{"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":"2026-07-06T13:58:24","modified_gmt":"2026-07-06T13:58:24","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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Ways to mitigate the impact of unconscious bias<\/strong><\/h3>

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

The Four Step Approach is an adaptation of Anne-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 Presentation 4 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>

\u00a0Through her think 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.<\/p>

Application:<\/strong> See Emma\u2019s poster for insights into gender bias and practical suggestions for mitigating bias and its effects. Stereotype Poster Hammarlund<\/a><\/p>

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> for teachers, is designed to keep us aware of possible biases and to inform our teaching practices. The 7 steps to decolonising assessment<\/a> is also available.<\/p>

Ten simple rules for unbiased teaching. <\/strong><\/a><\/h4>

Dean Mobbs & Sarah M Tashjian. PLoS Computational Biology. 2022 Oct 6;18(10):e1010344. doi: 10.1371\/journal.pcbi.1010344. PMID: 36201408; PMCID: PMC9536547.<\/p>

Application:<\/strong> recommendations for bias-aware teaching and learning practices.<\/p>

Handbook Cognitive Biases<\/a><\/h4>

Federal Intelligence Service, Bern, Switzerland (2024). <\/span><\/p>

Application:<\/strong> The handbook includes<\/span>\u00a0insights into and strategies for mitigating the effects of 18 different categories of unconscious biases.<\/span><\/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>

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 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>

Application:<\/strong> 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\u00a0<\/a>\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.<\/p>

Application:<\/strong> 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.\"CognitiveBiasPicture\" <\/a>(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>

Application:<\/strong> The checklist provides guidance on preparing students for oral exams, bias-aware examining during and after oral exams.<\/p>

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

\u00a9 Shire Professional Chartered Psychologists
Application:<\/strong> A handy list of research-based practices for mitigating the effects of unconscious bias.<\/a><\/p>

\u2018Recognising and including LGBTQ+ identities in language teaching<\/a>\u2018 toolkit <\/strong><\/h4>

University College London.<\/p>

Application:<\/strong> 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 language teachers in mind, the authors 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>

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Practical tools Ways to mitigate the impact of unconscious bias The Four Step Approach The Four Step Approach is an adaptation of Anne-Fran\u00e7oise Gilbert\u2019s\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 […]<\/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":89,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages\/493\/revisions"}],"predecessor-version":[{"id":1553,"href":"https:\/\/unlimited.sdu.dk\/index.php?rest_route=\/wp\/v2\/pages\/493\/revisions\/1553"}],"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}]}}