Using an Inclusive Curriculum Framework to Address an Awarding Gap in a First-Year Chemistry Module

• Neil A. Williams ^[1]
  1. [1] Kingston University

     Kingston University

     Kingston upon Thames, Reino Unido

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 171-176
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Across the United Kingdom Higher Education system, the percentage of white students attaining a first or upper second-class degree exceeds the that of Black Asian Minority Ethnic (BAME) students. This is known as the BAME degree awarding gap. Awarding gaps are also seen at the module level. The BAME module awarding gap is defined as the difference in average module marks between white students and BAME students. A large BAME module award gap for a first year environmental and inorganic chemistry module prompted a review of its curriculum. The redevelopment of the curriculum was guided by Kingston University’s Inclusive Curriculum Framework (ICF) tool. Project Based Learning and online support for laboratory techniques and practical coursework assessments were introduced. These changes were made to make the curriculum more accessible and enable students to see themselves within the curriculum. Student feedback was positive, and the BAME module awarding gap was closed.