This book provides a unique opportunity to explore the current and future state of accessibility, inclusivity, and diversity across higher education and beyond. Although these chapters primarily focus on the issues and resulting adaptations seen in biomedicine, the results and observations are applicable throughout education and the workplace.

Section 1 focuses on what it means to create accessible environments for both education and employment. Here the pitfalls of mandatory attendance across education will be addressed and ideas for building belonging amongst students shared. In addition, ways to use play-based learning to support student revision and to make psychology accessible to medical students will be discussed. Section 2 explores inclusive practices in anatomy education and research, with a toolkit for both early-career and established academics. The pedagogy, psychology, and culture of asking and answering questions in education will also be explored to support educators aiming to create inclusive learning environments. Section 3 focuses on ways in which diversity can be embraced in the educational, medical, and public sectors. Chapters include the use of human remains as teaching aids to promote the concept of the body as a spectrum, and the use of television media to create immersive learning environments.

This book is an essential guide to creating accessible, inclusive, and diverse learning environments for both the early career and experienced academic.

Provides a toolkit for more inclusive and accessible learning and research environments Reviews potential pitfalls of mandatory attendance in higher education Explores the pedagogy, psychology and culture of asking questions in class

Autorentext

Rachael Door is a Senior Lecturer in Anatomy at Keele University. She is Deputy Director of Scholarship for the School of Medicine, a member of the Equality, Diversity and Inclusion Team in the School, and a Persons Designated under the Human Tissue Authority.

Rachael has an Undergraduate Degree in Anatomy and Human Biology, a PhD in Cellular and Molecular Physiology, and an MA in Learning and Teaching in Higher Education. She is a Senior Fellow of the Higher Education Academy and contributes to the mentoring and assessing of others on this route.

Rachael has presented her research and scholarship at national and international conferences and delivered numerous invited workshops based on her scholarship around the use of artificial intelligence (AI) in HE.

Rachael is committed to creating inclusive educational environments and passionate about outreach. This is reflected in her role as a STEM ambassador and World Anatomy Day events for the public

Inhalt

Part I. Creating Accessible Environments .- Chapter 1. Turning Up: The Effect of Mandatory and Assessed Attendance on Educational Experiences and Student Wellbeing.- Chapter 2. Building Belonging in Biological Sciences.- Chapter 3. Unlocking Undergraduate Students' Potential: Developing Play-Based Learning Strategies for Lifelong Learning in STEMM Disciplines.- Chapter 4. Making Psychology Accessible to Students in Medical Education.- Part II. Inclusive Practice .- Chapter 5. The Evolution, Implementation and Impact of Representative Research Practices in Anatomy.- Chapter 6. Incorporating Inclusivity and Accessibility in Anatomy Education: A Toolkit for Early Career Anatomy and Medical Educators.- Chapter 7. Beyond the Answer: Exploring Question-Asking and Promoting Inclusivity.- Part III. Improving Diversity in Education and Beyond .- Chapter 8. Human Remains as Pedagogic Aids: In a World of Alternatives, Is the Use of Real Human Remains Still a Viable Option?.- Chapter 9. You Want Us to Consent to This? I Don't Even Know What You're Talking About! Exploring Science Communication Using Cinemeducation and House M.D.