Evaluating the use of an Inclusive Curriculum Tool in STEM modules

Project leader(s): Diane ButlerAndrew Potter
Theme: Access, Participation and Success
Faculty: STEM
Status: Archived
Dates: May 2022 to January 2025

This project evaluated the application of the Open University (OU) Inclusive Curriculum Tool (ICT), version 4, within a selection of Science, Technology, Engineering, and Mathematics (STEM) modules. The development and implementation of the ICT formed part of a broader institutional strategy to address degree awarding gaps, identified as priority areas within the University’s Access and Participation Strategy (APS). While informed by the sector-wide discourse on decolonising the curriculum, the ICT extends beyond this by aiming to foster inclusivity for all students. Its core principles focus on, the accessibility of materials to diverse student groups (encompassing language and imagery, beyond mere accessibility for disabled students); the representation of diverse groups within the materials; and the materials’ capacity to equip students for participation in a global and diverse world.

Funded by the Pro-Vice-Chancellor (Students) from 2020 to 2022, the project piloted the ICT (version 4) across a sample of STEM modules in two phases. Associate Lecturers (ALs), where possible with lived experience of underrepresentation and familiarity with the target modules, were recruited to conduct the reviews. In order to build in evaluation from the outset of the project, qualitative data was gathered through workshops, semi-structured interviews, participant diaries, and the completed ICT reviews. The data was then analysed to identify recurring themes and inform a critical evaluation of the tool.

Our findings suggest that while the Inclusive Curriculum Tool (ICT) effectively identifies areas for improvement within existing materials (language, imagery, data, case studies, and historical references), these adjustments alone have a limited impact on student experience. Minor modifications may mitigate feelings of alienation among underrepresented students, but the most significant influence lies in the ALs (Associate Lecturers) themselves and how their teaching practices evolve.

Achieving inclusivity necessitates a strong emphasis on teacher characteristics and their understanding of inclusion, beyond merely reviewing curriculum content. The ICT, while valuable for raising awareness and initiating discussion, is insufficient as a standalone intervention.

To foster inclusion in STEM teaching and learning we recommend

Investing in comprehensive EDIA training for all staff, with a strong emphasis on ALs.
Fostering collaborative learning among ALs, including peer-to-peer learning and open dialogues with students.
Addressing institutional barriers that hinder inclusive practices.
Embedding the ICT into the module development process.
Prioritising student co-creation in curriculum design.
Increasing staff diversity to better reflect the student population.
Emphasising the importance of strong student-student and AL-student relationships as crucial components of an inclusive learning experience.