‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership

Mercer-Mapstone, L; Banas, K; Davila, Y; Huston, W; Meier, P; Mekonnen, B

‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership

Mercer-Mapstone, L Banas, K Davila, Y

Huston, W

Meier, P

Mekonnen, B

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: International Journal for Academic Development, 2021, pp. 1-14
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Mercer-Mapstone, L
dc.contributor.author	Banas, K
dc.contributor.author	Davila, Y https://orcid.org/0000-0002-5144-5742
dc.contributor.author	Huston, W https://orcid.org/0000-0002-0879-1287
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511
dc.contributor.author	Mekonnen, B
dc.date.accessioned	2021-12-13T23:23:03Z
dc.date.available	2021-12-13T23:23:03Z
dc.date.issued	2021-01-01
dc.identifier.citation	International Journal for Academic Development, 2021, pp. 1-14
dc.identifier.issn	1360-144X
dc.identifier.issn	1470-1324
dc.identifier.uri	http://hdl.handle.net/10453/152297
dc.description.abstract	We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness in decision-making for students, and increased adoption of inclusive teaching practices for staff. Open responses articulated the benefits and challenges of the project. Implications of this research will be relevant to academic developers working in similar spaces, such as decolonising the curriculum or engaging students as partners in development work.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	International Journal for Academic Development
dc.relation.isbasedon	10.1080/1360144X.2021.1988618
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [International Journal for Academic Development, 2021, pp. 1-14], available online: https://www.tandfonline.com/doi/full/10.1080/1360144X.2021.1988618”
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.title	‘I’m not alone’: outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student–staff partnership
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-07-01T00:00:00+1000Z
dc.date.updated	2021-12-13T23:23:02Z
pubs.publication-status	Published

Abstract:

We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness in decision-making for students, and increased adoption of inclusive teaching practices for staff. Open responses articulated the benefits and challenges of the project. Implications of this research will be relevant to academic developers working in similar spaces, such as decolonising the curriculum or engaging students as partners in development work.

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http://hdl.handle.net/10453/152297