Inclusive curriculum and BAME student advocacy in a business school: reflections on three years of inclusive module reviews

2021 ◽  
Vol 23 (3) ◽  
pp. 48-56
Author(s):  
Sara de Sousa ◽  
Omotolani Fatilewa ◽  
Tejal Mistry
Keyword(s):  
Curriculum Design ◽  
Business School ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Senior Member ◽  
Inclusive Curriculum ◽  
University Life ◽  
Student Advocates ◽  
Race Equity ◽  
Student Advocacy

This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham's (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

Global Curriculum Development

2021 ◽  
Author(s):  
Linn Friedrichs
Keyword(s):  
Curriculum Design ◽  
Social Impact ◽  
Building Blocks ◽  
Educational Model ◽  
Social Transformations ◽  
Global Curriculum ◽  
Inclusive Curriculum ◽  
The Social ◽  
Education Theory ◽  
Institutional Boundaries

How can higher education empower students as agents of the social transformations that our societies need so urgently? Linn Friedrichs connects John Dewey's education theory, current research on globalization, and inclusive curriculum design approaches to propose a new educational model for our age of complexity, crisis, and innovation. Drawing lessons from NYU's efforts to globalize its research, pedagogy, and social impact, she presents building blocks for a new curricular core that is structured around the key challenges of our time and the competencies of »complexity resilience«. It becomes the essential foundation for action-oriented partnerships across cultural, disciplinary, generational, and institutional boundaries.

Development and Assessment of Intercultural Effectiveness: A Learner-Centered Approach

2018 ◽  
Vol 198 (2) ◽  
pp. 136-145 ◽  
Author(s):  
Iris Berdrow ◽  
Allan W. Bird
Keyword(s):  
International Education ◽  
Business School ◽  
Skill Development ◽  
School Curriculum ◽  
Lessons Learned ◽  
Program Model ◽  
Institutional Assessment ◽  
Intercultural Effectiveness ◽  
Comprehensive Program ◽  
Learner Centered

Globalization has created an accelerated demand for globally competent managers, yet the gap between this demand and the supply of globally oriented, competent graduates is growing. As a result, the mandate for effectively internationalizing business school curriculum is increasing. Yet, given the costly structures required to provide international education opportunities, institutions need to know that those opportunities are positively influencing students learning and skill development. This article tells the story of one school’s comprehensive program that incorporates learner-centered measurement and development with institutional assessment of intercultural effectiveness. We offer a program model and lessons learned for other institutions interested in implementing similar programs.

scholarly journals Building Automation and the Contextualization of Information Technology: The Journey of a Midwestern Community College in the U.S.

2018 ◽  
Vol 6 (2) ◽  
pp. 149
Author(s):  
Neal Grandgenett ◽  
Pam Perry ◽  
Thomas Pensabene ◽  
Karen Wegner ◽  
Robert Nirenberg ◽  
...  
Keyword(s):  
United States ◽  
Community College ◽  
Information Technology ◽  
Curriculum Design ◽  
The United States ◽  
Lessons Learned ◽  
Building Automation ◽  
Technological Education ◽  
It Workforce ◽  
Automation Systems

The buildings in which people work, live, and spend their leisure time are increasingly embedded with sophisticated information technology (IT). This article describes the approach of Metropolitan Community College (MCC) in Omaha, Nebraska of the United States to provide an occupational context to some of their IT coursework by organizing IT instruction around the context of building automation systems (BAS). This contextualization allows IT students not only to study IT as a standalone discipline but also to study its integrated use within a specific occupational context. The article also describes MCC’s focused curriculum design efforts funded by the National Science Foundation’s Advanced Technological Education program. These efforts toward BAS-contextualization of the IT curriculum have become a catalyst for systematic contextualization of IT instruction at MCC and support the institution’s broader efforts to become a national model in IT instruction and interdisciplinary engagement within the United States. The research-based approach, activities, and outcomes of this project are all described here, as well as the lessons learned by one community college seeking to make their IT program increasingly relevant to their students and the IT workforce of today.

