| Description |
1 online resource (102 p.) |
| Series |
Critical Practice in Higher Education |
|
Critical Practice in Higher Education
|
| Contents |
Cover -- Half Title -- Acknowledgements -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- Why this book? -- Why write it collaboratively and why us? -- Who is this book for? -- Why coaching dialogues and why this structure? -- What is this book about? -- A note on terminology -- A note on our approach to referencing -- Critical questions for practice -- Summary -- Useful texts -- Chapter 2 Interactions -- Introduction -- Theoretical background -- Interaction -- Example 2.1 -- Example 2.2 -- Types of bias |
|
Law of the instrument -- Explicit stereotyping -- Bias blind spot -- The IKEA effect -- Confirmation bias -- Using dialogue to identify bias in interaction -- The dialogue: context and structure -- Unpacking the dialogue -- Critical issues -- Strategies to address biases in interactions -- 'What do you mean? I don't understand' -- 'I don't want to ask simple questions in case everyone thinks I'm stupid' -- 'I prefer to work with my friends, other students' English isn't so good' -- Example 2.3 -- 'I can see some students don't interact much during group work' -- Example 2.4 |
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'When I meet someone new, I pause and try flipping my perceptions' -- Universal Design for Learning -- Critical questions for practice -- Summary -- Useful texts -- Chapter 3 Course design and content -- Introduction -- Theoretical background -- Example 3.1 -- Types of bias -- Status quo educational bias -- Authority bias -- Critical issues -- Using dialogue to identify bias in course design -- The dialogue: context and structure -- Unpacking the dialogue -- Strategies to address biases in course design and content -- Checklists -- Decolonising the curriculum -- Universal Design |
|
Student consultation partnership -- Example 3.2 -- A connected curriculum -- Interdisciplinary approaches: time to rethink -- Critical questions for practice -- Summary -- Useful texts -- Chapter 4 Learning activities -- Introduction -- Theoretical background -- Group work: sameness or novelty? -- Example 4.1 -- Types of bias -- Using dialogue to identify bias in interaction -- The dialogue: context and structure -- Unpacking the dialogue -- Example 4.2 -- Example 4.3 -- Critical issues -- Strategies to address biases in learning activities |
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How can students optimise their learning through learning activities? -- Should we always share LOs? -- What's the purpose of a learning activity -- the learning process or the learning activity's product? -- How can learning activities offer ways to develop graduate skills and competencies? -- How can learning activities help challenge stereotypes? -- How can learning activities support threshold concepts? -- What if students are responsible for resourcing learning activities? -- Critical questions for practice -- Summary -- Useful texts -- Chapter 5 Assessment -- Introduction |
| Summary |
With the spotlight on diversity and inclusion, this book offers university teachers informed and practical strategies for raising awareness of bias in teaching, learning and assessment practices and provides approaches to eliminate, limit and mitigate the negative effects of bias on university students |
| Notes |
Description based upon print version of record |
|
Theoretical background |
| Subject |
College teaching.
|
|
Discrimination in higher education.
|
|
College teaching
|
|
Discrimination in higher education
|
| Form |
Electronic book
|
| Author |
Read, Andrew
|
|
Jarvis, Joy
|
|
Smith, Karen
|
| ISBN |
191417190X |
|
9781914171901 |
|
