{"id":7871,"date":"2024-11-28T10:31:42","date_gmt":"2024-11-28T10:31:42","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=7871"},"modified":"2025-01-03T12:56:37","modified_gmt":"2025-01-03T12:56:37","slug":"diversity-of-our-student-cohorts","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/introduction-to-inclusive-education\/diversity-of-our-student-cohorts\/","title":{"rendered":"Diversity of our student cohorts"},"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

Higher Education is more diverse than it has ever been. As we can see in the graph below, participation in Higher Education of UK domiciled people has risen dramatically since 1950, when less than 5% of the population went to University. This expansion of the higher education system to approximately 50% of school and college leavers has resulted in much greater student diversity.\u00a0<\/span>\u00a0<\/span><\/p>\n

This, in part, has also been driven by the widening access and participation agendas in all the UK nations, and equality legislation. At the same time internationalisation agendas have led to increased student mobility into UK higher education, rising from 226, 270 in 2012\/3 to 314,790 in 2021\/2, thus comprising 23.8% of the UK student population in that year (Universities UK 2023). In combination, these societal trends have led to greater diversity in our university community.\u00a0<\/span>\u00a0<\/span><\/p>\n

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It is important to understand, respond to, and celebrate the rich diversity of our students and this \u201crequires attention to the complex, dynamic, and intersecting identities that all learners and teachers bring to the pedagogical experience\u201d (Lawrie et al. 2017).<\/span>\u00a0<\/span><\/p>\n

In thinking about diversity we adopt a broad definition, utilising Thomas and May\u2019s (2010) conceptualisation of four broad dimensions of diversity by which all students (and staff) may differ: educational, dispositional, circumstantial and cultural.<\/span>\u00a0<\/span><\/p>\n

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Whilst some of these characteristics are recognised in the Equality Act 2010 as protected, and some may be eligible for additional support from particular university services (such as disability), they all require us to consider the design of our teaching and our practices, to ensure all students have an equitable experience.\u00a0<\/span>\u00a0<\/span><\/p>\n

The Equality Act (2010) requires us to be <\/span>anticipatory<\/span><\/i> in our educational provision: therefore, we cannot wait until a student presents with a particular learning need or characteristic. Rather, we must design our adjustments from the outset, to cater for the majority of needs.<\/span>\u00a0<\/span><\/p>\n

So how do we use an evidence-informed approach to understand who our learners are, and provide learning opportunities that are authentic, meaningful and relevant to all? Understanding the characteristics of Cardiff University students can help, and therefore, being aware of the data can help us realise the scale of diversity in our classrooms. <\/span>Cardiff University data on diversity is available to staff here.<\/span><\/a>\u00a0<\/span><\/p>\n \n\n

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Gweithgaredd Myfyriol: Eich Ymarfer o ran Amrywiaeth ac Addysgu<\/h3>
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Gan ddefnyddio tabl Thomas a May uchod, ystyriwch yr awgrymiadau myfyriol canlynol:<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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A oes gennych chi syniadau <\/span>rhagdybiedig<\/span> am y myfyriwr delfrydol neu'r myfyriwr nodweddiadol, a sut mae hyn yn dylanwadu ar eich cynllun addysgu a'ch ymarfer, neu\u2019r modd rydych chi\u2019n cefnogi myfyrwyr?<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Meddyliwch am eich profiadau addysgol, eich cymeriad, eich amgylchiadau a'ch cefndir diwylliannol eich hun. Ydy eich cefndir a'ch profiadau eich hun yn dylanwadu ar yr hyn rydych chi'n ei ddisgwyl gan fyfyrwyr, a\u2019r modd rydych chi'n eu haddysgu a\/neu eu cefnogi?<\/span><\/p>\n<\/div>\n<\/div>\n <\/div>\n <\/div> \n\n \n \n\n

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Cardiff University Case Study: Reflecting on your background and teaching practice<\/h3>

\u201cMy learning experiences with Chinese and British higher education systems have primarily shaped my teaching beliefs and practices. From my prospect, the teachers\u2019 role in China is mainly to deliver information. In other words, teachers mostly use the \u2018Teacher-focused\u2019 method in the classrooms. Therefore, they spend less time helping students develop their critical thinking skills and facilitating their own learning.<\/p>\n

As a result, most students in China are very capable of remembering information and making sense of it. On the other hand, they are likely to be quiet in the classroom; they are not used to interacting with teachers. Compared with Chinese teachers, teachers in the UK are more \u2018Learner-focused\u2019 \u2013 they spend more time spotting individual differences in learning ability and facilitating learning in students\u2019 preferred learning styles. As a result, British students are provided with more space to develop their critical thinking skills.\u201d (Business Lecturer 2023).<\/p>\n <\/div>\n <\/div> \n\n \n

Where next?<\/strong><\/h3>\n \n\n
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The Inclusive Education CPD Offer<\/h3>

In this Introduction to Inclusive Education page we have introduced the Cardiff University Inclusive Education Framework and considered the importance of understanding the diversity of our students in order to reflect upon how we can teach and support in ways that foster a sense of belonging, empower them to fulfil their potential and develop inclusive mindsets.<\/p>\n

Key Readings for this page:<\/strong><\/p>\n