If you are interested to find out more about these Communities or would like to contact their lead facilitators please email CETI@westminster.ac.uk.
If you have an idea for a new community then please go to the Starting a Community page to find out how to apply.
Being Westminster: Inclusive course Design
Being Westminster Inclusive Course Design Community , was devised to guide the design of courses and learning environments to appeal to the widest range of students (different ages, (dis)abilities, characteristics, socio-economic status and life stages) without lowering standards or expectations. It is a practical translation of the University’s long tradition in involving students from all diverse backgrounds.
The Community aims to deliver on the University’s priorities:
- High-quality transformative and inclusive learning, teaching and assessment
• Exceptional experience for all students
The Community led by Daniela de Silva, SFHEA, Student and Academic Services and in collaboration with the JISC Digitisation Project at the university, developed an inclusive course design checklist which is available to all staff with their university login:
Being Westminster: InclusiveCourseDesignChecklist
What is Teaching Excellence?
A community that aims to evaluate perceptions of what constitutes good teaching amongst students, lecturers, university leaders and alumni.
Learn to Code
A community of staff and students to develop online content and tools for users learning to code. Outputs include a website with interactive content, exercises, quizzes, videos, and code visualising tools.
The Multilingual University
This Community is designed to contribute to the University’s commitment to inclusion by exploring and promoting Westminster’s linguistic diversity.
Attitudes towards multilingualism and plurilingualism (the Council of Europe distinction between what others call societal multilingualism and individual multilingualism) in the UK tend to deny the importance and benefits for all of linguistic diversity. There is often a focus on deficit perspectives (i.e. the weaknesses in English) and viewing the presence of other languages at best with disinterest or, at worst, as a problem (unless they are considered to be ‘high status’ languages). However, this does not only ignore the enormous benefits of multilingualism for individuals, institutions and society as a whole, but also excludes a vital aspect of identity and stifles the enhanced opportunities for learning that such diversity brings. This exclusion of a person’s linguistic identity can then impact negatively on a sense of belonging. (See, e.g., Lamb 2015; Lamb and Vodicka 2018; Lamb, Hatoss and O’Neill 2019).
This WLC aims to put the University’s multilingualism on the agenda and, in so doing, to contribute to its inclusivity, demonstrating that all languages are an asset. By making the as yet unknown number of languages visible to all and providing evidence of their benefits on personal, academic, social, cultural and employability levels, the intention is to challenge the problematisation of (or ambivalence towards) multilingualism and to present it as a source of pride, to benefit staff and students as well as communities beyond the University, and to enhance the reputation of the University. As the WLC progresses, other aspects of the Multilingual University will form the basis of research, both linguistic and pedagogic, and dissemination, exploring, for example, the ways in which multilingualism forms part of an internationalised curriculum, and teaching staff’s awareness of issues related to language use across the curriculum.
A community of academic and professional staff at the University committed to addressing environmental, social and governance issues across our curriculum. The community promotes sharing knowledge and good practice to support development of new innovative learning and teaching in sustainability for students at Westminster.
Compassionate Pedagogy Community
The purpose of this community is to co-create with students best practice guidelines and tools to support the development of compassionate pedagogical practices.
Coaching and Mentoring at Westminster
To unify, optimize and amplify the diverse existing work that is already being done in staff mentoring and coaching at Westminster. (And to continue the work around coaching and mentoring initiated at the Change Academy in 2015, and the Special Interest Group in Coaching and Mentoring, 2013-2017).
The community aims to inform and participate in the design, development and commissioning of coaching and mentoring workshop briefings and signposting to coaching and mentoring support in conjunction with the CETI and Organisation Development teams and to be offered to staff as part of the University’s professional development planning.
For further information about this Community please contact Lisa Matthewman on email@example.com
The Transitions Community
The aim of this community is to develop and evaluate methods to support students as they transition to a higher level of study with a focus on levels 3-6
Academic, Personal and Cultural Identities Community
The APAC Identities Learning Community is an interdisciplinary group that has been created as a means of exploring and understanding the professional and academic identities of Higher Educational practitioners. APAC serves as an acronym for Academic, Personal and Cultural. The goal of our group is not to seek uniformity but to draw together a diverse range of voices and discover what it means to be an academic in the present terrain within which we work and live.
For further information on group activity please contact Paul Breen at firstname.lastname@example.org