Inclusive Impact Award nominees and winners 2023

The University's response to under-representation and achievement gaps for Black students, Black Access, exemplifies a collaborative, student-centric approach. Focused on co-creation, the initiative is driven by a team of 15 students, embodying the mantra "For Black Students, By Black Students." From brand to content, the programme empowers students, fostering a sense of belonging and celebrating individual greatness. Despite launching during a global pandemic, Black Access engaged over 120 sixth-formers through diverse channels like social media, podcasts, and on-campus events. The impact is evident in increased perceptions of representation and inclusivity, with 92% of a cohort meeting criteria indicating less advantage or under-representation. Nominated for a National Education Opportunities Network (NEON) award, Black Access demonstrates tangible outcomes through its student-led, collaborative approach, transforming both current and prospective students' experiences.

The School of Physics, Engineering, and Technology (PET) leads the White Rose Industrial Physics Academy (WRIPA), a collaboration between technical industries and five university physics departments. Since 2021, the York WRIPA team has prioritised inclusive career support for undergraduate physics students. Inspired by an Institute of Physics report highlighting career challenges for students with social communication disorder/autism, the team has introduced an inclusive approach addressing diverse student needs. This includes embedding alumni employers in modules, offering person-led career guidance, and mentorship, and developing digital careers planning tools. The initiatives aim to overcome barriers like fear of disclosing disabilities and imposter syndrome, fostering a sense of community and belonging. Through collaboration between professional and academic staff, students, and alumni employers, this approach enriches the student learning experience and improves graduate outcomes. The inclusive career initiatives connect various members of the physics community, promoting a sense of belonging, confidence, and accessibility. The efforts have proven impactful, bridging the gap between education and career outcomes and inspiring broader changes within the School of PET.

Step Ahead is a groundbreaking transition programme designed to empower students from underrepresented communities, minimising non-continuation risks and fostering confidence, belonging, and identity early in their university journey. Recognising the vital link between a sense of belonging and student success, Step Ahead targets underrepresented groups, including BAME, LPN, and mature students, aligning with the University's Access and Participation Plan. However, the programme's impact extends beyond these groups, positively influencing the continuation and attainment rates of all underrepresented students. With an intersectional approach, Step Ahead embraces diversity, welcoming students from various backgrounds. In 2023, 60% of attendees represented two or more student communities. The programme's success is evidenced by overwhelmingly positive feedback, with 941 students benefiting since 2020. The initiative's innovative inclusivity, co-created with students, aligns with the University's ambition to create a diverse and barrier-free community, making Step Ahead a compelling nominee for the Pioneering Inclusivity Initiative award.

The Success at York toolkit is an innovative, student-led initiative addressing mental health challenges in higher education. Developed under Karisha Kimone George's leadership, the toolkit promotes resilience and wellbeing through an interactive, multimedia, and strengths-focused platform. It covers academic, personal/emotional, and social aspects, acknowledging diverse student struggles. The project began as a resilience hub in the Psychology department and saw exceptional success, with over 600 students accessing it in just three months. Recognising its impact, the toolkit expanded through partnerships with colleges and Mentally Fit York funding. College Life coordinators now serve as Success at York coaches, integrating the toolkit into college support systems. Open Door and Support to Study teams are also exploring its integration. The toolkit's development involves students at every stage, fostering ongoing student-led events and initiatives. It sets a precedent as the first intersectional wellbeing project at the University of York, emphasising inclusivity and responsiveness to diverse student needs.

Brave Spaces, a project by the Theatre Team’s Diversification and Decolonisation Working Group, emerged in response to concerns around appropriation and misrepresentation in the theatre curriculum. The project, co-created with students and staff, comprised four practical workshops and the development of a toolkit to reshape curriculum and module design. It aimed to encourage courageous engagement with challenging texts and foster inclusive spaces for learning and teaching in theatre. The project's impact has been immediate and long-term, influencing individuals and cohorts. The toolkit, based on workshop outcomes and broader research, will be available University-wide. Brave Spaces received funding from the Learning and Teaching Fund and earned an extension, demonstrating its positive effect on the School of Arts and Creative Technologies. The project's principles are being embedded in teaching across programmes, promoting inclusivity and breaking down barriers between staff and students.

Mel Williams has played a pivotal role in promoting inclusivity through her work in establishing and leading the Anti-Racism Working Group (ARWG) at the University of York. Since its inception in 2020, Mel has been dedicated to organising events that raise awareness, educate, and build networks centred around race. Notably, she spearheaded the inaugural 'Race' and Socially Engaged Research Conference, creating a safe and affirming space for early career researchers challenging the 'status quo.' Mel's efforts extend beyond the University, impacting various departments, universities, and community groups. Through the ARWG, she has facilitated numerous collaborative events, particularly focusing on education and inclusivity. Mel's commitment to connecting activism with research, legal practice, and the arts demonstrates her dedication to triggering necessary change.

Pete Dale, the principal investigator of the AHRC-funded network "Contemporary Urban Music for Inclusion Network (CUMIN)" and collaborator with the University’s StreetLife Project, is nominated for his significant contributions to inclusive music education. Addressing the underrepresentation of contemporary urban music, such as hip-hop and grime, in mainstream education, CUMIN aims to promote knowledge exchange between inclusive projects and education leaders. Pete's work involves a diverse range of contributors and takes an intersectional approach to understanding exclusion. The CUMIN conference showcased the cultural and educational value of urban music, featuring world-leading scholars. Pete's collaboration with the StreetLife Project includes coordinating DJing workshops for marginalised communities, fostering musical skills and engagement in education, exemplifying a commitment to inclusivity and creativity.

This action-oriented research addresses the underutilisation of Free School Meals (FSM) by implementing auto-enrolment processes in Yorkshire local authorities, aiming to tackle stigma and administrative barriers. Approximately 215,000 eligible children don't receive FSM, affecting both families and schools. Auto-enrolment, drawing data from housing benefit and council tax relief databases, successfully identified 1,483 extra children in Sheffield, bringing £1,392,600 additional funding to schools in the first year. In areas adopting this model, an estimated £1m extra revenue per region is anticipated, with final figures due in 2024. This impactful project, part of the broader 'FixOurFood' initiative, contributes to national policy discussions and advocates for equitable access to entitlements, benefiting socially excluded families in Yorkshire and gaining national recognition for its positive impact.

