'I'm Not Alone': Outcomes of a Faculty-Wide Initiative for Co-Creating Inclusive Science Curricula through Student-Staff Partnership

Autor/inn/en	Mercer-Mapstone, Lucy; Banas, Kasia; Davila, Yvonne; Huston, Wilhelmina; Meier, Peter; Mekonnen, Bethlehem
Titel	'I'm Not Alone': Outcomes of a Faculty-Wide Initiative for Co-Creating Inclusive Science Curricula through Student-Staff Partnership
Quelle	In: International Journal for Academic Development, 28 (2023) 2, S.149-162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mercer-Mapstone, Lucy) ORCID (Banas, Kasia) ORCID (Davila, Yvonne) ORCID (Huston, Wilhelmina) ORCID (Meier, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2021.1988618
Schlagwörter	Curriculum Development; Science Curriculum; Teacher Student Relationship; Decision Making; Teaching Methods; Educational Benefits; Ethics; Educational Change; Outcomes of Education; Student Attitudes; Teacher Attitudes; Attitude Change; Inclusion; Diversity; College Faculty; Foreign Countries; Likert Scales; Barriers; College Students; Science Instruction; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Ethik; Bildungsreform; Lernleistung; Schulerfolg; Schülerverhalten; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Inklusion; Fakultät; Ausland; Likert-Skala; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01