School of Cultures, Languages and Area Studies

The Curriculum Task Force

What is the Curriculum Task Force? 

The Task Force is a student-led initiative which evaluates the inclusivity of three to four undergraduate modules per academic year. Our students evaluate the modules using a template which has been compiled drawing on curriculum evaluation work of other universities. Their remit is to review module content, resources and modes of assessment. In addition, the students interview each module’s convenors and gather feedback from the module participants. This initiative runs on a three-year cycle. 

Diversity, by lisamikulski
Seeking to challenge the western biases in our teaching

Image attribution: Diversity, by lisamikulski, licensed under CC BY 2.0

Curriculum Task Force Co-ordindator


Photo of Tara Webster-Deakin. She has copper hair and blue eyes.
Our aim is that the task force will evaluate three modules, one from each year, from each department. We want to embed inclusive approaches across the department’s teaching and learning and support colleagues to do this.
Tara Webster-Deakin, Co-Director of EDI



In 2021-22, the Task Force examined three modules:

  • Language Contact and French (MLAC3158)
  • The Body: Thinking and Feeling (LIBA3004)
  • Approaches to Contemporary American Culture 2: Developing Themes and Perspectives (AMCS1031)

How is this evaluation used 

Task force students have presented and shared their evaluations as follows:

  • The bi-annual Open University Access and Participation conference.

  • University Breakfast Club annual seminar series.

  • Faculty ESE forum and CLAS School Away Day.

  • Co-authored an article for the Open University Lifelong Learning journal (in review).

  • Via a workshop delivered at University of Nottingham Teaching and Learning Tri-campus conference.

What the Task Force students have to say about their experience

Personally, I really appreciate the opportunity to participate in this initiative because it has allowed me to voice my opinions and express what I feel should be made a priority. More importantly, the most valuable part of this experience has been hearing other’s perspectives and considering opinions besides my own. Being challenged in our mindset or way of approaching things can be such a useful learning tool and it’s really the whole point of the task force.

Jesney, Year 2 student (2021)

As a task force, we felt that it was important that our curriculum framework ‘sought to ensure that all students, no matter their race, culture, disability, class or creed, are recognised and represented in our curriculum’. Thus, giving every individual the chance to achieve their potential, free from prejudice and discrimination.

Kathryn, Year 3 student (2021)

Working in CLAS on EDI issues has not only given me something to focus on during a really hectic/disrupted two years, but has also done what I know we thought was important last year: make a difference and impact the experience for future students. Working across the different departments in CLAS has been really eye-opening and I've loved that this year we've been able to suggest, for example, in an American Studies module, some things that have been successful in other departments or that we've seen used in a Portuguese or French module. EDI is, and will continue to be, so important for not just students at UoN but for the entire ethos of the University.
Toby, PG student (2022)

School of Cultures, Languages and Area Studies

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