{"id":493,"date":"2024-06-21T08:24:41","date_gmt":"2024-06-21T08:24:41","guid":{"rendered":"https:\/\/unlimited.sdu.dk\/?page_id=493"},"modified":"2025-07-02T09:00:40","modified_gmt":"2025-07-02T09:00:40","slug":"practicaltools","status":"publish","type":"page","link":"https:\/\/unlimited.sdu.dk\/?page_id=493","title":{"rendered":"Practical tools"},"content":{"rendered":"\t\t
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Practical tools<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Toolkit: Recognising and including LGBTQ+ identities in language teaching<\/strong><\/h3>

The toolkit is meant to be actionable and spark reflection for individual teachers and programme\/departmental teams, and there should be something in there for colleagues who are relatively new to teaching as well as those with a lot of experience.<\/span><\/p><\/div>

While created with HE language teachers in mind, we hope and think it can also be useful for non-language teachers, and it should work very well together with other initiatives such as decolonising the curriculum.<\/p>

Toolkit on \u2018Recognising and including LGBTQ+ identities in language teaching<\/a><\/strong>\u2018 that we have recently published at University College London.<\/p>

Provided by\u00a0Jesper Hansen \u2013 SELCS \u2013 UCL<\/a><\/p>

Raising Awareness of Unconscious Bias<\/strong><\/p>

Implicit Association Test (IAT) Harvard University<\/strong><\/a><\/p>

Description:<\/strong>\u00a0\u2018The Implicit Association Test (IAT)<\/a>\u00a0measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about.\u2019\u00a0Jost et al. (2009)<\/a>\u00a0provide counter arguments to critiques of IAT.<\/p>

Application:\u00a0<\/strong>We recommend trying one or more IAT and discussing the findings and the experience with a fellow colleague who has also tried it.<\/p>

The discomfort experienced from raising our awareness of \u2018unconscious biases\u2019 can provide the necessary trigger to help us recognise the value of bias aware teaching and learning.<\/p>

Hillard et al. (2013<\/a>)<\/a>\u00a0evaluate students\u2019 reactions to the Race Implicit Association Test (IAT) when used as an educational tool to raise awareness of racial bias.<\/p>

Warmth and Competence<\/strong><\/h4>

Description:\u00a0<\/strong>This activity is informed by\u00a0Fiske et al.\u2019s (2002)<\/a>\u00a0\u2018Model of (Often Mixed) Stereotype Content: Competence and Warmth Respectively Follow From Perceived Status and Competition\u2019.<\/p>

Application:<\/strong>\u00a0A selection of about 6 portrait photos are shown on screen, each photo is shown for only 5-10 seconds. The photos should include portraits which are likely to elicit a stereotypical response, which could later be revealed as inaccurate representations. The selection of portraits will depend on the social norms and social stereotypes which are commonly associated with the viewers.<\/p>

For example:<\/strong>\u00a0Northern European and Northern American biases tend towards white, clean shaven, good looking males therefore including a photo of such a male who has a serious criminal background would challenge the stereotype.\u00a0 Viewers are asked to note their initial responses to each photo, their System One response, as Kahneman (2011) would call it. They use the Warmth and Competence template to record a score for warmth and competence for each portrait. After reviewing the viewers\u2019 scores more information about each person in the photo is provided and viewers are asked if their scores would have been higher if they had had access to this information at the start. Usually, more information would have led to a different score on some if not all of the photos. The activity can help raise viewers\u2019 awareness of how our initial impressions can be misleading.<\/p>

Questionnaire for the Evaluation of Gender Equality in Teaching<\/strong><\/h3>

This questionnaire is based on the assumption that teaching is not gender-neutral. \u2018Gender equal teaching is not simply applying specific teaching methods. Rather, it means to detect, make aware, and integrate gender issues in relation with your teaching scenario.\u00a0This questionnaire was developed by \u2018Project e-qual \u2013 teaching, Gender, Quality, University of Fribourg<\/a>\u2019.\u00a0<\/p>

The questionnaire is available in French and German. The glossary section has been updated and extended and includes links to further resources. \u00a0<\/p><\/div><\/div>

\u00a0<\/div><\/div><\/div><\/div>

Ways to mitigate the impact of onconscious bias<\/h2><\/div><\/div>

The Four Step Approach<\/strong><\/h4>

Description:<\/strong>\u00a0The Four Step Approach is an adaptation of\u00a0Anne-Fran\u00e7oise Gilbert\u2019s<\/a>\u00a0Three Step Approach, which she introduced to SDU at her course on Gender Aware Teaching and Learning in April, 2016. The Four Step Approach provides a framework for identifying and addressing a \u2018critical incident\u2019 in a teaching or supervision situation, which may have been affected by bias.<\/p>

Application:<\/strong>\u00a0The resource includes a short introductory\u00a0Four Step Approach Presentation4 Step Approach Presentation<\/a>\u00a0and the accompanying\u00a0The Four Step Approach Template<\/a>\u00a0for recording the four steps. The resource is designed to be used in conjunction with bias awareness raising resources available above and resources on the\u00a0Think Pieces page.<\/a><\/p>

Beyond Stereotypes- counteracting particularly gender biases in teaching, learning and assessment<\/strong><\/h4>

Emma Hammarlund, Assistant Professor, Translational Cancer Research, Lund University, Sweden.<\/p>

