

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The project focuses on connecting classrooms across continents, using video-conferencing facilities to develop and simultaneously teach a module for Year 3 students based at the University of Exeter and at the Lahore University of Management Sciences in Pakistan. The development of the module will provide a truly international learning experience, with exposure to different teaching and learning styles, and to peers in another country, without the expenses and risks of international travel.

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Cultural Community Mentoring Project - Sana Rizvi, Malcolm Richards, and Helen Knowler (GSE, REEN)

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Cultural Community Mentoring Project - Sana Rizvi, Malcolm Richards, and Helen Knowler (GSE, REEN)

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The project seeks to encourage teacher trainees to build positive and nurturing professional connections with wider cultural communities, which hopes to ultimately, positively impact on the number of BIPOC ITE trainees who
progressing onto Newly Qualified Teacher (NQT) status, and longer-term careers in teaching and further academic study in the region. The project will develop an 'accredited' methodology for BIPOC mentoring, building on existing collaborative approaches and networks.

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Transcultural Devon - Alice Farris, Danielle Hipkins (Modern Languages and Cultures), and Valentina Todino (Italian Cultural Association - Exeter)

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Transcultural Devon - Alice Farris, Danielle Hipkins (Modern Languages and Cultures), and Valentina Todino (Italian Cultural Association - Exeter)

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The project aims to establish a new final-year module within Modern Languages and Cultures, giving students the opportunity to explore ethnographic research and cultural diversity within the local community. Students will conduct interviews with members of the public in their mother tongue, exploring their different nationalities and experiences as migrants. These interviews will then be used to create a short film (a sample of this kind of work is visible at http://transculturaldevon.exeter.ac.uk).

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Exploring the potential of peer mentoring in online courses - Lisa Harris and Rose Leach

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Exploring the potential of peer mentoring in online courses - Lisa Harris and Rose Leach

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This project will explore ways to engage students more actively in both asynchronous and real-time settings through a structured process of tutor and peer mentoring throughout a term 3 PGT module.

The level of engagement by students has been mixed in online modules this year. Those who either don’t attend classes or who attend without participating, are more likely to produce rushed, superficial work and end up with poor or average results. Large class sizes make it easy to “hide at the back” or avoid attendance altogether. The problem of low participation is not a new one, but the digital environment makes absence/lack of contribution more obvious than in a traditional classroom. Tutor attention often has to focus on encouraging the unprepared/uninterested, so the small number of engaged students have limited opportunities for feedback in such sessions. They tend to lose interest and stop attending too. Consequently, many students are not prepared to perform effectively in job interviews or the workplace more generally, where employers increasingly seek people with good digital communication and collaboration skills.

Redesigning the real-time sessions and assessment structure to incorporate a mentoring and collaboration aspect will hopefully lead to better quality assessed work across the whole cohort, positive student feedback, and a reduction in numbers who would otherwise “slip through the net” if left to their own devices. It will also provide opportunities for good students to stretch themselves and acquire additional employability and digital skills by mentoring others. Involving engaged students as partners in the mentoring process provides scalability with the large student groups that are becoming the norm. In addition, peer mentors have a level of credibility with their cohort that tutors may lack.

The project team will collect feedback from tutors and students at the end of the module, and will be written up for publication as a case study of innovative teaching and learning that can inform pedagogical decisions for next year more widely.

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'Let's talk about Service Learning...' - Christine Robins

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'Let's talk about Service Learning...' - Christine Robins

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Many North American universities use the term ‘service learning’ to describe learning where the experiential element outside the classroom consists of work that serves the community and which is then reflected upon. The designator ‘service learning’ is given to courses that fulfil certain criteria and is often presided over by a university-wide board. There is a substantial body of academic work on the impact of such learning. Exeter offers modules across many departments which provide project-based learning through substantial engagement with outside communities (e.g. Law’s Pro Bono offers; SML3042 ‘Transcultural Devon’; my own Oral History module) alongside other modules (e.g. language teaching) which engage more obliquely with communities and might be called ‘hands-on’ or ‘experiential’ rather than ‘service learning’. There are strategic questions here. Should our community-facing modules be more numerous and evenly distributed for maximum benefit to our students and our communities? Could more of these modules increase wellbeing and/or employability? Could this be relevant for how we are ‘a university for Devon and Cornwall’? Might we consider using ‘service learning’ as a course category, maybe even a designator, like ‘study abroad’ to be put on degree certificates?

