Dr Paul Ian Campbell - Dr Paul Ian Campbell has just finished his 3 year term as the Inaugural Director of the Leicester Institute for Inclusivity in Higher Education. He is also a University Distinguished Teaching Fellow and National Teaching Fellow. During his tenure, he developed the Racially Inclusive Curricula Toolkit, the Racially Inclusive Practice in Assessment Guidance and the University of Leicester Race inclusion Action Plan Framework. The RIPAIG is the first intervention in the world to make an empirical reduction in the race award gap across three different universities and the Race Inclusion Action Plan Framework directly contributed to a reported 4% reduction in the race award gap at Leicester in 2024.

Paul is also an award winning academic and Associate Professor in the Sociology of race and inclusion at the University of Leicester and also Visiting Professor at the University of South Wales. His first monograph won the British Sociological Association’s Philip Abrams Prize in 2017 and he has published widely in the areas of race, inclusion and Higher Education and on race and sport.

He is co-convenor of the Evaluating Teaching in Higher Education Collective, which consists of universities such as Cambridge, and Oxford and is an Academic Advisor for the Centre for Transforming Assessment and Student Outcomes (TASO). Paul supports a number of UK research and teaching focused universities in addressing racial inequalities in their curricular and in their assessment processes. These include the University of Manchester, LSE and Birmingham City University. Paul is a sector leader in developing and evaluating interventions for making HE curricula and assessment racially inclusive and he has published a number of ground-breaking reports on how to empirically move from race inclusion theory to practice.  

Dr Alison Cook-Sather - Alison Cook-Sather, Ph.D., is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. She has developed internationally recognized programs that position students and teachers as pedagogical partners, published over 165 articles and book chapters and 10 books, spoken or consulted on pedagogical partnership work in 13 countries, and played key roles in founding three journals: Teaching and Learning Together in Higher Education, International Journal for Students as Partners, and International Journal of Student Voice. Alison has served as a visiting scholar at a number of institutions, including University of Cambridge in England, and is the recipient of several awards, including the Alumni Excellence in Education Award from the Graduate School of Education at Stanford University. Learn more about Alison’s work at https://www.alisoncooksather.com/