Details of the Proposed Inclusive Interventions
This post details the proposed inclusive interventions for the Consumer Insights for Communication unit, academic year 25-26.
Inclusive Curriculum Design
a) Diversify Reading Lists: Audit a module’s reading list to include authors from underrepresented groups (e.g. women, Global South, indigenous scholars, scholars of colour, and scholars at the intersections of these groups and more).
b) Student-Generated Resources: Encourage students to contribute to a collaborative, evolving reading/resource list that reflects diverse perspectives.
c) Case Study Review: Replace or augment existing case studies with ones that consider issues of race, gender, disability, or socioeconomic status relevant to the subject.
Accessible Teaching Practices
a) Revision Library of Theory Videos: The development of a series of short-form videos explaining key theories central to the unit content. These concepts will be covered in the lectures; however, given the complex nature of some of them, they are an area where students have historically struggled. The application of advanced theories, models, and frameworks is key to higher attainment in the CIC unit.
b) “Access Check-Ins”: Implement regular, brief, and anonymous check-ins that allow students to share their accessibility needs and identify potential classroom barriers. Creating a feedback loop can help identify areas of improvement for inclusive practices. This could take the format of a brief Microsoft Forms survey for students to share their thoughts and feelings.
Optionality in Assessment and Feedback
The formative assessment for CIC occurs in the final week of teaching in December before the winter break. At this point, the students are expected to have completed the data analysis and are asked to present their findings and elicit key insights. This academic year, the students will be given the option to either:
a) Discuss their findings and insights through a live oral presentation.
b) Submit a video recording in advance with a recorded presentation of the analysis and insights.
Whether presented live or prerecorded in Panopto, students will be asked to discuss their work alongside visual evidence, for which optionality is also available as below.
Format of the Visual Evidence
a) Slide deck (PowerPoint/Keynote/Canva).
b) Poster (InDesign or Canva): especially suited for design-oriented students).
c) Written executive summary to accompany visuals, allowing students who are less confident speaking to foreground analysis in writing.
d) Interactive media (e.g. Padlet, Miro board)
Evaluation
Curriculum: Measured by student engagement with collaborative resources and evidence of more diverse content.
Teaching practices: Student feedback on videos and surveys; Moodle analytics.
Assessment: Uptake of different formats, student feedback, attainment data.
Overall: End-of-unit evaluation forms and attainment tracking across cohorts.