Teaching & Learning


BAME Awarding Gap Project - Resources

Access a growing collection of guides, case studies and other resources to inspire and advise on ways to reduce the BAME awarding gap and embrace inclusivity.

Collated by the BAME Awarding Gap Project, this list of resources and examples from within UCL and from other universities will be regularly updated. They are collated under the following themes:

Inclusive approaches to teaching, learning and assessment
The Inclusive Course Design Tool

The ICDT offers a series of reflective questions and supporting guidance rooted in theory and research on inclusion, pedagogy, multiculturalism, universal design for learning and implicit and unconscious bias. It’s use to try to reduce the BAME awarding gap and enhance success and graduate outcomes, and enhance academic practice and reflection are specifically explored.

Kingston University's Inclusive Curriculum Framework 

This paper outlines the redevelopment of a first year environmental and inorganic chemistry module guided by Kingston University’s Inclusive Curriculum Framework. Project Based Learning and online support for laboratory techniques and practical coursework assessments were introduced. These changes were made to make the curriculum more accessible and enable students to see themselves reflected in the curriculum. Student feedback was positive and the module awarding gap was closed.

UCL's Inclusive Curriculum Healthcheck

The Inclusive Curriculum Health Check is designed to support UCL staff to reflect on how to embed the principles of inclusivity in all aspects of the academic cycle. 

Belonging, community and partnerships
University of East London - Anti-racist and anthropological teaching practices 

This article highlights that to make meaningful change to entrenched racism and awarding gaps in higher education, lecturers must take action and work towards embedding anti-racism into every level of the university structure. They propose using an ecological model with lecturers at its heart as a practical tool to support this work.

Towards anti-racist legal pedagogy

Produced by the University of Kent, this resource is aimed at assisting teachers to develop anti-racist pedagogy in their teaching in five of the six foundation subjects currently required for a qualifying law degree (QLD).

SOAS, University of London - Breaking Barriers Mentoring Scheme

The Breaking Barriers Mentoring Scheme aims to build partnerships between black staff and students, in order to enhance the experience of black students and effect culture change. The rationale behind which being that these staff members, as clear role models for the students and as empathetic mentors with first-hand experience of navigating academia and dealing with institutional racism, were likely to be best placed to serve as guides. As the awarding gap was most significant for black students, the scheme focuses on partnerships between staff of colour and black students.

    Decolonising Education - Reading Lists
    The diversity of Life Sciences and its link to the awarding gap

    This study found that reading lists are not diverse and do represent the demography of the student body. The study goes on to provide potential solutions to decolonise the curriculum by diversifying reading lists.

    Decolonising the undergraduate medical curriculum at UCL

    The article outlines three scaffolding concepts to frame the process of decolonising the medical curriculum: epistemic pluralism, cultural safety and critical consciousness.

    Decolonising the Sciences Reading List

    A global resource for people interested in science and colonialism. Texts range from personal testimony to Indigenous cosmology to anthropology, to history to sociology to education research. All are key to the process of decolonising science, which is a pedagogical, cultural, and intellectual set of interlocking structures, ideas, and practices

    Decolonsiing the curriculum through the history of mathematics

    As part of Black History Month 2020, June Barrow-Green and Brigitte Stenhouse gave a presentation in which they explored how historical sources can be used to decolonise the mathematics curriculum.

    Decolonising Education - Toolkits
    University of Sheffield - Decolonising the curriculum toolkit

    The toolkit offer tips, prompts and examples from a range of departments.

    University of Westminster - Decolonising the curriculum toolkit

    The toolkit contains an a general introductory reading list and individuals reading lists and resources for all the subject areas taught at Westminster.

    SOAS, University of London - Decolonising Learning and Teaching: A practical briefing for programme and module convenors

    This toolkit aims to promote awareness and reflection about forms of racialised disadvantage that can be potentially mitigated through revising approaches to curriculum and pedagogy. It is necessarily generic and it is anticipated it will be possible to ask more pointed questions at the level of specific subjects or areas.

    UCL's Decolonising Global Health Toolkit 

    This toolkit was designed to provide tutors and teaching staff with concrete actionables informed by student feedback and our outcomes from departmental inclusivity health check from 2018-19, on the need to foster more inclusive learning environments. The toolkit is organised into three broad thematic areas - accessibility, misrepresentation and language

    UCL Case Studies
    Inclusivity involves everyone

    This case study highlights how Charmian Dawson designed and ran an inclusivity workshop for first year neuroscience students. The overall aim of the workshop was to get students to appreciate the value of inclusivity and diversity for themselves.

    Inclusive Curriculum in Psychology

    This case study looks at Evi Katsapi and Nicola Abbottwas's work to address the ‘Eurocentric’ curriculum in Psychology by engaging with ethnic minority students to help produce a more inclusive curriculum, which better reflects the diverse student body on the Level 5 module ‘Social and Development Psychology’.

    Co-Designing an 'Inclusive' Reading List

    The aim of this project was to involve students in the design of a more inclusive reading list for Karen’s first year, undergraduate module in politics. This was optional for undergraduate students of the Social Research Institute (IOE, UCL's Faculty of Education and Society). 

    Science of Bias Module

    A new Science of Bias module to bias train Psychology BSc students. The module looks at how people are treated differently because of a protected characteristic and asks how bias operates within a specific context.

    Medical School PGT awarding gap

    This is an exploratory project which aims to explore any awarding gaps for students with Protected Characteristics on UCL Medical School’s two PGT programmes, and to support tutors in understanding how they can make a difference for students’ experience and attainment.

    Decolonising Law Public Lectures

    New interdisciplinary public lecture series were set up on topics concerned with the relationships between law, race, imperialism, colonialism, anti-imperialism and de-/anti-/post-colonialism.

    Laws Perspectives Workshop

    In 2020-21 a workshop series was launched with the aim of encouraging first and second year students to look critically at what law represents from a range of perspectives.