Haddi, a dynamic and proactive member of the University since January 2023, emerges as a social inclusion champion, particularly in supporting marginalised groups like refugees and asylum seekers. Notably, he orchestrates diverse fundraising events, addressing urgent issues locally and globally, showcasing leadership in inclusivity. His impactful initiatives span from emergency refugee initiatives in Mexico to bake sales for earthquake and flood relief. Haddi actively addresses inequalities, drawing attention to the intersectionality of race, xenophobia, Islamophobia, sexuality, class, and gender. He serves as General Secretary of the Student Action for Refugees (STAR) society, fostering community engagement. Despite his selfless commitment, he works tirelessly, demonstrating resilience to amplify the voices of the marginalised. Haddi's extensive voluntary contributions make him a deserving candidate for the Social Inclusion Award, embodying the spirit of making positive change on various fronts within and beyond the University.

The Family Study Room Project team at the University of York has made significant strides in enhancing social inclusion for a marginalised group - students with children. Originating from the LibInspo competition, the project aimed to address the unique needs of student parents who often feel overlooked in higher education institutions. Despite challenges posed by the COVID-19 pandemic, the team, in collaboration with student representatives, successfully brought the Family Study Room to fruition in October 2022. This initiative exemplifies the values of Equity, Diversity, and Inclusion (EDI), involving students in co-creation and fostering a sense of agency in improving their study environment. The project team collaborated with various stakeholders, including other professional services, academic colleagues, and student unions, navigating complex issues related to policy and child safety. Early feedback from parent students indicates a positive impact on wellbeing, family dynamics, and a heightened sense of belonging. The project's success has garnered attention beyond the University, demonstrating its value and potential for broader adoption in academic libraries. The Family Study Room Project team deserves recognition for their inclusive impact on the University community.

Pip Rackstraw and Wendy Sissons, as Operational Managers of the Screen Industries Growth Network (SIGN), have played a pivotal role in translating the project's vision into tangible equity, diversity, and inclusion (EDI) actions. Their dedication to embedding EDI principles in all aspects of SIGN's activities has made a substantial impact on breaking down barriers in the regional screen industries. Through their leadership, the Early Careers Support scheme was designed and implemented, providing training, mentoring, and paid work placements for underrepresented individuals. Additionally, the Bursaries Scheme and Paid Work Placements facilitated 200 internships, awarded 168 bursaries, and delivered essential upskilling to over 2000 individuals and 279 businesses.

Pip and Wendy's commitment to supporting participants extended beyond expectations, ensuring that everyone felt included and supported. Their concrete actions have significantly contributed to creating a more balanced and inclusive industry sector, making them highly deserving of recognition for their outstanding efforts.

Penny's nomination for the Disability Inclusion Award highlights her unwavering commitment to enhancing disability inclusion at the University of York. Serving on the University's Equality, Diversity, and Inclusion Committee from 2016-2021, she actively addressed issues related to disability disclosure and contributed to the development of inclusive processes. As the co-chair of INCLUDE, the University's disabled staff network, she played a pivotal role in various accessibility and e-accessibility initiatives. Penny received the YUSU award in 2016 for her outstanding contributions to Equality, Diversity, and Inclusion. Her role as the Departmental 'Equality and Diversity Champion' (now Director of EDI) since 2015 underscores her dedication to embedding inclusive practices, where she actively supports students and staff within the department, making a meaningful impact on their experiences. The nomination recognises Penny's exceptional passion and ongoing contributions to fostering disability inclusion at the University of York.

Claire, currently serving as the Disability Services Manager, is a dedicated member of the Disability Services Team at the University. As a founding member of Inclusive-learning@York, she played a pivotal role in establishing the first Inclusive Learning, Teaching, and Assessment Project in 2018/2019. Claire's commitment to equality and inclusion is evident in her work as a mentor for student interns and her contributions to Inclusive-learning@York, including the Disability Support Working Group and the Inclusive Education Steering Group. Her thoughtful and passionate approach has left a lasting impact on disabled students, influencing policy development at the University, notably the Inclusive Learning, Teaching, and Assessment Policy Statement, and assessment adjustments for disabled students. Claire's unwavering dedication makes her a deserving candidate for the Disability Inclusion Award.

The Internal Communications team is nominated for the Disability Inclusion Award for their exemplary efforts in advancing e-accessibility in University communications. Committed to fostering an inclusive environment, the team proactively undertook accessibility training, equipping themselves to identify and address gaps in the University's communications approach. Over the past year, they implemented significant enhancements, ensuring that all staff and students, irrespective of disabilities, can access timely, relevant, and engaging communications.

The team's initiatives encompassed skills development, accessible content creation, guidance dissemination, and feedback incorporation. Their dedication resulted in an impressive audit score, with 87% of staff and 94% of students affirming the accessibility of internal communications. Praised by external evaluators, the team's focus on accessibility sets a strong example for the institution, making a tangible difference in building inclusivity at the University of York. The team's unwavering commitment to continuous improvement makes them deserving recipients of the Disability Inclusion Award.

The Accessible Maths Project, led by Lilian Joy and Cordelia Webb, stands out for its impactful contributions to promoting accessible mathematical practices within academic departments at the University of York. This student-led initiative, aligned with student-staff partnership principles, empowers students to play an active role in creating positive change. The project focuses on enhancing lecturers' skills to create accessible mathematical content and developing resources for students to support their individual learning needs.

Lilian and Cordelia have been instrumental in co-constructing the project's focus with students and collaborating directly with academic departments to create a comprehensive toolkit. This toolkit encompasses resources for teaching staff and tools for students to utilise in their learning and peer-assisted sessions. By addressing the specific challenges of accessible design for mathematical content, including equations, the Accessible Maths Project ensures that students are equipped to contribute to positive change both within the academic setting and beyond, fostering a culture of inclusivity and empowerment.