As a first step, I seek to:
- Map out our offers of such modules, at least across HASS
- Begin a conversation between convenors about pedagogy and wider strategies in community-facing modules, with a view to creating a convenors’ network and planning a workshop to share good practice and plan dissemination
- Seek examples of practice and outcomes from students and community members
- Evaluate the existing ‘service learning’ toolkits in the academic literature and, in consultation with colleagues, devise a toolkit for potential convenors here.

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Consent Culture - Angelica Bas Gomez, Elizabeth De Lusignan, Hazel Mycroft, and Helen Foster-Collins

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Consent Culture - Angelica Bas Gomez, Elizabeth De Lusignan, Hazel Mycroft, and Helen Foster-Collins

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TW: Sexual assault, sexual harassment

Our Education Incubator project 'Consent Culture' is based on the current university approach towards education around sexual assault and the different ways of reporting sexual harassment. An investigation by UN Women UK found that 97% of women aged 18-24 have been sexually harassed, the main reasons for not reporting those situations being the belief that the incident is not serious enough to report and that reporting would not change anything. Based on this research, it is likely that most female students experience or have experienced sexual harassment at some point during their time at university and may have not reported it due to the reasons stated above. It is these key points that we will be addressing in our project.

We believe that a crucial part of preventing these incidents is through education about consent, which is currently not fully integrated into university education. The current University Formal Reporting systems are not designed for minor incidents, leading to many people not reporting these incidents and the perpetrator not being identified in order to be educated and if necessary disciplined.

Our main goal is to make the victims feel supported and listened to when they choose to report. We hope that the combination of education programs and the introduction of a new reporting system will encourage more people to report these incidents when they occur and hopefully reduce the number of re-offenders.

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Encompass: Decolonising STEM - Layal Hakim, John Bruun, Caitlin Kight, Tina Verhaeghe, Beth Pitcher, Corrina Cory, Avalon Cory, Houry Melkonian, Barrie Cooper, Sharon Strawbridge, and Helen Smith

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Encompass: Decolonising STEM - Layal Hakim, John Bruun, Caitlin Kight, Tina Verhaeghe, Beth Pitcher, Corrina Cory, Avalon Cory, Houry Melkonian, Barrie Cooper, Sharon Strawbridge, and Helen Smith

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STEM certainly has a long way to go when it comes to decolonising the curriculum. Yet, maths, medicine and IT have a long history dating back to the explorations of those less represented in the current STEM world such as from Africa, the Arabs and Persians, East and South-East Asia, and renowned women scientists. How we decolonise the curriculum in STEM is not just about using the right language in lecture notes to support inclusivity and diversity, it is also about increasing awareness. This project involves a team of academic staff within all departments in CEMPS, and those researching in Decolonisation across the university, to further research about how to decolonise the curriculum within CEMPS departments and to develop five such worked STEM case studies on this topic. This collaboration across the leads and sandpit participants will come up with plans and ideas, as well as a list of specific topic titles that can be explored further as mini case-study research projects. The team will work with students as co-researchers where each student will explore one of the titles in-depth, with the aim of writing a blog/report and an end-of-project presentation as part of an online symposium. The output of the teams’ work done in the project will also lead to a guide on useful ways to decolonize STEM, and common misconceptions, which will be made available as part of existing archives in the university on decolonizing the curriculum.

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Bridge to the Future - Maria Rosaria Marsico

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Bridge to the Future - Maria Rosaria Marsico

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South Devon UTC is one of 48 UTC’s across the UK.  The “U” in UTC represents the University connection.  The partnership with Exeter University has raised the profile of the UTC and has inspired young people who have a technical and academic leaning to consider study at the university.

A small number of students opt to study degree-level apprenticeships and UTC student body is leaning more towards this pathway to employment.  It is intended that the collaboration with the university will strengthen the connection with young people and their families in order that they have an insight into the value of Higher Education and the pathways offered that will help them to achieve rewarding and fulfilling careers.

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Community Partnerships: A Policy Clinic for social change - Tia Matt and Abi Dymond

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Community Partnerships: A Policy Clinic for social change - Tia Matt and Abi Dymond

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The Law School set up a Community Justice Hub, which includes a Policy Clinic for students studying Law, Criminology, and other disciplines to work on research briefs set by external organisations. The Policy Clinic is based in the Law School, but utilises an interdisciplinary approach to develop and implement innovation in justice and tackle justice-related policy challenges through student-designed and led projects.

For our Incubator project, we will be working directly with CASS+ (Community Advice and Support Services), a local charity that works alongside courts in Devon and Cornwall to support offenders and victims. One of the aims of CASS+ is to connect courts with communities and vice versa. Courts rarely know what has happened to a person after their hearing, but this project could help to create a voice for those who experience Criminal Justice, most especially those who receive low-level disposals and are not included in Criminal Justice statistics collated by public sector partners.

