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Author Archives: Leila Duffy-Tetzlaff
IP Unit: Reflective Report – Developing Inclusive Practice to Support Student and Graduate Sex Workers
Introduction This reflective report traces my learning and evolving understanding of inclusive pedagogies through the design and refinement of an intervention to support student and graduate sex workers (SWs) in higher education, specifically at University of the Arts London (UAL). … Continue reading
Posted in Unit 2: Inclusive Practice
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Inclusive Practices Blog 3 – Race
Who benefits from policy design, and how does whiteness remain centred in decision-making? How does UAL legitimise racialised individuals as it acts out its pledge to increase the proportion of Black, Asian and minority ethnic staff, student and visiting lecturers, (University … Continue reading
Posted in Inclusive Practice Blogs
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Inclusive Practices Blog 2 – Faith
“By holding back one’s testimony for fear of this perception, there is a clear ethical harm to the religious speaker, who loses out on an opportunity to participate in knowledge-building projects and offering a religious contribution as a knower. But … Continue reading
Posted in Inclusive Practice Blogs
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Formative assessment: Intervention summary proposal
“I Can’t Stand Up for An Eight Hour Shift, But I Can Bend Over for One” Elizabeth, M. (n.d.) “People with disabilities face rampant workplace discrimination (Harlan and Robert 1998; Schur 2003; Schur, Kruse, and Blanck 2005; Vedeler 2014; Dick-Mosher … Continue reading
Blog Task 1: Disability
Intersectionality reveals how overlapping forms of structural oppression shape experiences of marginalisation (Crenshaw, 1991). Originally rooted in Black feminist thought to explain how race and gender intersect, it now encompasses additional characteristics such as disability, class, and neurodivergence that compound … Continue reading
Reflection post 4: Responding to ‘“Could do better?”: Brooks (2008) Students critique of feedback in AD
What did you select and why? Ahead of the in-person workshop on Assessment and Feedback, I chose Brooks (2008) “Could do better?”: Students critique of feedback in Art & Design to share my reflections during the session. The pre-context reading … Continue reading
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Reflective post 3: 28 Feb 2025 – Workshop 3 theme on Assessment & Feedback, Experiences / Insights / Expectations, Assessment in the Arts, and Crits
Reflection on Workshop 3: Assessment & Feedback – Experiences / Insights / Expectations, Assessment in the Arts, and Crits. Summary We read a handout: Supporting inclusive and developmental crits: a guidance for staff at UAL document, sharing our thoughts with peers. … Continue reading
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Reflective post 2: Online Lecture: Jheni Arboine & Siobhan Clay (UAL’s Academic Enhancement team) on ‘Data-informed practice’
Summary UAL Academic Enhancement presented how student data on UAL dashboard is interpreted to understand the impact of teaching and assessment on attainment gaps, informing their work and relevance in the curriculum. Starting with warm-up activities, we then looked at … Continue reading
Posted in Reflective posts
Tagged attainment gaps, data-informed practice, Graduate outcomes
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Case Study 2 – Planning and teaching for effective learning
Contextual Background A consistent challenge in my role delivering graduate career support at UAL is the lack of direct participant feedback. This creates a gap in evaluating the effectiveness of the support offered. However, recurring themes from one-to-one appointments and … Continue reading
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Case Study 1 – Assessing learning and exchanging feedback
Contextual Background Graduate employability support at UAL operates on an opt-in, extra-curricular basis. Participants span from final-year students to alumni up to five years post-graduation. This inherently creates a diverse cohort across disciplines, career stages, and levels of industry awareness. … Continue reading
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