Hannah has played a pivotal role in establishing and leading the Rainbow Alliance, the LGBTQ+ staff network at the University of York. Serving as co-chair for over four years, Hannah's initiative and dedication have driven the network's development and progress. She initiated the relaunch of the network, forming a working group to ensure structured collaboration. Hannah has actively led initiatives on both professional and social fronts, including successful PRIDE involvement over five years. Notably, she has focused on engaging staff who may feel isolated or not confident to be openly LGBTQ+, fostering a supportive community. Hannah's collaborative and supportive approach has facilitated a wide range of projects and initiatives, making a significant positive impact. Her commitment to representation, inclusion, and community building makes her an exemplary role model and advocate for the LGBTQ+ community at the University of York.

Hannah Roche, since joining the Department of English and Related Literature in 2018, has significantly transformed the curricula and academic culture, making it a leading destination for LGBTQ+ studies. In five years, she established the MA in Queer Studies, a pioneering programme uniting colleagues across Arts and Humanities. Hannah, alongside a dedicated team, developed popular, research-led modules on LGBTQ+ writers and cultural history, garnering exceptional student feedback. Her Advanced Option Module, "Modernism's Queer Spaces," consistently reaches maximum enrollment. Beyond scheduled classes, Hannah actively contributes to EDI events and has received national recognition for her pedagogical excellence. Her publications and public-facing research are integral to the curriculum's transformation, resulting in a more inclusive academic community, as evidenced by positive NSS comments. Hannah Roche's dedication to LGBTQ+ inclusivity in teaching and culture is commendable and deserving of this award.

The ARRAY group, initiated and organised by Nathan Hughes, serves as a vital space for LGBTQ+ students and staff within the department. With regular meetings over several years, the group, which now includes staff members Katrina Attwood and Jo Iacovides, creates a supportive community for learning about LGBTQ+ issues, hosting presentations, discussions, and social events. Nathan's voluntary commitment to fostering inclusion, beyond his formal role, has significantly contributed to the group's impact. The ARRAY group, meeting every six weeks and engaging 4 to 10 participants, has been a beacon of inclusivity, embracing undergraduate students, postgraduates, and staff. While challenging to quantify its impact, the group's longevity and broad participation underscore its positive influence on LGBTQ+

The research project, commissioned by Plan International UK, focuses on racially minoritised girls' experiences of public sexual harassment (PSH) in the UK, particularly within educational settings. The team, adopting an inclusive approach, consulted a group of racially minoritised girls on the study's design, prioritising their voices. The resulting report, titled "Everything is racialised on top," was the first of its kind in the UK. The launch event at the University of York raised awareness about the challenges faced by racially minoritised girls on campus. The report's impact extends beyond the university, supporting PlanUK's "Crime not Compliment campaign" and influencing UK legislation. The research team has actively engaged with external events, contributing to the national dialogue on combating racism, ableism, and sexism in education. The project demonstrates a commitment to promoting racial and gender equality in education, with team members continuing related work and inspiring further projects on the topic.

The Black Access programme, initiated in 2020, is a collaborative effort between the Access and Outreach team and Black students at the University of York to address challenges faced by Black students and enhance the university's inclusivity. Evolving into a paid student team, "By Black students, for Black students," the programme is now in its third year. The team organises events, discussions, and campus visits to change perceptions of York and the university. With a focus on increasing diversity, the programme aligns with the University's Access and Participation Plan, aiming to raise the proportion of Black undergraduate entrants. Notably, 11 Black Access students enrolled in 2023, contributing to changing perceptions and fostering a more diverse student body. The Student Team has also become a stakeholder, addressing university challenges and providing critical feedback for institutional improvement. The team's impact extends beyond the university, creating a fulfilling and inclusive community for Black students and fostering positive change.

Karisha George has profoundly impacted the sense of belonging for BAME students at the University of York. Beyond official roles, she serves as an informal mentor, creating safe spaces within three student communities. Karisha champions race inclusion through initiatives such as the EDIN and Careers and Employability projects, collaborating across departments. Chairing the University's DDC working group, she extends her influence to the wider university community and secures funding for collaborative projects. In addressing the BAME attainment gap, her student-led approach in projects like Integrating Diversity into the Curriculum and YCEDE has positively impacted university practices, notably in Psychology and Economics. Karisha's leadership transforms Black History Month celebrations and fosters interdisciplinary changes, culminating in a comprehensive and transformative commitment to inclusivity across various university domains.

The Nuclear Physics Group at York has spearheaded a decade-long collaboration with historically disadvantaged universities in South Africa, specifically the University of the Western Cape (UWC) and the University of Zululand (UZ). Initiating with an experiment at CERN in 2017, the collaboration expanded with Global Challenge Research Fund (GCRF) proposals, enabling South African students to receive training at York in nuclear applications. Despite challenges posed by COVID, the GCRF grant facilitated the establishment of MANDELA laboratories in South Africa, focusing on detector development for medical imaging, nuclear decommissioning, and environmental monitoring.

The impact has been profound, offering students from disadvantaged backgrounds valuable skills, exposure to cutting-edge equipment, and a supportive learning environment. The project's success also fostered diversity and inclusion within the York group, enriching the experiences of students and staff. Furthermore, the project's achievements attracted the attention of the Botswana International University of Science and Technology (BIUST), resulting in a collaboration that further extends links with Southern Africa. This collaborative effort reflects a commitment to global education and research, promoting inclusivity and mutual understanding across continents.

The Women in Research (WiR) Network, established in 2019, has thrived under the leadership of the Working Group, comprising Cynthia Iglesias, Fi Rose, Fiona Frame, Kristy-Lee Seaton, Beth Nelson, and Lorna Warnock. This group volunteers alongside their regular duties, fostering a sense of belonging, supporting nearly 200 members, including diverse backgrounds and identities. Their continuous improvement approach involves organising events, training, and the Annual WiR Conference, aligned with the University's Athena Swan commitments. Acknowledging the distinct experiences of women, they address barriers and empower the community. Recognition through an Inclusive Impact Award would honour their tireless dedication, signalling the University's appreciation for their invaluable efforts. Participant testimonials highlight the tangible impact, fostering optimism, confidence, and career transformations.

