‘Identity’ is a word that encompasses a multitude of elements that make up an individual’s existence. Whether we are speaking about personal beliefs, characteristics, culture, values or the way we perceive ourselves, our sense of identity shapes our belonging in this world.
At UTS, the Student Experience Framework emphasises the importance of fostering a strong sense of belonging among students as a key component of their educational journey. The value of a safe, inclusive atmosphere that promotes peer engagement, student leadership and diverse opportunities for career environment cannot be overstated when discussing student success and wellbeing. By creating a welcoming and supportive environment, UTS aims to improve educational outcomes, particularly for underrepresented groups.
Inclusivity in small steps
When I started at UTS, I noticed that in every single Zoom call there were people who had pronouns next to their names. A coworker elaborated on this, telling me that labeling our pronouns (even when they fit societal norms) promotes inclusivity and respect for everyone. It normalises pronoun sharing, prevents misgendering and demonstrates allyship with transgender and non-binary individuals. I realised then that what I consider a small action can contribute to creating a more welcoming and inclusive environment.
Inclusivity is the practice of ensuring that all individuals, regardless of their culture, gender, identity, or faith, are actively welcomed, valued and given equal access to opportunities and resources. This is something we strive for at UTS, and there is no doubt that staff and students are often receptive to the idea of promoting and supporting inclusion, but they don’t always know what is out there in terms of resources.
An added layer of complexity lies in how we as staff can make our support visible and known to students and learners. Those who, like me, perceive themselves as “friendly outsiders” want to be an ally but can find the notion intimidating. We are afraid to make mistakes when supporting a marginalised group due to our lack of lived experience. This anxiety may lead to a paralysis in our action: we want to help, but how?
Resources for inclusive design
In the same way I built up my confidence as an ally by learning about pronouns from my colleagues, I wanted to apply small steps to designing our courses at UTS to make them more inclusive. And I wasn’t alone! Enter a special interest group of learning designers called SPECTRA (Supporting Postgraduate Education on Culture, Tolerance, Rights and Allyship).
Together, this team of learning designers from Learning, Design and Technology (LDT) are developing a series of Canvas resources designed to foster inclusive teaching practices and create a sense of belonging and acceptance for LGBTQIA+ learners and facilitators. In its current phase, the project is focusing on creating materials to supplement teaching within an inclusive online environment. Examples of this include:
- ‘Welcome’ pages highlighting UTS resources on student wellbeing and conduct
- ‘How to use Zoom’ pages for guidance on setting pronouns
- Links to resource pages such as UTS Ally Network and counselling services
- Templates for content warnings
- ‘Meet the teaching team’ sample pages for course set-up
- Inclusive subject design and production practices for staff
Small actions for a bigger impact
Being an ally to me means actively supporting and advocating for marginalised communities. Participating in these efforts, no matter how simple it seems, reinforces the importance of allyship and encourages continued commitment to creating a welcoming environment for all. To further these efforts, consider connecting with the Centre for Social Justice. Additionally, if you need assistance with any of the above design elements in your subjects, SPECTRA is available for support and guidance. For more information, contact the SPECTRA project lead Amelia Di Paolo.