The opportunity to develop the work being done with CASS+ has potential for social impact but would also be a good learning opportunity for students. Students would be able to explore how the law affects people in their daily lives and be able to develop strategies that might be used to challenge structural forms of injustice experienced within the local community. There are wider systems in communities that are failing not because of staff inefficiencies but due to broader political and economic factors, too. Improved collaboration between services will show more creative thinking and better use across budgets which are stretched within every sector and University involvement will draw from a richer and independent platform of learning which could influence local and national thinking.

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For the few and the many: Enhancing PGRs experience - Mengya Zhao and Tom Lewis

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For the few and the many: Enhancing PGRs experience - Mengya Zhao and Tom Lewis

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The project aims to address the risk factors of mental health in minority postgraduate research (PGR) student groups. PGR students are known to suffer from mental health problems such as depression, anxiety and stress. These mental health problems are well documented as being more prevalent for BAME PGRs and other international PGRs. Those with a different cultural identity in predominately white institutions face various barriers and a range of racial stressors across many different roles, environments, and contextual settings (e.g., supervision, teaching, researching). These barriers and racial stressors can lead to a low sense of belongingness. Aside from these cultural and racial factors that ethnic minority PGRs experience, all PGRs experience a variety of issues such as issues in their supervisor-PGR relationships, balancing work and family, financial issues, and a lack of social support during training, which possibly contribute to the widespread poor mental health in this group. Identifying these issues and resolving them would be ideal for all PGRs.

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Recommended by Who? - Sharlene Asmah, Herbie Mensuoh, Jennifer Mellot, Asha Abdi, and Yasmine Fosu

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Recommended by Who? - Sharlene Asmah, Herbie Mensuoh, Jennifer Mellot, Asha Abdi, and Yasmine Fosu

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Following the Decolonising the Curriculum Departmental Review, which was pioneered by Exeter students on the Penryn Campus, the aim of this Student-Led Anti-Racism project will primarily be to continue what was started and put one of the recommendations made by the students into practice.

The recommendation that we will be focussing on will be Recommendation 1: Address the under-representation of BAME authors by reviewing the current reading list of each module to reflect a broader perspective.

We will be addressing this recommendation by actively adding suitable BAME authors to our reading lists. In doing so we aim to see a 30% increase in the number of BAME authors that we see on our reading lists. As we cannot decolonise the whole Politics Penryn reading list in the time frame we have, we will begin by using 3 second year modules in the Politics and International Relations course and ensuring that at least 3 BAME authors will be included in all 11 weeks that are in a term, this would mean that there will be just under 100 (99) BAME authors seen in the 3 modules we decide to work on.

Achieving this will be great start to decolonising the curriculum as it will enable students to explore and reference different cultural histories and narratives in their work. Additionally, it would increase a sense of belonging within the university and ultimately contribute to the work of closing awarding gaps. This is in the hopes that we can decolonise and diversify the whole Politics and International Relations course in the near future so other departments and courses will consider following suit.

We will also be working on how we can develop building an anti-racist classroom further as we believe this is also a valuable addition to this project in decolonising the curriculum.

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The Roots Resistance - Asha Ali, Clara El-Akiki, Mishaal Javed, Roman Ibrahim, and Arthur Dart

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The Roots Resistance - Asha Ali, Clara El-Akiki, Mishaal Javed, Roman Ibrahim, and Arthur Dart

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Last year, the postgraduate drama department created the one-of-a-kind online magazine ‘The Rest of Us, Stories’. Seeking to highlight true expression and experience, The Rest of Us is a collection of articles, poetry, videos and photography of Exeter’s students of colour. This year, we want to continue and expand ROU’s legacy. Once again, we hope to see Exeter’s creative community of people of colour thrive. With a philosophy grounded in anti-racism and decolonial knowledge production, the Roots Resistance is a student-led project that seeks to support the POC community in Exeter. In order to do so, our platform will include a multitude of creative projects from photography, music performance, poetry, storytelling and film. In collaboration with students of colour at Exeter who share our vision, we aim to build a hub of expression limited only by an exclusive commitment to fostering a safe and inclusive community for all. We hope to amplify the voices of our community and ensure due recognition for efforts is provided.The arts is not only a radical and transformative form of expression, but work that takes time, labour and resources. Therefore, we will be paying all artists that contribute. In addition to the creative projects, of which there will be approximately ten in total, The Rest of Us 2021 will be hosting speakers aimed to inspire and inform; creating written content such as research articles and blog posts; and finally hosting a podcast that will verbally articulate experiences and opinions of the current student body and staff. Our goal is to explore how students and staff navigate the space around them. Through creativity, discussion and the exchange of ideas, we hope to share the experience of people of colour at the University in an honest, inclusive and transformative way. Please keep an eye out soon for our upcoming content. To learn more about our project, either watch our video below or click on one of the following links: Project Website - Instagram - Twitter - Email