Nicola Campbell and her team play a pioneering role at the University of York in addressing sexual violence. Their commitment goes beyond standard Equal Opportunities and Diversity and Inclusion roles, advocating for dedicated Sexual Violence Liaison Officers to ensure exceptional support for survivors. They've strategically positioned sexual violence at the core of institutional discussions, regularly reporting to key University committees. The team adopts an intersectional approach, allocating resources to meet the needs of marginalised survivors. They collaborate with academics, taking an evidence-based and reflexive approach to improve both support services and the university's culture. The team's innovative initiatives include appointing a Sexual Violence Response and Prevention Manager, emphasizing prevention over reaction. Nicola's comment piece for WonkHe highlights the University's advanced use of data in addressing sexual violence and harassment, showcasing their leadership in this challenging area.

Karisha George's transformative impact in the Department of Psychology is commendable. Pioneering inclusivity initiatives like BAME Chill Corner and the Intercultural Committee, she actively addresses student needs. Her dedication extends to innovative research projects, such as YCEDE and L&T Integrating Diversity into the Curriculum, employing an evidence-based approach. Karisha fosters a sense of community, chairing the Decolonising and Diversifying the Curriculum Committee and supporting student-led initiatives like Success at York. Through student committees, she amplifies diverse voices, organising events, blogs, and podcasts. Karisha's holistic approach empowers students to be pioneers for change, evident in her mentorship and impactful talks during Black History Month. Her remarkable efforts have transformed the department, creating a vibrant and inclusive community that encourages postgraduate study and instils a sense of purpose.

Mohammad stands out for his impactful community engagement and commitment to inclusivity. He is a dedicated advocate for inclusivity and equality at the University of York who has demonstrated a genuine dedication to positive change, actively engaged in charitable initiatives, workshops, and social events that promote awareness and support marginalised groups. His efforts in organising fundraisers for earthquake victims and refugees, along with his comprehensive report on the experiences of BAME LGBTQ students, showcase his compassion and empathy in creating safe spaces for discussions. His report and recommendations reflect his dedication to challenging and improving university processes for a more inclusive environment. Mohammad's additional EDI work during his PhD, undertaken in his free time, highlights his selfless commitment to raising awareness and supporting marginalised groups, contributing significantly to building a compassionate community.

Jan Ball-Smith and Jill Webb co-lead inclusive education at the University of York, ensuring impactful projects and initiatives across faculties and services. Collaboratively, they initiated the Department Community Coordinators Project, recognising the significance of social aspects in learning. Their joint leadership extends to access and participation projects, Student Success initiatives, and the Assessment and Feedback Project, embedding inclusive practices. As co-leads for a TASO-supported Theory of Change Project, they integrate access and participation interventions to address ethnicity awarding gaps. By working together, they enhance the value and impact of inclusive education, fostering connections across the university and embedding student partnership principles in projects, exemplified by the Department Community Coordinators and the Student Partnerships Framework.

Nominated for Pioneering Inclusivity Initiative

The Rethinking Representation project team has introduced a novel platform for student representation at York, emphasising inclusivity and respecting students' time. Traditionally reliant on volunteers, academic representation has waned due to students juggling part-time work and other enriching activities. The innovative Student Action Groups address this by allowing students to develop skills, contribute meaningfully to the University experience, and earn income to navigate the cost of living crisis. This approach empowers a diverse range of students to actively participate in the representation process. The evaluation highlights the positive impact on students and increased engagement with academic representation. This initiative distinguishes York within the UK, especially in the Russell Group, as a pioneer in reshaping student representation.

Nominated for Pioneering Inclusivity Initiative

The nomination for the Inclusive Impact Award is extended to Jonny, the CEO at GSA, who played a crucial role as a line manager and a catalyst in fostering a sense of belonging within the team. Jonny's support was evident when the nominator faced challenges securing accommodation in York, showcasing exceptional assistance. Furthermore, Jonny actively worked towards integrating sabbatical officers into the team. The nomination underscores the belief that the award should acknowledge individuals making a significant impact through small, meaningful actions, particularly in difficult circumstances. Jonny's consistent encouragement for the team to express opinions in meetings exemplifies a commitment to inclusivity, highlighting the profound impact of even modest gestures.

Nominated for Pioneering Inclusivity Initiative

The group, led by Kelly and her colleagues, is dedicated to driving the decolonisation of the curriculum, embodying a grassroots initiative that has become a substantial pillar in the School for Business and Society. Their enthusiastic and proactive approach has resulted in significant progress. The group's initiative in establishing and sustaining this network has not only been instrumental in subsequent achievements but has also ensured the continued presence of the Equality, Diversity, and Inclusion (EDI) agenda in teaching priorities. Their efforts underscore a commitment to advancing a more inclusive and diverse educational experience.

Nominated for Pioneering Inclusivity Initiative

The Access and Participation Monitoring and Evaluation (APME) team has significantly exceeded expectations in their commitment to fostering inclusivity at our University. They have developed comprehensive data workbooks that go beyond the requirements of the Office for Students and the University's Access and Participation Plan. These resources, including an Access and Participation Health Check, represent a crucial milestone in promoting inclusivity and sparking meaningful discussions across the academic community. By providing relevant data to student journey leads, faculties, and departments, the team catalyses self-reflection and awareness. Their nomination for the Inclusive Impact Award recognises the importance of data-driven insights, showcasing the team's dedication to uncovering and addressing gaps between underrepresented groups and their peers. The impact of their work is evident in inclusive-focused discussions at various levels, influencing the University's strategic planning and even contributing to successful tenders with external organisations. The APME team's transformative efforts demonstrate a commitment to building evidence and fostering collaborative interventions, making them instrumental in advancing the university's ambition for 'no gaps' and creating an inclusive and equitable space for all.

