{"id":7869,"date":"2024-11-28T10:31:20","date_gmt":"2024-11-28T10:31:20","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=7869"},"modified":"2025-01-03T12:55:38","modified_gmt":"2025-01-03T12:55:38","slug":"who-are-our-students","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/introduction-to-inclusive-education\/who-are-our-students\/","title":{"rendered":"Who are our students?"},"content":{"rendered":" \n\n
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Design of the Inclusivity pages<\/h3>

All of the Inclusivity pages are designed following the principles of Universal Design for Learning (UDL). You will find a combination of text, video and images, along with some points for reflection, practical examples and case studies.<\/p>\n

You can choose to read the text or access a recording of the same material. The recording is at the bottom of this page. Alternatively you could use\u00a0the Microsoft Immersive Reader,<\/a>\u00a0which has the ability to set preferences or use the 'read aloud' function.<\/p>\n

You can also attend a workshop on the topic: to find out more see the CPD box at the bottom of this page<\/a>.<\/p>\n <\/div>\n <\/div> \n\n \n \n\n

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Reflection<\/h3>

Why is it important to know the diverse characteristics of your student cohort?<\/p>\n <\/div>\n <\/div> \n\n \n

The importance of knowing who your students are and their experience and outcomes<\/span>\u00a0<\/span><\/p>\n

The changing landscape of Higher Education has made it more significant than ever to reflect on our practice <\/span>in order to<\/span> meet the needs of the diverse student population (<\/span>Mathesion<\/span> 2015)<\/span>.<\/span> Knowledge of the diverse, intersectional identities of our students is fundamental to how we design, teach and assess our curriculum<\/span>. <\/span>When acknowledging and understanding the diversity of our students and anticipating the barriers that students may face whilst at university, we ensure we are providing learning opportunities that are authentic, relevant, and meaningful for all .<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>A theme that has underpinned research is the importance of understanding the diverse characteristics of your student body by engaging with relevant and up to date data in order to address the educational disparities that exist within the higher education sector.<\/span>\u00a0<\/span><\/p>\n

Applying evidence informed approach based on the diverse characteristics of our students ensures we are driven by accurate data rather than outdated assumptions we may have of our students<\/span>,<\/span>\u00a0 their backgrounds, cultures and experiences. When we place the students at the centre of the learning, we create a curriculum that represents, responds to and reflects the diversity of <\/span>all<\/span><\/i> of our students, not just certain groups or characteristics.<\/span>\u00a0<\/span><\/p>\n \n\n

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Find out more...<\/h3>

OFS has created this comprehensive resource Equality, diversity and student characteristics data.<\/p>\n

https:\/\/www.officeforstudents.org.uk\/data-and-analysis\/student-characteristics-data\/<\/a><\/p>\n <\/div>\n <\/div> \n\n \n

In addition to understanding <\/span>and responding to <\/span>who our students are<\/span>, it<\/span> i<\/span>s important for us to <\/span>also understand<\/span> the <\/span>experiences and outcomes of <\/span>our <\/span>diverse student body<\/span> so that we can <\/span>take actio<\/span>n <\/span>to address<\/span> disparities that exist<\/span>. <\/span>For example, a<\/span> lot <\/span>of <\/span>attention <\/span>within the sector <\/span>has<\/span> focused on<\/span> ethnicity awarding gaps<\/span>, <\/span>as there are persistent <\/span>disparities<\/span> in the proportion of <\/span>ethnic minority <\/span>students <\/span>being awarded <\/span>first or 2:1 de<\/span>gree<\/span>s <\/span>compared to white<\/span> students<\/span>,<\/span> and<\/span> understa<\/span>nding the<\/span> evidence and analysing the data is<\/span> a <\/span>key recommendation <\/span>in terms of closing these <\/span>gaps<\/span> (UUK, 2019, 20212)<\/span>\u00a0<\/span> .<\/span><\/p>\n