1. Invite successful BME graduates to talk to students, e,g during open days and social events.
2. Visible BME role models in prospectus/departmental literature/notice boards
Increasing awareness of need to ensure equality of opportunity – programme leaders
1. Monitor differential student engagement / achievement.
2. Talk to BME students about their perceptions of causes of lack of engagement/achievement.
3. Talk to staff about their perceptions of the causes of differential attainment.
Avoiding bias - wherever possible, assessed work should be anonymous.
Source: Ros Hill, Aston University
This document from University of Brighton briefly outlines why student integration has become a concern.
notes the importance of the first-year and the kinds of measure that are taken to promote integration during the first-year.
notes the need for both social and academic integration, and describes ways in which universities seek to promote both of these
describes some of the ways in which curriculum design, methods of teaching, learning activities and modes of assessment can promote integration. This section includes detailed examples of induction programmes that are designed to promote social and academic integration.
Keywords: integration, first year, induction, social and academic integration