Nominated for Pioneering Inclusivity Initiative

The IGGI Management Team, situated in Computer Science, has played a crucial role in informing inclusive practices, particularly in the context of the SAINTS project for the UKRI AI Centre for Doctoral Training. The specifics of SAINTS are currently under embargo until the formal announcement in early November. During the panel interview, the SAINTS team's EDI and inclusive research strategy, inspired by the IGGI model, was commended as 'thorough.' The team drew valuable insights from IGGI, emphasising diverse marketing and recruitment channels, including diverse interview panels and targeted advertisements. Additionally, they learned from IGGI's approach to responsibly integrating research and innovation activities throughout the training programme, aligning with the anticipate, reflect, engage, and act goals at appropriate stages of students' research.

Nominated for the Pioneering Inclusivity Initiative 

The joint nomination from the Departments of Psychology and Economics highlights the impactful 'Integrating Diversity into the Curriculum' project, funded for Learning and Teaching. Led by a PI from the Psychology Department and co-PIs from both Psychology and Economics, the project aimed to understand the experiences of BAME and non-BAME students across various University of York Faculties. Emphasising student empowerment, the project incorporated students as active partners in research and change processes, fostering compassionate change-makers for a more inclusive learning environment. The findings, accessible on the project website, revealed the broad impact of non-diverse curricula on student belonging. The project's ripple effects include presentations, changes to teaching practices, additional research projects, and continued interdisciplinary efforts, exceeding initial plans. Noteworthy is its impact on students, fostering their engagement, boldness in suggesting applications, and skills development, ultimately inspiring a growing cohort dedicated to meaningful curriculum change. The project's influence extends beyond departments, contributing to university-wide discussions on diversity and inclusion.

Nominated for Pioneering Inclusivity Initiative

Anna Hammond has been a trailblazer in implementing microaggressions and bystander training at Hull York Medical School, addressing a concerning rise in reported bullying and harassment behaviours during students' NHS placements. These incidents, involving both NHS staff and patients, often intersect with gender and race issues, impacting students' willingness to participate in clinical settings crucial for their learning. The potential negative effects on student attainment necessitate ongoing assessment of the programme's wider impact. Anna's training has not only positively influenced Hull York Medical School students but has also benefited University and NHS staff, extending its reach to healthcare students at the Universities of York and Hull. Over two years, Anna exhibited academic leadership by conducting training sessions for various student and staff groups, collaborating with NHS partnership organisations and developing relevant scenarios and video resources. Her inclusive approach has made this training a pioneering initiative, extending its influence beyond the university to the local health economy.

Nominated for Pioneering Inclusivity Initiative

The Mobility Doctoral Training Programme (DTP) at the University of York, initiated in 2020 with EPSRC funding, is pioneering an innovative pathway into a PhD. Focused on breaking down barriers in traditional routes, the Mobility DTP targets candidates, particularly from industry, who might not have considered a PhD feasible. Rooted in EDI principles, the programme aims to foster a diverse and inclusive research landscape, acknowledging the individual and intersectional challenges candidates face. Collaborative and intersectional, the DTP involves industry partners, professional bodies, and candidates in co-creating solutions. A key feature is its flexibility, allowing candidates to retain employment while pursuing a fully-funded PhD. The application process emphasises professional achievements, mitigating barriers related to academic history. The DTP's commitment to inclusivity is further demonstrated through individualised learning contracts, addressing personal circumstances. Overall, the Mobility DTP stands as a pioneering inclusivity initiative, aligning with the university's transformative goals and enhancing the impact of existing EDI initiatives.

Nominated for Pioneering Inclusivity Initiative

Helena, the inaugural Art Curator at the University of York, has been nominated for her outstanding contributions to art-related activities on campus. Since her appointment in January 2022, Helena has overseen a diverse collection of works. The nomination is a significant acknowledgment of her success and the positive impact of various art projects and displays over the past two years. Helena's commitment to promoting equality, diversity, and inclusivity has been central to these projects, fostering interdisciplinary collaboration and creating a vibrant network of staff, students, and the public engaged in artistic endeavours on campus. The nomination reflects not only Helena's achievements but also the collective efforts of inspiring colleagues and students involved in the art displays, exhibitions, and trails.

Nominated for Pioneering Inclusivity Initiative

This nomination signifies a pioneering approach to inclusivity through the appointment of the University's inaugural co-heads of a department. The nominees not only showcased a dedication to collaborative leadership but also dismantled barriers, establishing a precedent for upcoming leadership frameworks within the University. This nomination acknowledges the foresight, courage, and commitment demonstrated in crafting a Shared Head of Department model. This model not only advocates diversity in theory but actively embodies it in practice. It epitomises the core of inclusivity and represents an innovative approach to future leadership within the institution.

Nominated for Pioneering Inclusivity Initiative

Inclusive-learning@York, initiated through the Learning and Teaching Fund, has evolved into a collaborative partnership between academic and professional services staff, students, and the students’ union. This initiative responds to the Inclusive Learning, Teaching, and Assessment Policy Statement, fostering a co-constructed approach. The team has established the Inclusive Education Team, crafted toolkits, and conducted projects aligned with the university strategy. Notably, it addresses priority areas such as award gaps, decolonising the curriculum, and student-led communities. The impactful collaboration has received external recognition with an Advance-HE Collaborative Award for Teaching Excellence. It has elevated the importance of inclusive education, influencing program approval processes, and engendering a culture of collaborative, student-centric learning at the University of York.

Nominated for Pioneering Inclusivity Initiative

The team from the Department of Health Sciences and Hull York Medical School initiated a groundbreaking project inspired by the Black Lives Matter movement, aiming to address the lack of understanding of diverse lived experiences in higher education. The project introduces a reverse mentoring scheme, where more senior staff actively learn from junior mentors, particularly those from minoritised backgrounds. The goal is to enhance awareness and drive positive change towards diversity, inclusion, and equity within the University. The team, navigating through the complexities of introducing the scheme, collaborated extensively, learned from external organisations, and developed comprehensive training materials. The pilot scheme, launched in 2022, successfully recruited participants, ran for six months, and underwent a thorough evaluation. The feedback was overwhelmingly positive, affirming participant engagement and learning. The team's commitment and innovative approach make them deserving nominees for their exceptional work in advancing equality, diversity, and inclusion in higher education.

