Inclusive Curriculum and Assessments Workshop Series: express your interest

April 3rd, 2024

The Degree Awarding Gaps Academic Advisory Group are launching a series of six workshops to train staff on the fundamentals of inclusive curriculum and assessments, share best practices and understand the sector wide approaches in reducing degree awarding gaps.

In higher education an inclusive approach in our teaching practices is vital as it recognises students from a range of diverse backgrounds who differ by age, gender, class, ethnicity, sexual orientation, disability, and faith.

They have varied learning styles, confidence, self-esteem, educational experience, and cultural capital. This diversity is a key strength, and our approaches should be inclusive and place the student at the heart of the learning process.

The new workshops are aimed at practitioners and staff who interact with students as part of their academic studies.

Objectives of the workshop series

  • To train staff in fundamentals of inclusive curriculum and assessments
  • To develop a fundamental toolkit and repository for use by all staff across the institution
  • To take a unified approach that includes skills, approaches to build inclusivity in our teaching.
  • Embedding inclusivity in quality enhancements and management processes

Who is it for?

Lecturers, programme or module leaders, curriculum partners. Colleagues with related responsibility for inclusive teaching and learning and/or curriculum review, EDI (Equality, Diversity, and Inclusion) leads/managers, or student experience managers or those with student facing roles are also welcome. The workshops are open to staff across our UK, Malaysia and China campuses.

How do I get involved?

Full details and how to get involved can be found on the Inclusive Curriculum and Assessment Workshops webpage on the Educational Excellence website.

Places will be limited. Once you’ve expressed an interest, we will get in touch with you with information on how to register. This will be once the dates are fully confirmed.

If you would like to find out more, please contact the academic lead for this work, Dr Nagamani Bora.

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