Reflection on co-creating inclusive teaching for students of colour.

The recent push to 'decolonise the curriculum' has left many academics feeling equal parts excited and anxious at the prospect of evaluating their own teaching to ensure that students of colour feel appropriately included in their university education. In recognition of this, and the need to be guided by student experience, we conducted a project with paid ‘student connectors’ (i.e., students employed to work as equal partners with staff to improve the student experience at the University of Sussex) to evaluate and feedback on a range of taught modules. This involved supporting the student connectors in developing and applying tools to evaluate module content and delivery in respect on race inclusivity, and then feedback to participating academics with examples of good practice and areas for improvement. Overall, students considered the delivery of content to be inclusive of students of colour, and they expressed a particular appreciation of micro-affirmations employed by teaching staff. However, the connectors also identified areas where important considerations of race were absent, and advised module convenors on how, when, and where to incorporate necessary changes into module content. Student connectors and participating academics found the project to be incredibly valuable, and we consider this to be an important first step in co-creating meaningful change for students of colour in Higher Education.