The report includes initial, mid-project findings and recommendations as well as detailed intervention stories from the first year of the two year project from each of the five university partners, the University of Portsmouth, the University of the Arts London, the University of Brighton, Canterbury Christ Church University, and the University of Winchester.
Please join us at our mid-project conference, in which we will share initial findings from the project, a keynote by University of Portsmouth Chancellor Karen Blackett OBE, 'At the Intersections: Race and Class in Higher Education' student panel, and an exhibition of portraits, stories, and artwork from the project
In this short series of interviews, Vikki Hill and Dr Gurnam Singh navigate key themes of the Changing Mindsets project – risk, intelligence and belonging – and consider their powerful impact to ensure equitable outcomes for students in higher education.
Creativity and innovation are words that are used frequently throughout higher education. This cannot only be directed towards students and their approaches to learning and career prospects but also towards staff and their approaches to pedagogy and practices.
Race is everywhere. From the pictures of the notable alumni that line the walls that you walk through daily, to the lecturer that stands in front of you ironically delivering a session on the Victorian era’s view of race. It is the sad but undeniable truth that the first BME member of staff you see that day may be the person who clears your lunch table.
Author: Vikki Hill, Project Officer, University of the Arts London UAL Changing Mindsets Workshops with Grayson Perry at Central Saint Martins, University of the Arts London (UAL) on 14th February 2018 “Transvestism is not the most interesting thing about me”
Conference Details Date: 28th June 2018 Time: 9:30am – 5:30pm Location: Park Building, King Henry I St, Portsmouth, PO1 2BZ Space is limited; registration is required Please join us at our mid-project conference, in which we will share initial findings from
Author: Patricia Gilbert, PhD Researcher – University of Portsmouth Patricia Gilbert started as a PhD Researcher at the University of Portsmouth in October 2017. Her PhD research will investigate the factors that have contributed to the success of students from
Author: Liam Greenslade, Project Officer – Canterbury Christ Church University In October 2017 a large photograph of Cambridge University Women’s Officer Lola Olufemi appeared on the front page of the Daily Telegraph beneath the headline ‘Student forces Cambridge to drop
Author: Karl C. Alvestad, Project Officer – University of Winchester In recent weeks the Winchester research team for the Changing Mindsets project have observed that we have had a declining number of students attending our interventions and sessions in general,
Authors: Catherine McConnell, Aidan Davis, and Michelle Butler – University of Brighton We’ve recently finished another exhilarating round of Changing Mindset workshops for staff here across the University of Brighton. Each workshop stimulating discussions on an exhaustive list of topics and connections
Author: Arif Mahmud, Project Officer – University of Portsmouth The purpose of ‘good’ feedback is to develop students’ understanding and translate this understanding into productive, effective behavioural change that leads to growth (Forsythe & Johnson,2017). Some students understand the importance
Author: Liam Greenslade, Project Officer – Canterbury Christ Church University In my previous blog I argued that one of the problems with teaching or training around the topics of stereotype threat and implicit bias lay in the difficulty of delivering
Author: Vikki Hill, Project Officer, University of the Arts London Vikki Hill (UAL Project Officer for Changing Mindsets) in conversation with Dr Gurnam Singh (Principal Lecturer in Social Work at Coventry University and Visiting Fellow in Race and Education at UAL) about barriers
Author: Karl C. Alvestad, Project Officer – University of Winchester My first encounter with the attainment and awarding gaps in higher education came in 2015-16, when I undertook a small research project into the inclusivity of the curriculum at University