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The world's longest rainbow-coloured cycling lane at Utrecht Science Park is looking cheerful in the late summer sun. A wonderful symbol of the inclusive environment at Utrecht ľ�ϸ���Ӱ�� of Applied Sciences (HU), Utrecht ľ�ϸ���Ӱ�� (UU) and Utrecht ľ�ϸ���Ӱ�� Medical Centre (UMCU), where everyone is welcome to be themselves. But do students and lecturers actually feel they are free to be themselves? How do they define inclusive education, and what are they doing to shape it? A conversation with a veterinary medicine student and lecturer (UU) and an expert on diversity and inclusion (UMCU & UU). As it turns out, there's still quite a way to go. However, there are also some valuable initiatives and it's reassuring to think we can get a lot done ourselves. 

"Giving each other our genuine attention and support can already make a big difference. Inclusiveness is all about mindset," explains UU Veterinary Medicine lecturer Cornélie Westermann. We kicked off the debate on diversity and inclusion in a conversation with Westermann, Veterinary Medicine student and Anne-Roos Verbree, a researcher currently exploring students' 'sense of belonging'. While most people could probably argue about the definition of inclusive education forever, Westermann feels it's actually quite simple. "For me, inclusive education means making sure everyone feels at home and is free to be different." As a lecturer at the Veterinary Medicine Master's programme, she is only too aware of her own role in that process. "Some lecturers might not fully realise it, but we have a lot of influence on students' academic experience. If we want students to feel at home, we'll have to involve everyone in the classes, make sure the teaching materials are inclusive and show a genuine interest in each other."

A safer learning environment

As Timmenga notes, UU is devoting more and more attention to diversity and inclusion issues. For example, this year saw UU participate in the Utrecht Canal Pride for the first time along with HU. Although Timmenga appreciates the symbolism, a genuine focus on diversity and inclusion will obviously require more effort. She researched mental health and equality, diversity and inclusion (EDI) support programmes for veterinary professionals around the world. According to the results, awareness campaigns may not necessarily be the most effective means of promoting diversity and inclusion at a veterinary clinic despite their widespread use in public outreach campaigns. Other approaches, such as appointing an ombudsperson or introducing a helpline, may be far more effective in improving mental health and EDI at veterinary clinics.

If we want students to feel at home, we'll have to involve everyone in the classes, make sure the teaching materials are inclusive and show a genuine interest in each other.

Staff at Veterinary Medicine can be biased, Timmenga notes, as can her fellow students. That can unintentionally lead to misunderstandings. "It doesn't really affect me that much in terms of my own identity. Still, people tend to make subconscious assumptions about things like sexual orientation or mental health issues which can be more hurtful than they might realise. A woman doesn't necessarily have a male partner." As Timmenga has also found, there isn't always enough room for different opinions and insights. "I think more openness would lead to some interesting conversations. We also need to focus more on the human being behind the professional. I think that would help people enjoy their work more and create a safer learning environment."

Creating a more open climate

As Verbree explains, we need to perceive our learning environment as inclusive in order to feel 'at home'. As part of the UU's 'Developing an Inclusive Curriculum and Learning Environment' project, she worked with colleagues to conduct a qualitative study on perceptions of inclusion and diversity in education among students from the faculties of Medicine, Law and Social Sciences. Among other findings, the survey shows that students don't always feel at home and occasionally experience stereotyping. An example would be a student from a non-Western country who gets a compliment for their Dutch speaking skills.
"Students frequently report their reluctance to raise difficult issues. That can be difficult due to the power imbalance between lecturer and student. It helps if lecturers have an open attitude and realise they have a role in creating an open atmosphere where people feel at home," Verbree explains. 

It helps if lecturers have an open attitude and realise they have a role in creating an open atmosphere where people feel at home.

Academic system

So how do you go about creating a more open atmosphere? As it turns out, it's not always easy in practice. For example, the academic system isn't always conducive to change. Westermann mentions the distinction between Support and Management staff and Academic Staff and its effect on their respective attitudes and behaviour. "Sometimes you'll hear a conversation and notice that one group feels so different from the other that they can't really relate to anyone from the other group. Just because someone makes less than you doesn't mean you can act like they're inferior."

Verbree notes that it can be difficult to distance yourself from the academic system: "The system is in place, it's just a fact of life, so it's hard not to think in terms of those groups." As far as Westermann is concerned, we should do away with the whole system and create a single staff group. "It's important to remember that everything is a group effort and we're all in the same boat."

Embracing multiple perspectives

Westermann would like to see more mutual understanding. Thinking in terms of groups tends to – often unconsciously – breed prejudice and has a negative impact on educational quality. "My students actually have a lot to teach me. You never stop learning, even as a lecturer. Timmenga agrees. "Some of the students at our degree programme also have other non-academic ambitions or are forced to work extra jobs to pay for their studies. That can lead to negative reactions, and some people might feel they're not fully focused on their studies. Wouldn't it be great if we supported and engaged with them to see if their extra-curricular experiences could add something to the existing curriculum?"

According to the study Verbree contributed to, students also feel it is important to function in and contribute to a more diverse society that offers room for different perspectives. Embracing multiple perspectives can actually lead to new insights. "Challenging students to develop new insights is an important part of education. Exploring different perspectives also helps to prepare them for today's diversified society. Students obviously also need to be able to function well in society after graduation."

I think the kind of atmosphere you create together really makes a difference.

It's up to the entire world now

However, dealing with a diverse range of backgrounds and perspectives can also be challenging at times. Verbree explains: "Diversity and inclusion aren't just about skin colour, cultural background or gender. It's about including everyone and creating equal opportunities. For example, someone with a physical disability should also have the opportunity to participate fully and successfully complete their studies."

So how do we go about promoting that diversity and equality? Verbree points out the need to provide additional support for first-generation students and clear information on degree programmes for parents with no personal experience in the higher or academic education systems. Westermann also mentions the idea of visiting primary schools to share information on veterinary medicine. She adds that diversity and inclusion is everyone's responsibility, not just the university's. "Kindergarten teachers and politicians also have a role to play here. It's basically up to the entire world now. Everyone can contribute."

Keeping things closer to home

A major challenge, in other words, and not just for lecturers and students. Timmenga notes that while the university is certainly focused on that challenge, there is also a lack of awareness in some quarters. Verbree points out that change can be difficult in any large organisation like the university. "Bureaucracy also tends to slow down change." As far as Timmenga is concerned, the way we treat each other in day-to-day interactions is even more important than any changes on paper. "Keep things a bit closer to home", she recommends. "I think the kind of atmosphere you create together really makes a difference."

Westermann also welcomes the university's growing commitment to diversity and inclusion. "At the end of the day, we need everyone to be on board." She would love to see the university make a statement by including a leave arrangement in the CLA that also accommodates people who are not cisgender [ed.: a person whose sense of personal identity and gender corresponds with their birth sex] or heterosexual. The arrangement could be used by someone going through transition, for example, or someone who has just become a parent and adopted a child. "Those are some of the major steps you could take. But I agree with Timmenga that it's also important to do things that are easier to achieve and can be realised in the shorter term."

I hope we really start appreciating other people for being different.

Starting close to home

Verbree believes a personal touch and more tolerant approach can help can minimise the risk of students and lecturers feeling excluded. "Translating that notion of inclusiveness into concrete results can definitely be challenging, but small steps also make a real difference. For example, we can raise awareness by making sure the issues of diversity and inclusion are more visible." As far as Westermann is concerned, we all need to start close to home. While she hopes we all become more accepting and start listening more closely to each other's views, her ambitions don't stop there: "I hope we really start appreciating other people for being different."

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