Nominated for Pioneering Inclusivity Initiative

Step into Tech, an eight-week online course by the University of York, addresses the increasing demand for tech skills and diversity in the labour market. Developed collaboratively by academics, Careers and Placements, and industry partners, it targets underrepresented students. Access and Participation funded for three years, it boasts a 100% pass rate and has impacted 87 students across various departments. The programme offers beginner-level skills, breaking barriers around tech careers, including professional development and networking support. In the 2023 cohort, 48% identified as female, contributing to increased female representation in tech. The impact is evident in a 40% knowledge gain about tech careers and 32% increased confidence in role understanding. Notably, alumni have transitioned to successful tech careers, exemplifying the programme's lasting positive influence on students.

Nominated for the Inclusivity Network Award

Jade has significantly contributed to the University's Disabled Inclusion Agenda, actively researching and promoting accessible tour routes and compiling an "Access York" document with guidance on various accessible places in York. They initiated a campaign for disability awareness, consistently creating informative posts on disability conditions and ongoing issues. The Disability and Accessibility Network (DSN), led by Jade, has played a pivotal role in advocating for a social space for disabled students and fostering an inclusive community at the university. Their efforts extend to social media, where a new series of posts addresses awareness and current issues, benefiting both disabled individuals and promoting understanding and support from the broader university community. The DSN is a deserving nominee for the Inclusivity Network Award, reflecting its commitment to building an inclusive and supportive environment.

Nominated for the Inclusivity Network Award

B.I.R.D. (BAME chill corner, Intercultural committee, Resilience and Wellbeing committee, Diversifying and Decolonising the Curriculum committee) is a student-led initiative in the Psychology department dedicated to creating a safe space for students who struggle to find such environments at the University of York. Evolving to promote allyship and address the lack of diversity in the psychology workforce, B.I.R.D. engages in various impactful initiatives, including workshops, talks, and collaborative projects. The committees within B.I.R.D. actively contribute to curriculum reviews, fostering inclusivity in teaching practices. Recognised for pioneering change and consistent advocacy, B.I.R.D. emphasises research, hosting events, blogs, and podcasts to engage the wider university community. Prioritising interdepartmental collaboration, B.I.R.D. serves as a model for student-led, motivated, and supported initiatives dedicated to inclusivity, diversity, and belonging.

Nominated for the Inclusivity Network Award

The Black Access student team earns its nomination through proactive measures in addressing challenges faced by, supporting potential Black students on their journey to university, and actively contributing to the University's inclusivity agenda. Their well-coordinated events, discussions, and campus visits play a pivotal role in reshaping perceptions of York and the University. The students working on this widening participation programme demonstrate a steadfast commitment to enhancing diversity among undergraduate entrants.

Nominated for the Inclusivity Network Award

Jack, Amandine, and Jude are actively championing Equity, Diversity, and Inclusion (EDI) efforts in music technology and studio settings within the School of Arts and the Department of Theatre, Film, Television, and Interactive Media (TFTI). Focused on fostering an inclusive culture within a historically male-dominated industry, they have undertaken various initiatives. This includes diversifying the curriculum, improving gender representation in course materials, implementing a zero-tolerance policy on harassment, discrimination, and sexual violence, developing student-led codes of conduct, addressing unconscious bias, and promoting inclusive language in job advertisements. They have also organised diverse events and masterclasses, audited marketing materials for gendered language, and worked on safeguarding and supervision of students on placement. This comprehensive approach demonstrates their commitment to creating an empowered and enlightened culture, impacting practices, research, student experiences, and the wider community. Their recent training session with the Yorkshire Sound Women Network further emphasises their dedication to ongoing EDI improvement.

Nominated for the Inclusivity Network Award

The Screen Industries Growth Network (SIGN) is nominated for its exceptional efforts in fostering diversity and inclusion in the screen industries, particularly in Yorkshire and the Humber region. With a focus on reducing barriers and creating opportunities for underrepresented individuals, SIGN has implemented various initiatives, including placement opportunities, bursaries, boot camps, and training schemes for students from diverse backgrounds. Collaborating with local EDI-focused skills providers, SIGN has assisted companies in developing inclusive policies and understanding the value of hiring a more diverse workforce. The network has successfully met and exceeded ambitious EDI targets, recruiting participants from various backgrounds. SIGN's impact extends beyond training, as it has funded studies on the impact of diversity schemes on career progression in the screen industries, contributing to positive changes in industry cultures and practices in the Yorkshire and Humber region.

Nominated for the Social Inclusion Award

The Intercultural Committee (ICC), initiated by students and staff in the Psychology department at the University of York, actively addresses the challenges faced by East Asian students, fostering a sense of belonging and inclusivity. Recognising the impact of cultural differences, anxiety, and isolation on wellbeing, the ICC organises diverse events, including cultural celebrations, workshops, podcasts, and talks. By creating a safe space for international and home students to interact, share experiences, and learn about diverse cultures, the ICC bridges gaps and enhances understanding. Beyond Psychology, the ICC collaborates with various departments, expanding its impact on campus. Its efforts go beyond traditional social inclusion by promoting leadership roles for students from all backgrounds, fostering confidence, professional skills, and a sense of purpose. Through innovative projects like a multi-language informal dictionary, the ICC empowers students to embrace language and cultural differences. The committee's commitment to ongoing improvement and dedication to long-term social inclusion make it a valuable asset to the University of York community.

Nominated for the Social Inclusion Award

Tabby, the coordinator of the GSA Distance and Online Students Network, has shown outstanding dedication to the welfare and inclusion of distance learners at the University of York. Through her leadership, she has initiated crucial support systems for remote students, including weekly Monday Motivation meetings and Wednesday Wellbeing check-ins. These gatherings provide a vital space for connection, addressing the unique challenges faced by distance learners.

