Innovative resources
A series of engaging videos in which Aboriginal and Torres Strait Islander individuals answer sensitive and significant questions about their cultures
A series of 12 guides, informed by focus groups with diverse students, that help institutions teach inclusively
Collective experiences
Multicultural social events in which volunteer students share their cultural perspectives to academics and peers.
A collective of students and staff who attempt to enhance access to menstrual products and overcome the stigma of discussions about menstruation
Personalized advice
A communication platform that automatically personalizes text messages and answers to the needs of each student
A targeted mentoring program in which students receive a stipend if they fulfill milestones, increasing retention and revenue
University of Canberra: Yarning about
A series of engaging videos in which Aboriginal and Torres Strait Islander individuals answer sensitive and significant questions about their cultures
This program, called “Yarning about…”, developed by Kirsten Tapine and Marina Martiniello, comprises a series of engaging videos in which Aboriginal and Torres Strait Islander individuals answer a series of questions about their diverse lives and perspectives. These videos were designed to help staff and students at the University of Canberra understand Aboriginal and Torres Strait Islander cultures, appreciate the issues that many individuals experience, and explode myths and misconceptions. Staff and students at the university were invited to submit question especially on topics in which they felt uncomfortable. Some of the topics include
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teaching strategies that engage many Aboriginal and Torres Strait Islander students
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Indigenization of the curriculum
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the experience, consequences, and causes of racism
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opportunities that enable Aboriginal and Torres Strait Islander communities and the broader population to work together more effectively in the future
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historical events that shaped many of the perspectives, experiences, and challenges of Aboriginal and Torres Strait Islander peoples today
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Further information
University of Westminster: Inclusive Curriculum for Disabled Students
A series of 12 guides, informed by focus groups with
diverse students, that help institutions teach inclusively
University of Westminster conducted a series of focus groups with students, including many students with a disability, and staff around the barriers to inclusion. The responses informed the development of 12 guides, called the Inclusive Curriculum for Disabled Students, on how to teach more inclusively. The guides revolve around inclusive recruitment, selection, enrolment, induction, work experiences, learning resources, lectures, tutorials, workshops, research, and assessments. All these guides are publicly accessible. To illustrate, the guide on inclusive assessments recommends comprises 37 principles, coupled with many specific case studies and responses during the focus group. For example, when they design assessments, institutions should
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offers students opportunities to practice various modes of assessment as early in the course as possible—because students with a disability occasionally need to learn how to accommodate their impairments to complete an assessment
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enable students to choose which of several modes of assessment to complete
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grant students with a disability opportunities to contribute towards the evaluation and design of courses and assessments
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inform markers, examiners, and invigilators of the disabilities and impairments of students, but only if the students consent
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all relevant information should be accessible in an electronic format, partly to enable students with a disability to use screen readers, convert the test to Braille, enlarge the font, and so forth
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These guides are embedded in all the forms that staff need to complete when designing, modifying, and enhancing courses.
RMIT university: Joint staff and student multicultural events
Multicultural social events in which volunteer students share
their cultural perspectives to academics and peers.
As part of a human resources course, students and staff attend four multicultural events, during the evening, outside the university grounds. During the event, international students volunteer to share cultural experiences that epitomize their home country. Staff and students share cultural stories, traditions, beliefs, and foods. The organizers help students and staff prepare stories and perspectives that are engaging, surprising, and relevant to the course as well as arrange opportunities in which the participants can ask one another questions later, in smaller groups. As research indicates, after students attend these informal, social, and cultural experiences with peers and academics, they experience a greater sense of belonging. Their academic experience and motivation during the course thus improves as well.
Further reading
De Sisto, M., Huq, A., & Dickinson, G. (2022). Sense of belonging in second-year undergraduate students: the value of extracurricular activities. Higher Education Research & Development, 41(5), 1727-1742.
Edinburgh Napier University: Bleedin’ Saor
A collective of students and staff who attempt to enhance access to menstrual products and overcome the stigma of discussions about menstruation
Bleedin’ Saor was launched at Edinburgh Napier University. This network of students and staff have initiated a range of initiatives to facilitate access to menstrual products and to diminish the stigma of discussions about menstruation.
For example, the collective has developed an event, called the Bloody Bug Brunch, that attracts over 400 students, staff, and other stakeholders. The event has raised over 400 donations of period products that local food banks can disseminate appropriately. During the event, the audience can listen to music and consume food or drinks in which the theme revolves around periods. In addition, the network has
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in collaboration with Hey Girls, developed a dispenses of period products that can be installed in universities, schools, and other education institutions
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visited Uganda to meet relevant organizations about gender equality and menstrual health
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created a documentary, called Bleeding Free, and education booklet about this experience in Uganda and their overall goal and pursuits
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Further reading
Cuyahoga Community College: Signal Vine
A communication platform that automatically personalizes
text messages and answers to the needs of each student
Cuyahoga Community College have deployed the Signal Vine platform to personalize texts to the needs of potential students, enrolled students, and graduated students more effectively. Signal Vine is a platform that uses AI and event triggers to target messages to the right students at the right time—and thus can deliver personalized messages to thousands of individuals. For example
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potential students might receive text messages that are relevant to their needs as well as automatic, but relevant, answers to the questions they ask over text—such as how to enrol or which courses to choose
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existing students might receive advice or support that is relevant to their needs and goals.
In essence, Signal Vine utilizes previous texts in the institution to predict which messages could benefit students and which answers to common questions are most helpful. The algorithm then improves in response to the degree to which students respond to messages. Although many tertiary education institutions now utilize Signal Vine, staff at Cuyahoga Community College have been especially committed to populating the platform with messages and data that can optimize this platform.
Further reading
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This webpage about an award the university received
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This website about Signal Vine
Hudson County Community College: Hudson Scholars
A targeted mentoring program in which students receive a stipend
if they fulfill milestones, increasing retention and revenue
Incoming students at Hudson County Community College may be eligible to a program, called Hudson Scholars, especially if English is not their preferred language. These Hudson Scholars are encouraged to meet academic counsellors at least monthly. These counsellors are assigned a small caseload and, therefore, can deliver more frequent mentoring and coaching that is designed to
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facilitate the progress of students
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help students complete their assignments
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inspire these students to set and to pursue academic goals and career goals
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help students address other person challenges, such as financial pressure
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refer students to other services, if needed
The distinct feature, however, is that academic counsellors assign these students tasks to complete. If students complete these tasks and fulfill specific milestones, they earn stipends of about $200 a month. The students utilize these stipends to purchase books, supplies, food, and other services as well as to pay bills, rent, tuition, and childcare. Because this program increases the retention and completion of students, the concomitant increase in revenue offsets the costs. Hundreds of students a year benefit from this program.
Further reading
This webpage about the program