| Grant Holder(s) | Title and Project Abstract | Status |
| Emma Elvidge | FIRE PROJECT: Facing Failure In Research and Higher Education Failure is a key part of the research process, without failure there would be no academic progress. But it can be a socially and emotionally difficult topic to deal with. The FIRE Project aims to address the ability of academics and researchers to openly discuss failures and the lessons learnt through them via educational podcasts. Each podcast episode models thoughtful, academically- and reflectively-driven conversations around failure in the form of short interviews. These provide not only a learning opportunity for students and early career researchers, but also a scaffolding for other staff to improve the conversations they have with those they supervise and manage around failure. As well as the production of these podcasts, this proposal aims to look at the efficacy of the latter point, the use of the podcasts to help staff develop their conversational skills during “everyday” learning moments. The use of podcasts to disseminate good practice in this way is novel and ideally suited to the current remote working situation, but also creates a diverse and inclusive learning environment. | Did not complete |
| Gemma Mansi, Simon Leggatt, Sharon Perera, Emma Kennedy, Bruce Cronin | Promoting student belonging through online learning communities; development in partnership with staff and students View final project abstract | Complete |
| Orlagh McCabe, Stephanie Aldred, Peter Gossman, Stephen Powell | Evaluating the role of dialogue in virtual teaching observations View final project abstract | Complete |
| Selma Omer, Pirashanthie Vivekananda-Schmidt, Fran Oldale | Centring the voices of our BAME students towards creating a more inclusive learning environment View final project abstract | Complete |
| Tracy Galvin, Barry Quinn, Mairead Corrigan, Carole Parsons, Dimitrios Lamprou, Louise Carson, Blánaid Hicks | Building a Community of Practice in ‘Designing Inclusive Curriculum to improve Equality and Diversity’ (DICED) Higher Education Institutions (HEIs) are becoming more diverse with increasing numbers of staff and students from different ethnic backgrounds. This has led to positive changes within HEIs with the development of policies and procedures that aim to promote a sense of belonging among our diverse learners, that celebrates diversity and is respectful of difference. The appointment of Equality, Diversity and Inclusion (EDI) Academic Leads has been one response to integrating diversity into the curricula. However, EDI Leads often find themselves working in isolation, resulting in a duplication of effort and, lack of shared responsibility among other staff for EDI. The DICED project will adopt a Community of Practice (CoP) approach to counteract these challenges. It aims to: (1) build an EDI CoP among an education developer and six EDI academic leads in the Faculty of MHLS; (2) increase faculty professional development around EDI by developing an EDI Toolkit, workshops, resources, courses and collaborations; and (3) apply an evidence informed approach to the project through a pre- and post-EDI Health Check survey, workshop feedback forms, course evaluations and student voice. The outputs of the project are a SEDA paper; presentation at the SEDA conference; three faculty workshops; the development of resources on cultural competency; an EDI Health Check; EDI Toolkit; an accredited SEDA EDI course. The project will be of interest to academics responsible for EDI, wider academic and support staff and the wider faculty within the institution, to proactively adapt and embed EDI in their own context. | Ongoing |
A member of the International Consortium for Educational Development