Tabby's efforts extend beyond regular meetings; she has established community-building tools like group chats and newsletters, fostering communication, information sharing, and mutual support among distance learners. Her commitment is further evident in her comprehensive summer research on the specific needs and challenges of the distance learner community at York.

Recently appointed as the Distance Students Officer at the GSA, Tabby aims to build on her past successes, strengthening the position of distance learners and creating a more inclusive environment. Her work is pivotal, considering the growing and underrepresented nature of the distance learner community, who benefit from her advocacy and innovative solutions. Tabby's vision and hard work contribute significantly to the social support and sense of community for distance learners, positively impacting their academic experiences at York.

Nominated for the Social Inclusion Award

The On Track programme, a pilot employability initiative, addresses specific barriers to progression faced by low-income students. Launched in 2022/23 for UG1 students receiving York Bursary, it offers one-to-one coaching, confidence workshops, and city workplace visits. The coaching, with 41 students completing five or more sessions, demonstrated a significant positive impact, fostering increased confidence, resilience, and proactive engagement in development activities. Confidence workshops and the London visit further contributed to students' personal and professional growth, helping them explore possibilities beyond university. Evaluation data indicates a notable shift in mindset and increased confidence, empowering students to pursue opportunities. The programme successfully addresses unique challenges, promoting inclusivity and enhancing employability prospects for low-income students. Student testimonials highlight the transformative impact, emphasising newfound confidence, resilience, and a positive shift in mindset. The On Track programme serves as a commendable model for tailored employability support, enriching the university experience for all.

Nominated for the Social Inclusion Award

The Events Office at the University of York has made remarkable strides in championing social inclusion through its innovative and inclusive event programming. Their commitment is evident in the diverse range of events, from A Queer Walk of York to Soapbox Science, that address crucial social issues and amplify underrepresented voices. This proactive approach has not only improved representation but has also empowered staff and students to propose inclusive events. The team's dedication to free and accessible events ensures broader participation, breaking down barriers for marginalised communities. Their family-friendly and lifelong learning initiatives, coupled with partnerships with external organisations like Explore York, further demonstrate their commitment to inclusivity. The Festival of Ideas, a flagship event, not only spreads knowledge but actively engages with the community, making education accessible to all. The Events Office's unwavering commitment to diversity, accessibility, and real-world impact makes them highly deserving of a Social Inclusion Award.

Nominated for the Social Inclusion Award

Nicola has made a profound impact on students and colleagues through her unwavering dedication. Her commitment to inclusivity and student wellbeing is evident in her co-designed initiatives. The Step Ahead programme, developed with student input, offers a comprehensive induction, supported by student mentors from underrepresented groups. The Student Buddying Scheme, initiated in 2016, provides peer support for diverse students, fostering a sense of belonging. Nicola's coordination of ongoing events and newsletters through the Student Communities programme enhances social inclusion for underrepresented groups.

Her collaboration with Tamlyn Ryan from the Inclusive Learning team is exemplary, reflecting a dedicated and innovative approach. Tamlyn's invaluable contributions complement Nicola's initiatives. Nicola's impact extends beyond the success of these programmes, creating a positive and inclusive environment for both students and colleagues. Her understanding of student needs, commitment to inclusivity, and empowering leadership make her truly deserving of recognition.

Nominated for the Social Inclusion Award

The Social Inclusion Award nomination highlights four exceptional Biology students - Jodie, Annabel, Mayana, and Meryem - for their outstanding Inclusive Science Education Research projects. These projects have not only advanced social inclusion for underrepresented groups in York but also nationally and internationally. Jodie's project focused on challenging gender and ethnicity stereotypes associated with scientists, creating a resource pack for teachers. Annabel's groundbreaking study explored science capital, self-concept, and aspirations in university science students. Mayana conducted interviews on public health challenges in Fiji and Guinea-Bissau, while Meryem produced an informational video on childhood leukaemia symptoms. All four students demonstrated exceptional motivation, drive, and ownership of their projects, contributing significantly to inclusivity and academic excellence. Their impact extends beyond academia, making a tangible difference in communities and exemplifying the transformative power of inclusive research projects.

Nominated for the Race and Ethnicity Inclusion Award

Phoebe, as an EDI Champion in the Computing Science department, has made a significant impact on race and ethnicity inclusion. While humble about her role, she actively raises awareness of ethnic minorities' experiences and promotes educational initiatives. Phoebe consistently engages with the department, speaking at all-staff meetings about upcoming learning opportunities, such as Union Black and Black History Month. Her infectious enthusiasm encourages participation and highlights the importance of race inclusion. Phoebe, serving as the departmental Equality Champion and EDI committee member, has elevated the profile of race inclusion in the department. She organised events like a drop-in session for staff and students to explore black history, fostering a sense of community and understanding. Phoebe's dedication to promoting diversity and inclusion makes her a valuable asset in creating a positive university experience for everyone.

Nominated for the Race and Ethnicity Inclusion Award

Constantino has been an exemplary force in promoting social and racial justice since joining the University of York in 2019. His commitment extends beyond specific projects, focusing on fostering a fairer and more inclusive university environment. Instrumental in establishing the Decolonising Education Collective, which received an Inclusive Impact Award in 2022, Constantino's collaborative approach reflects his commitment to inclusivity. He consistently motivates students and colleagues to collectively address social justice issues within his modules, programme, department, and across the university. Known for his compassion, kindness, and care, Constantino particularly supports racially minoritised students, embodying the qualities of constancy and love in his advocacy for justice. Despite facing challenges as a Black faculty member in a predominantly White institution, he prioritises others, pushing for systematic change and addressing difficult issues with resilience and love. His impact goes beyond visible initiatives, making him a deserving nominee for his continuous efforts in supporting individuals and pushing for positive change.

