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Think beyond...

* the protected characteristics,
* the usual solutions,
* what we know.,
* what we feel comfortable with...

Let's do the research, ask others, seek input, challenge ourselves to find something new.

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Join up on similar work with Schools e.g. reading list work.

Shout about what we do a bit more so that people know and invite them to co-produce / partner with us on such work.

Remove the barriers, don't let them stop us :)

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Important to have time built in to be able to build on this sort of work - it tends to be 'left aside' - particularly at busy times.

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Group 4- is there a way of pre-setting words in the captions in panopto as editing it takes so much TIME

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Group 4- is there a way of pre-setting words in the captions in panopto as editing it takes so much TIME

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Ask, e.g. in post-session feedback, Is there anything further that we can do to improve the accessibility/inclusivity of this workshop/one-to-one etc.? (Could ask questions on this before OWP sessions.)
Work more closely with SU.

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group 3 What do you do at present towards inclusivity for students (when teaching, communicating with schools, doing 1-1 appointments) ? ​

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group 3 What do you do at present towards inclusivity for students (when teaching, communicating with schools, doing 1-1 appointments) ? ​

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captions, inclusive discussions in class, not assuming everyone from similar background, recordings of classes to follow up on, it's hard when we don't have time to build relationship/knowledge of students.
Some students will let us know their needs in advance, we do ask question on teaching booking form about any students with particular needs, query about the data we have on particular groups and their needs eg black males who might be falling between the gaps and underperforming, there's an issue with students who are doing 'just okay' but not as well as they might do

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1. Thinking about the international module...it's useful to provide context to the way we work in the UK instead of just teaching people words to use. We could use the same approach with EDI.

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1. Would be good to shadow different teachers to learn more about best practice, especially when working with international students.

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1. Would be good to do the ISAT tool as a team to give us a framework and to see where we're at as a team.

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1. We don't have enough knowledge and might not ever have enough because there are so many different elements. Would be useful to go back to basics for the whole team.

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IF YOU RUN OUT OF THINGS TO SAY ABOUT A QUESTION, FEEL FREE TO MOVE TO ANOTHER. ADD COMMENTS TO PADLET

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IF YOU RUN OUT OF THINGS TO SAY ABOUT A QUESTION, FEEL FREE TO MOVE TO ANOTHER. ADD COMMENTS TO PADLET

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1. Do we have enough knowledge in the team about EDI? How can we be sure?

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all groups: How to not shy away from teaching content which might potentially make students feel uncomfortable.

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all groups: How to not shy away from teaching content which might potentially make students feel uncomfortable.

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2. How could our team best communicate our support for equality/                              diversity/inclusivity to our students?  ​

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2. How could our team best communicate our support for equality/                              diversity/inclusivity to our students?  ​

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3. What do you do at present towards inclusivity for students (when teaching, communicating with schools, doing 1-1 appointments) ? ​

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3. What do you do at present towards inclusivity for students (when teaching, communicating with schools, doing 1-1 appointments) ? ​

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4. If you have direct contact with academics-how do you currently promote the staff materials to them? (e.g. Inclusive Practice materials on TeachLearn?) 

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4. If you have direct contact with academics-how do you currently promote the staff materials to them? (e.g. Inclusive Practice materials on TeachLearn?) 

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all groups:How could we further ensure our team practice is inclusive? 

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all groups:How could we further ensure our team practice is inclusive? 