Simple techniques to improve inclusivity

Teachers of two targeted units collaborated with professional staff to develop and pilot a range of simple techniques to improve outcomes for LSES and other equity group students.

Two Faculty of Arts and Education units with high numbers of low socioeconomic status (LSES) students—ASS234 Environmental Anthropology and ETP102 Social Contexts of Education—now provide a curriculum rich in inclusive features. Together, these features have proved effective in enhancing outcomes for all students, and for equity group students in particular. Equity and Diversity formed collaborative working groups with the unit teaching teams, Library, Student Academic and Peer Support, TeachAssist and Faculty support staff over 8 months to:

  • identify learning needs of diverse groups of students that were not currently being met
  • brainstorm solutions, design and develop a variety of resources and techniques to better address these needs
  • embed the resources/techniques in the unit curriculum
  • evaluate their effectiveness with students and staff using a mixed methods approach.
Inclusive curriculum design process: identify, brainstorm, embed, evaluate

Inclusive curriculum design process


At the same time as developing curriculum for these two units, all project staff developed capacity to provide more inclusive curriculum in future, in these and other units.

Follow-up evaluations and refinements have continued to produce improved student outcomes in these units.

A screen-capture from a video-annotated reading provided to scaffold academic reading skills.

A screen-capture from a video-annotated reading provided to scaffold academic reading skills


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