Unconscious Bias: Promoting a culture change in higher education Debby Cotton, Jennie Winter, Rachel Jagger-Thomas, Laura Beahan (Educational Development, Resourcing, Diversity and Inclusion, Organisational Development)
Unconscious or implicit bias can be defined as stereotypical associations so subtle that people who hold them might not even be aware of them. This project aimed to develop a set of resources including a Seven Steps Series (electronic and hard copy) to assist staff in identifying and managing unconscious bias.
Investigation into the University experience of students who had been in Local Authority care and the support they received
Anne Stanley, Louise Baker, Nadine Johns (Care Leavers Service ) Debby Cotton, Pauline Kneale (PedRIO)
Including the provision from the dedicated care leaver service. A resilience framework was constructed to identify those students most at risk of poor outcomes. Final research report.
The Gender and Ethnicity Attainment Gap: A comparative analysis Mel Joyner and Debby Cotton (ED and the Faculty of Health and Human Sciences)
Developing a web-based ‘one stop’ resource for staff and students Jennie Winter
This one-stop on line resource includes an research, and a wealth of resources to inclusive teaching and learning and widening participation at PU and to the support services available.
An online self-evaluation tool to support student retention Debby Cotton
This online self-assessment tool (PU staff and students) – set up in Moodle - evaluates students’ early engagement with learning. It provides automated feedback, helping to identify students at risk and directing them to appropriate resources and sources of support.
Enhancing Inclusive Assessment in partnership with students Pollyanna Magne
The benefits of inclusive assessment are well documented, and pockets of good practice do exist, however there are high percentages of Modified Assessment Provisions (MAPs) in some disciplinary areas. The project produced a store of video clips and information to assist student support. Project report.
Untapped knowledge: learning from student enablers to develop inclusive practice guides Priska Schoenborn
These inclusive teaching and learning guides provide straight-forward guidance and examples for teaching and supporting students more inclusively, and will be available via the website.
Living at home and commuter students. Kneale, P.,Turner, R.,Collings, J., Webb, O., & Treasure, K. (2018)
the introduction of student fees the number of students choosing to stay at
home while studying is increasing (Artess,
et al. 2014). At
the University of Plymouth over 30% of students either live at home or are commuter
students (November 2017). This
report (January 2018) is a
preliminary investigation into the experience of University of Plymouth living
at home and commuter students. The needs and performance of these home-based students,
those who do not move away from home for HE study, has been the focus of a
number of recent studies, and some UK universities are developing and
implementing support mechanisms specifically for these students