The focus of the former Gender Aware Teaching and Learning SIG has been widened to address unconscious bias in all its manifestations which affect recruitment, teaching, learning, assessment and evaluation, hence the renaming of this SIG to Bias Aware Teaching and Learning (BATL).
We are prone to unconscious biases (Tversky and Kahneman, 1974; Kahneman, 2011). However, it is the very tacit nature of our implicit biases which makes it difficult to identify them and in turn change our practices. Unless we are aware and reframe our attitudes and behaviours, biases can influence our judgements and decisions on recruitment, teaching, learning, assessment and evaluation (MacNell et al., 2014; Moss-Racusin et al. 2012). The impact of unconscious biases is twofold: they can lead to unjust judgements and decisions (Swedish Research Council, 2012) and they limit novelty (Martin and Phillips, 2017), both of which contradict principles of higher education. These are compelling concerns for the quality of university teaching and learning, equality of opportunity for teachers and students and higher education’s openness to diverse and novel thinking and practices. In response to this need, the online resource unlimited.sdu.dk is designed to provide relevant resources for teachers in higher education and includes Think Pieces, Practical Tools, Research and FAQs.
BATL SIG will share, develop and experiment with strategies for raising awareness of our unconscious biases and reframing practices and attitudes in recruitment, teaching, learning, assessment and evaluation in higher education.
Through our collaboration and open workshops, we will add to the existing resource unlimited.sdu.dk and foster bias aware and inclusive higher educational environments.
BATL SIG will facilitate access to empirical data and research studies on bias and university recruitment, teaching, learning, assessment and course evaluations, providing a constructive and supportive network for colleagues who want to engage with related research and or scholarly practice.
Emma Hammarlund, guest researcher at the Institute of Biology (SDU) and researcher at Lund University, explore the evolution of multicellularity in Earth history.
I am interested in practical tools and strategies to avoid implicit bias in teaching and assessment, also in order to increase my ability to approach scientific questions in novel ways.
Donna Hurford, special consultant, at Centre for Teaching and Learning (SDUUP), SDU.
My particular areas of pedagogic interest include: developing intercultural competences, internationalising the curriculum, collaborative learning and addressing unconscious bias. I am a cohort leader for the International Lecturer Training Programme and I offer courses and consultations on teaching, learning and assessment. My involvement with global citizenship organisations and initiatives reinforces my commitment to socially just educative practices and bias aware teaching and learning.