Building on participant feedback and the thematic analysis, I plan to focus future iterations of the workshop on strengthening accessibility, facilitation support, and opportunities for pedagogical translation.
I plan to refine the postcard and question decks by simplifying academic language, reducing overlap between prompts, and adding short explanatory guidance to support multiple entry points and learning styles. I will also introduce clearer time structures for object sharing to help manage emotional intensity and prevent oversharing.
To better support facilitation in identity-based discussions, I plan to build in dedicated time to collectively reflect on how to navigate difficult or potentially triggering moments, acknowledging both participant wellbeing and facilitator emotional labour. In future iterations, I am also considering co-delivering the workshop with another facilitator. Co-facilitation offers including shared responsibility for holding the space, greater responsiveness to participant needs, and the modelling of relational, collaborative pedagogical values aligned with the workshop’s focus on belonging and equity.
To support participants who expressed more neutral confidence in applying the methods, I plan to explore optional follow-up sessions or resources that offer space for reflection, adaptation, and experimentation within their own teaching contexts. Clearer advance communication about the workshop structure and expectations will also be implemented to ensure informed and supported participation.
This workshop was developed in direct response to data from the JTM programme on enhancing equitable and inclusive teaching practices. I plan to extend it as a CSM internal staff development offer through my role as Educational Developer, to support staff to build equity literacy in their teaching practice.
References
Killion, J. (2015) Assessing impact: Evaluating professional learning. 2nd edn. Oxford, OH: Learning Forward.
University of the Arts London (n.d.) Evaluating staff development: Teaching, Learning and Employability Exchange guidance. London: UAL.