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Active Together - Rhianna Garrett, Nina Cunningham, and Manan Shah

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Active Together - Rhianna Garrett, Nina Cunningham, and Manan Shah

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Our project ‘Active Together’ aims to create long-lasting positive effects on the way Exeter students approach discussions about racial diversity within sports societies. We urge the student body to recognise both aggressions and daily microaggression towards students of colour and no longer accept silence as an option. Our mains goals are to provide compulsory diversity training for AU/Guild staff members, create sports inclusivity badges that establish a zero-tolerance policy on all forms of racism to provide safe spaces and promote the voices of students of colour in both sports societies and the university campus. It is essential to make students feel supported and secure when participating in activities that are so crucial to students physical and mental wellbeing. To find out more about our project, watch our video below, or click on one of our links: Instagram - Twitter - Email

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Creative Switch Exeter - Hanife Hursit and Andrea de Jong

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Creative Switch Exeter - Hanife Hursit and Andrea de Jong

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The Creative Switch (@creativeswitchexeter) is a community that spotlights BIPOC creatives, their work, and their experiences at university. Our project challenges the predominantly white spaces within Exeter’s creative circles by sharing the experiences of the minorities within them. We aim to create a diverse arts network whilst simultaneously promoting inclusivity within Guild-affiliated societies. Our page currently provides visual and written accounts of student experiences at Exeter, but we hope to expand our community reach through speaker-based events which will benefit those looking to access creative industries.

To find out more, watch our video below or click one of our links: Project Website - Instagram - ​Email - Facebook

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Exeter University plans to establish a Policy Clinic. This clinic will focus on key areas of reform - providing students with the platform to engage with real-world law and policy issues. As part of initiating the Clinic, our team is hosting a series of Immigration Policy seminars. These seminars will feature guest speakers delivering talks related to immigration law/policy. The Clinic also aims to touch upon areas that are either related to or directly influence racism. The aim of these seminars is to educate the students of Exeter about policy issues and provide them with a platform that they can use to get involved in policy reforms. Watch my presentation below to find out more about the project.

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Decolonising the Politics Curriculum - Alexandra Westlake, Rachel Appiah, and Sarah Hachem

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Decolonising the Politics Curriculum - Alexandra Westlake, Rachel Appiah, and Sarah Hachem

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We are a student-led initiative that aims to liberate the curriculum from western centricity and potential unconscious bias. We believe this has alienated students and produced graduates whose education failed to represent the diversity of society and academia. Inspired by the work of Penryn students and other universities, in addition to our own experiences, we have identified the need to open a new dialogue to create a catalyst for change on our own campus. This project will evaluate the Politics curriculum: analysing the consideration and inclusion of ethnically diverse academics and perspectives. We believe that education at the University of Exeter should reflect the diversity of its body, it is essential to create an academic space that embraces global thinking. For more information on the project, watch us present our project below, and check out our links here: Instagram - Twitter - Email

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We invite you to post comments and questions on these projects based on the following themes:

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- Use the event to think differently about how these projects can be used to innovate your own practice.

- No idea is a bad idea. We want to hear your thoughts, questions, and comments on these projects, based on the following themes.

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-  What are the impact questions that should be posed regarding assessing the impacts of these projects?

- What are gaps in our understanding of impacts that should be studied further?

- What new areas of impact should be incorporated as part of the move to online delivery?

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- What practices have these projects used that could be implemented elsewhere?

- What are gaps in our understanding of implementation issues at the University?

- What ideas for approaches or methodologies do you have to a greater impact?

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- What are the best approaches and practices to increase the sustainable replication and institutionalisation of these projects?

- What are gaps in our understanding of institutionalisation issues at the University?

- What ideas do you have about how to institutionalise and replicate the outputs and outcomes of these projects into both your and other colleagues day-to-day roles, as well as the wider University?

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Sarah Dyer is the Director of the Education Incubator and a Professor in Human Geography. She is a social scientist with research interests in education, work, and employment. Sarah is an award-winning educator and a HEA National Teaching Fellow. Sarah teaches across the Geography degree programmes.

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Tom Ritchie is Project Manager for the Education Incubator, joining in March 2020. He is a historian of science, mathematics, and computing, with research interests in student engagement, play, and education.