Inclusive Teaching and Learning at Reading

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Our Vision

We aspire for the University of Reading to be an environment that respects and supports the needs of individual learners from all diverse backgrounds and in doing so enriches the wider collective student experience.

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Why Does Inclusion Matter?

The creation of a diverse and inclusive learning community is at the very core of what it means to be a university. We take it to be self-evident that learning requires openness to new ideas and to different ways of thinking about and experiencing the world. Universities are places of learning.

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Teaching and Learning is Inclusive When…

Inclusive Learning Environments: Case Studies in Inclusion

  • All students feel safe and secure in their learning environment, with a sense of belonging, connectedness and agency.
  • Staff understand, and seek to remove, barriers students may encounter in relation to any aspect of their studies.

Read more about Teaching and Learning is inclusive when…

Read about what motivates our academics to make learning inclusive, and how teaching and learning can be made inclusive.

Read more about our Case Studies…


Resources for Inclusive Teaching and Learning

Inclusive Curriculum Content

  • Curriculum Framework: Engaging Everyone Toolkit – comprises What is Inclusive Practice, Inclusive Curriculum Design, Inclusive Curriculum Delivery, Inclusive T&L Resources, and Student Engagement.
  • Decolonising the Curriculum resources – compiled by UoR’s Decolonising the Curriculum Working Group. This resource includes case studies and a question-led method for decolonising your teaching, learning and assessment practices. Please note: this is Phase 1 of the Working Group project; further resources will follow in September 2023.

Inclusive Feedback and Assessment

  • Decolonising the Curriculum – question-led approaches to decolonising assessment can be found on pp13-14. More advice on decolonising assessment will be included in the Phase 2 resource package, which is due to be published September 2023.

Inclusive Learning Materials

Inclusive Cultures

Inclusive Teaching Environments

  • Aligning Space and Pedagogy Guide – provides guidance on designing learning activities for specific seating configurations. In a face-to-face on campus teaching you may be in a lecture theatre, lab or other designated teaching room. 

Student Voice / Partnership

  • Projects and partnerships – Essentials (student facing pages)
  • Decolonising the Curriculum – advice for decolonising modules and programmes from the student perspective can be found on pp25-6.
  • Inclusion Consultants – find out more about the Inclusion Consultants, who are University of Reading students employed to advise colleagues on how to make their modules and services more accessible and inclusive to our diverse student community. 
  • Student Partners and Student Panel – follow the link to find out more about our teaching and learning student partnership schemes, supported by the Centre for Quality Support and Development (CQSD).

Awarding Gap Data

  • Degree Awarding Gap site – The awarding gap (formerly known as the ‘attainment gap’) is the difference in the proportion of two student groups receiving a first or second-class degree. This website outlines what we are doing to address the awarding gap at the University of Reading.

Policy