Nominated for the Race and Ethnicity Inclusion Award

Melissa Williams and Susy Williams, co-leaders of the Anti-Racism Working Group at the University of York, have demonstrated exceptional dedication to promoting anti-racism and inclusivity. Established in 2020, the group, predominantly student-led, collaborates with staff across disciplines to challenge structural inequalities, conduct informative events, and foster a supportive community for racially minoritised students. Notably, they organised the inaugural 'Race and Socially Engaged Research Conference,' emphasising inclusivity with decompression spaces, BSL interpreters, and prayer rooms. Feedback was outstanding, praising the well-run and intimate gathering. Their continuous efforts extend to expanding the network, organising smaller-scale events, and planning the 2024 conference on 'Resistance, Joy, and Community in Hostile Environments.' Melissa and Susy's commitment to anti-racism, inclusivity, and transformative research makes them deserving nominees for the Race and Ethnicity Inclusion Award.

Nominated for the Race and Ethnicity Inclusion Award

The Department of Chemistry at the University of York has made commendable strides in decolonising the chemistry curriculum, initiating this work in 2019. Recognising the importance of creating an inclusive and intersectional educational experience, particularly for students from minoritised backgrounds, the department formed a steering group comprising staff and students with diverse perspectives. The team's efforts centred on culture change, emphasising the need for a more complete narrative of global scientific heritage, and the development of a Decolonisation Framework for STEM, a pioneering effort in a field where such discussions were previously limited.

The team also addressed the challenge of sourcing diverse teaching materials by creating an Open Access curated resource, providing educators globally with accessible materials for decolonising their own curricula. Their work has been published in the Journal of Chemical Education, widely disseminating their approach, and received financial support from the Royal Society of Chemistry, highlighting its significance.

The impact of their work extends nationally through invited talks, presentations, and participation in panels, contributing to a broader conversation about decolonisation in STEM. Locally, positive student feedback underscores the success of their efforts in creating a more diverse and inclusive curriculum. The department's commitment to this transformative initiative makes them deserving nominees for the Race and Ethnicity Inclusion Award.

Nominated for the Race and Ethnicity Inclusion Award

The Aspire Together student team has initiated the Aspire Together project, focusing on supporting South Asian families in Bradford to make informed decisions about Higher Education. Recognising the need for increased ethnic diversity, particularly among South Asian students, the project addresses disparities highlighted in the university's Access and Participation Plan (APP). With a substantial gap in Asian student representation and a 10% attainment gap between white and Asian students, the team aims to improve these metrics.

Over the past year, the student team, consisting of Anugya, Bhupendra, Jabera, and Ninad, along with project consultant Zulekha, conducted semi-structured interviews with South Asian parents/carers/guardians in Bradford. Conducting interviews in a culturally sensitive manner, including speaking in Hindi when needed, they uncovered specific challenges faced by South Asian communities in accessing higher education. The team's efforts have laid the groundwork for a unique outreach programme to address these challenges and increase diversity within the student body.

Nominated for the Race and Ethnicity Inclusion Award

Rohan has demonstrated exceptional dedication to promoting BAME inclusion and representation during his tenure as the Students' Union Activities Officer. His flagship project, the BAME showcase, provided a platform for student artists to celebrate cultural diversity on stage, fostering a sense of community. Additionally, he organised the first centralised Holi event, attracting hundreds of students to celebrate the festival and promoting inclusivity.

Rohan's involvement in YUSU's EDI Strategy is commendable, particularly his efforts to establish a data-sharing agreement between the University and the Union. This initiative aims to track BAME involvement in student groups, enabling a better understanding of access to societies, sports clubs, and volunteering projects for people of colour.

His commitment to BAME inclusion, despite it not being explicitly within his work portfolio, reflects a deep understanding of the importance of comprehensive action. The impact of his initiatives will extend beyond his tenure, influencing future students positively. Recognising Rohan with this award would not only acknowledge his outstanding work but also serve as a public endorsement, inspiring others to prioritise and engage in BAME initiatives.

Nominated for the Race and Ethnicity Inclusion Award

Jade Richards, through her leadership and coordination, organised the impactful "Gentle Hair Day" during the University's Black History Month. This event provided a supportive space for Black staff and students to discuss, learn, and share experiences related to hair care, addressing the societal and political aspects of Black hair. Acknowledging the significance of natural Black hair in challenging Eurocentric beauty norms, the event fostered inclusivity, empowerment, and community building. With 30 attendees and positive feedback, Jade's facilitation allowed for meaningful discussions, creating a sense of belonging and visibility for Black individuals at the University. This initiative reflects a commitment to challenging systemic racism and promoting a more inclusive environment.

Nominated for the VC's Award

Professor Helen Smith, as Head of the Department of English and Related Literature, demonstrated remarkable dedication and leadership, especially during the challenges of the COVID-19 pandemic. Her commitment to diversity and inclusion resulted in a profound transformation, making the department one of the most diverse in the country. Approximately 20% of the permanent academic team consists of colleagues of colour. Professor Smith's support and mentorship for early career colleagues, particularly women, those with caring responsibilities, and additional support needs, created a culture of inclusivity. Her efforts in inclusive hiring and diversifying the curriculum expanded the department's critical and pedagogical landscape, leaving a lasting legacy of inclusivity and diversity.

Nominated for the VC's Award

Tanisha's inspiring work for inclusivity and accessibility is multi-faceted, making her an exceptional candidate for the Vice Chancellor's Inclusivity Award. She initiated York's first LGBTQ+ sports club, providing a safe space for students in sports, addressing the need for inclusivity in athletics. Tanisha's efforts extend to promoting disability-friendly sports, advocating that sports should be accessible to everyone. Her diverse initiatives impact LGBTQ+, BAME, international students, and those with disabilities, showcasing a comprehensive approach to inclusivity. As the first South Asian Queer Woman elected as York Sports President, Tanisha's representation is groundbreaking, fostering a sense of belonging for underrepresented groups. Her leadership has contributed to increased sports participation and the introduction of York's first South Asian sports league, further enhancing inclusivity on campus.