2024 University Collaborative Award winners

Three collaborative projects have been named as winners of the 2024 University Collaborative Awards for Outstanding Contributions to Teaching and Learning.

This annual award scheme recognises and rewards groups of staff and students who have made exceptional contributions to the student learning experience. Each team is awarded a prize of £3000.

Congratulations to the winning teams.

Decolonising the Curriculum Working Group

The Decolonising the Curriculum Working Group launched in 2022 to create an institutional vision and resources for Decolonising the Curriculum. Co-produced with student Inclusion Consultants, the resources have been widely embedded, including in teaching, learning programs, inclusion guidance, awarding gaps toolkit, and researcher development.

The group facilitated open discussions, establishing trust and active listening. Their work has had significant impact, receiving an Advance HE commendation and dissemination within and beyond the University.

The project involved: Al Laville (School of Psychology and Clinical Language Sciences/Vice-Chancellor’s Office); Virendra Adhikari (Reading Students’ Union); Michael Kilmister, Eileen Hyder and Victoria Grace-Bland (Centre for Quality Support and Development); Emma Pape, Katherine Pritchard, Vishnu Nair, Yue Yue and Nakita Oldacre (School of Psychology and Clinical Language Sciences); Kat Bicknell (School of Chemistry, Food and Pharmacy); Sinead O’Flynn (Vice-Chancellor’s Office); Mat Haine (Student Success and Engagement); Hong Yang (School of Archaeology, Geography and Environmental Science); Gabe James (student Inclusion Consultant); Jo Davies (School of Agriculture, Policy and Development); Tony Capstick (School of Humanities); Alejandra Perotti (School of Biological Sciences); Giovanni Razzu (School of Politics, Economics and International Relations); and Sharon Sinclair-Graham and Elizabeth Conaghan (School of Law).

Zines: A collaborative exploration of creative student partnerships

Having identified a need for a more inclusive student voice approach to complement traditional feedback methods, colleagues from the Centre for Quality Support and Development and Student Success and Engagement team explored alternative and creative ways to amplify marginalised voices. This led to ‘zine’-making workshops where students used recycled and found materials to express their perspectives on the student experience.

Students then collaborated with staff on post-production, curation and publishing of three zine issues exploring themes of decolonizing the curriculum, community and belonging, and diversity and inclusion.

The unique outputs have been embedded into staff guidance on inclusive teaching, Decolonising the Curriculum, student voice, and reasonable adjustments, and disseminated across the University and at external conferences.

The project team comprised: Victoria Grace-Bland and Michael Kilmister (Centre for Quality Support and Development); Mat Haine, Drew Taylor and Aaliya Williams (Student Success and Engagement); and Reiowyn Ferrer, Becky Dillingham and Gabe James (Student Panellists and Inclusion Consultants).

Internationalisation @Home and Abroad: developing global graduate attributes

This multidisciplinary team, spanning five academic schools, professional services, and student partners from study abroad and internship programs, collaborated to create a coherent offering for developing global graduate attributes and internationalising the curriculum.

Their dual curricular and co-curricular approach included the Global Graduate Programme with summer schools, intercultural competence sessions, and a credit-bearing module, and the RED Global Engagement Award for students at Reading or abroad.

The project has impacted students across the University, been cited as sector best practice, and led to further dissemination and collaboration opportunities.

The core team included: Daniela Standen, Lucy Watson and Joan McCormack (International Study and Language Institute); Marcus Dowse (Study Abroad team); Tom McCann and Leonie Fisher (Careers); Dan Jones (School of Psychology and Clinical Language Sciences); Chiara Cirillo (School of Literature and Languages); Atta Naqvi (School of Chemistry, Food and Pharmacy); Chris Jones (School of the Built Environment); Angelica Bellarte-Silva, Amandine Cretin, Elena Leuze, Melissa Dilara Ergen and Maxine Broich (students on Study Abroad programmes); and Hanorah Murphy and Esha Rajesh (students, School of Art and Communication Design).