scholarly journals A Project-Centric Curriculum Design

2011 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dennis Drinka ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Student Success ◽  
Learning Community ◽  
Curriculum Design ◽  
Lessons Learned ◽  
Team Projects ◽  
Individual Project ◽  
The University ◽  
And Control ◽  
Small Team

Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

Exploring the ‘unexplained’ awarding gap through understanding BAME students' experiences

2021 ◽  
Vol 23 (3) ◽  
pp. 57-67
Author(s):  
Sara de Sousa ◽  
Judy St John ◽  
Emmanuella Emovon
Keyword(s):  
Business School ◽  
Academic Staff ◽  
Professional Staff ◽  
Inclusive Curriculum ◽  
Recommendations For Action ◽  
University Experiences ◽  
Narrative Methodology ◽  
Ethnic Students ◽  
The University ◽  
Minority Ethnic

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

Robots Underwater! Learning Science, Engineering and 21st Century Skills

2012 ◽  
pp. 141-167 ◽  
Author(s):  
Elisabeth McGrath ◽  
Susan Lowes ◽  
Mercedes McKay ◽  
Jason Sayres ◽  
Peiyi Lin
Keyword(s):  
High School Students ◽  
Curriculum Design ◽  
Scale Up ◽  
Lessons Learned ◽  
Learning Goals ◽  
Underwater Robotics ◽  
School Students ◽  
Curriculum Redesign ◽  
Core Elements ◽  
K 12

The underwater environment presents novel challenges that can facilitate unique learning experiences for students engaged in robotics programs. Although the number of underwater educational robotics programs is small by comparison to other forms of K-12 robotics initiatives, several do exist, which have varying learning goals, implementation approaches, and tools. This chapter describes an underwater robotics program using LEGO® MINDSTORMS® components and related materials for middle and high school students. The program, known as WaterBotics™, has undergone an extensive, four-year research and development phase and curriculum redesign effort. This chapter describes the theoretical framework of the curriculum design, the components and resources available in the challenge-based curriculum, and lessons learned about teacher practices and their relationship to student learning outcomes in physical science, Information Technology skills, engineering design, and engineering career interest. “Core elements of success” of the program and curricular adaptations are described in the context of a scale-up initiative that is adapting the curriculum for use in informal education settings.

Addressing Educational Needs in Spatial Data, Information Science, and Geomatics in the Civil Engineering Undergraduate Curriculum

2003 ◽  
Vol 1848 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Wayne A. Sarasua ◽  
William J. Davis
Keyword(s):  
Data Collection ◽  
Spatial Data ◽  
Information Science ◽  
Civil Engineering ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Planning System ◽  
Engineering Curriculum ◽  
Clemson University ◽  
Data Collection And Analysis

The technology-driven, rapidly advancing field of spatial data and information science (SDIS) is an integral part of numerous engineering professions. Many college civil engineering programs are struggling to find ways to accommodate this subject in an already crowded undergraduate curriculum. There are several reasons that taking a course in SDIS is desirable for civil engineers entering today’s demanding job market. First, technologies related to surveying, spatial data, and information science are among the fastest developing in the industry, and there is significant demand for skills in the latest technology. Second, spatial data collection and analysis are essential to all civil engineering disciplines; thus, a fundamental understanding of data collection and analysis techniques is desirable. The transportation discipline of civil engineering may face the greatest need for professionals specializing in SDIS. Transportation planning, system design, facilities management, and transportation logistics rely heavily on SDIS technologies, including conventional surveying, geographic information systems, Global Positioning System, remote sensing, and digital terrain modeling. A description is given of a widely transferable and technically up-to-date course in geomatics that expands on traditional surveying by incorporating modern methods of spatial data collection, management, and analysis. Including a course on geomatics early in students’ undergraduate civil engineering curriculum may plant the seed for the development of future SDIS and SDIS for transportation professionals. Lessons learned in developing geomatics courses at Clemson University, Georgia Tech, and The Citadel are presented. Findings and recommendations are summarized with respect to broader application issues affecting the civil engineering curriculum.

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