Bias-aware Teaching, Learning and Assessment

Donna Hurford is an academic developer at the University of Southern Denmark where she leads on the lecturer training programme, teaching about collaborative learning, addressing bias, integrating sustainable development goals, assessment and questioning. She has a background in school teaching and later pre-service education at the University of Cumbria. Andrew Read is Head of the Education Division at London South Bank University. He previously taught in primary schools in east London, worked as a university lecturer in the field of education and was head of primary teacher education at the University of East London.  Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change. Karen Mpamhanga (formerly Karen Smith) is Professor of Higher Education and Professional Learning in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.

Introduction



Chapter 1 Structural and institutional biases



Chapter 2  Interactions



Chapter 3 Course design and content



Chapter 4 Learning activities



Chapter 5 Course assessment



Conclusion