Through her\u00a0think piece<\/a>\u00a0videos on gender-sensitive teaching, Emma shares how her roles as researcher, funding applicant and HE teacher led her to recognise the need for practical resources to address gender bias in her teaching. Inspired by Moss-Racusin et al.\u2019s (2012) findings, where gender bias favoured male applicants for science positions, Emma set her students an editing task, where they found more mistakes in the same text when assigned a female rather than a male name. This exercise heightened Emma\u2019s and her students\u2019 understanding of how bias, in this case gender bias, can affect us all and reasons for anonymous marking. See Emma\u2019s poster for insights into gender bias and practical suggestions for mitigating bias and its effects.<\/p>

Stereotype Poster Hammarlund<\/a><\/p>

\u00a0<\/h4>

7 Steps to: Mitigating Unconscious Bias in Teaching and Learning<\/strong><\/h4>

Muneer, R., Cotton, D. and Winter, J. (2015) 7 Steps Series, Educational Development, Plymouth University.<\/p>

Application:\u00a0<\/strong>This\u00a07 step checklist<\/a>\u00a0for teachers, is designed to keep us aware of possible biases and to inform our teaching practices. The checklist was designed for and used by teachers at Plymouth University, UK.<\/p>

Gender Inclusive English Language<\/strong><\/h4>

The Writing Centre at the University of Carolina provides a helpsheet on\u00a0Gender inclusive language<\/a><\/p>

Application:<\/strong>\u00a0This resource can help raise awareness of gender stereotyped language and provide alternative gender-inclusive language.<\/p>

Empirically Validated Strategies to Reduce Stereotype Threat<\/strong><\/h4>

Strategies To Reduce Stereotype Threat<\/a>\u00a0\u2013 Compiled by Greg Walton, Geoff Cohen, and Claude Steele (May 2012).\u00a0<\/p>

Gendered innovations<\/strong><\/h4>

Gendered innovations<\/a>\u00a0provides navigation through sex and gender analysis for scientists and engineers \u2013 developed at Stanford University.<\/p>

Application:<\/strong>\u00a0This resource \u2013 aiming for state-of-the-art methods for gender and sex analyses \u2013 provides practical tools, checklists, and case studies to assist in the time and cost-efficient research and development within natural science, medicine, health, engineering and environmental sciences.<\/p>

\u00a0<\/h4>

Seven actionable strategies for advancing women in Science, Engineering, and Medicine<\/strong><\/h4>

Smith et al 2015<\/a><\/p>

Application:\u00a0<\/strong>This resource provides in a shortlist of recommendations to promote gender equality in science and stimulate future efforts to level the field.<\/p>

Inclusion Nudges \u2013 by Tinna Nielsen and Lisa Kepinski\u00a0<\/strong><\/h4>

The book \u2018Inclusion Nudges\u2019 provides practical examples of how to address unconscious bias from three approaches: Feel the Need \u2013 awareness raising; Process \u2013 changes at organisational level and Framing \u2013 challenging and changing our frames of reference.<\/p>

You can access more of Tinna\u2019s and Lisa\u2019s work on the\u00a0Think Pieces page<\/a>\u00a0and on the\u00a0Inclusion Nudges website<\/a>.<\/p>

Cognitive Bias Cheat-Sheet and Codex<\/strong><\/h4>

The\u00a0Cognitive Bias Cheat-Sheet and Codex<\/a>\u00a0\u2013 compiled by Buster Benson \u2013 organises cognitive biases into four categories: 1. Too much information, 2.\u00a0Not enough meaning, 3. Need to act fast, 4. What should we remember. Each bias is briefly defined and exemplified. The resource includes a diagrammatic representation of the categorised cognitive biases, and whilst its scale can be overwhelming, selecting a range of biases from each category and inviting colleagues and students to reflect on their bias experiences can facilitate stimulating discussions and workshops.<\/p>

\"CognitiveBiasPicture\"<\/a><\/p>

(Click on image to enlarge)<\/p>

Supporting criteria-aligned, fair and transparent oral exams \u2013 pilot study<\/strong><\/h4>

In 2019-2020 an engineering course at SDU piloted \u2018Oral Exam Checklist for Bias Aware Assessment \u2013 16 check-ins\u2019<\/a>\u00a0to support criteria-aligned, fair and transparent oral exams. The checklist was positively reviewed and recommended to fellow teachers by the course leader and an interviewed student. The pilot study was designed and led by a team representing SDU\u2019s Centre for Teaching and Learning, Gender Equality Team and Student Services. \u00a0<\/p>

The nature of unconscious bias \u2013 Beige and Purple<\/strong><\/h4>

\u00a9 Shire Professional Chartered Psychologists
Provides a handy\u00a0list of research-based practices for mitigating the effects of unconscious bias.<\/a><\/p>

Cognitive Biases<\/strong><\/h4>

\u00a9 Shire Professional Chartered Psychologists.
Provides a\u00a0list of cognitive biases which can affect meetings, people management and decision-making<\/a><\/p><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Practical tools Toolkit: Recognising and including LGBTQ+ identities in language teaching The toolkit is meant to be actionable and spark reflection for individual teachers and programme\/departmental teams, and there should be something in there for colleagues who are relatively new to teaching as well as those with a lot of experience. While created with HE […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-493","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages\/493","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=493"}],"version-history":[{"count":59,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages\/493\/revisions"}],"predecessor-version":[{"id":1345,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages\/493\/revisions\/1345"}],"wp:attachment":[{"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=493"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}