Inclusive learning and teaching in undergraduate physics

Building momentum towards inclusive learning and teaching: a guide to good practice in undergraduate physics

There are particular challenges in providing an inclusive learning environment in physical sciences at undergraduate level, and physics in particular, due to the wide range of activities involved, such a lab sessions, problem classes and fieldwork, and the use of mathematical and scientific notation.

The principle behind the project is to identify good practice already adopted by physics departments and share this with others in the sector. To identify this good practice a small specialist team visited physics departments in England and provided an external view on the moves towards inclusive learning in that department. These were informal, supportive and constructive discussions, very much based on a two-way dialogue with staff. All departments were provided with a confidential report that highlighted good practice already in place and made suggestions for improvement.

The Institute also ran a survey of its disabled student members to find out more about their experiences of studying physics. Students were asked to identify their disability or long-term illness and this is presented compared to national data

Our report Building Momentum in Inclusive teaching and learning is available as a pdf

If you wish an accessible version, contact

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