Unconscious Bias for Students

university-edinburgh-logoDeveloped in partnership with the University of Edinburgh this is the first unconscious bias course tailored specifically for students. It was designed to enable the University of Edinburghs 37,000 students to be more fair-minded and to critique without bias when evaluating staff members and the universitys services.


  • corporate
  • health
  • higher-education
  • further-education
  • financial-legal-services
  • legal-2
  • charity

Available as

  • Off the shelf
  • Fully Bespoke

The effectiveness of this course stems from the tough questions it asks of those who take it. Students will need to carefully consider their self-awareness of bias, the power of prejudice and how they can commit to equality, diversity and inclusion.

The factors influencing our biases grow, as we grow older. While we do not have to feel guilty about our unconscious biases, it is important we address them, especially when they can negatively affect our views about university staff and services, possibly for arbitrary reasons.

Learning Objectives

  • Building an awareness of bias and unconscious bias
  • Demonstrating how your biases could impact on your feelings and feedback
  • Identify how to minimise the impact of any biases you have

Course Duration

 The course takes around 30 minutes to complete. Learners can bookmark their progress throughout to complete the course at their own pace.

What does the course cover?

The course has several modules that sit under three main headings.

Section 1: What is Bias?

This section covers the understanding of what unconscious bias is, and where it comes from.

  • It outlines the principles of tending to use fast thinking over slow thinking and why this can result in errors of judgement
  • Nature and Nurture are considered to have an impact on our biases
  • The Socialisation Cycle sheds more light on the nurture aspect of our biases

Section 2: Impact of Bias

This section focuses on the types of bias that are most common and how damaging these biases could be.

  • Types of bias can be positive or negative, whether they lead us to favour others due to their similarities, or confirm our biases, sometimes based on subjective factors.
  • The stereotyping section considers why we stereotype and how this makes it easy to negatively characterise groups or people.

Section 3: Overcoming Bias

This section delivers crucial information that will enable students to acknowledge and overcome the biases that have been instilled in them for so long, by honestly answering these three questions:

  • What is a good starting principle for overcoming bias?
  • What if I am biased against a specific group?
  • And how should I encourage others to overcome their biases?


A short assessment will reinforce the knowledge that the students have developed throughout the course.

Learn more

If you would like to get a free trial of this course or find out more about our training courses please call +44 (0)845 123 3909 or get in touch using our contact form.

At Marshall Elearning were totally focused on creating content thats exactly right for your learners. Thats why weve built our business around customising our existing courses to match the needs of specific organisations. And if something completely originals required, well make a bespoke course for you from scratch.

When we do this, our approach is guided by a few key principles.

Organisational Need
Why do you need to provide learning for your users – specifically? Is there a compliance need, a requirement to raise performance – or generate positive outcomes for external stakeholders? We prioritise making this clear as the first step in all of our projects.

Who are your learners? What are their preferred learning styles? What do they know already? How confident are they with using technology? Well put these questions to you, and base our approach around the picture we build up.

Learning Outcomes
We use these to decide what every screen in every course we make is intended to achieve. What is it – exactly – that learners need to explain, describe, distinguish or list? Defining these up-front keeps every project on course as we move from the initial proposal, through to storyboarding and then development.

Page-turning e-learning just doesnt work. All of our courses are highly interactive, making extensive use of scenarios in particular. Rich media is used as appropriate, from audio-visual resources through to animations and bespoke graphics.

Respect for Learners
Treating learners as adults is vital to us. People dont learn well if they feel theyre being patronised, and we aim to let users manage their own learning experience. We do this by writing our courses with an honest, direct tone, and giving learners choices in the form of additional learning resources and open navigational features.

Whats in it for me? is a question that all of our learners should be able to answer.

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I am delighted by the course that Marshall E-Learning developed for us and was especially impressed by their keenness to understand our needs and students properly. We have a strong need to help staff and students to understand unconscious bias and a course that explained the “theory” of unconscious bias with routes to further reading and help students to understand their own biases and how to address them. The final course dealt with unconscious bias in society using evaluation questionnaires that made it personal and relevant to the University of Edinburgh context.
Professor Alan F. Murray, Assistant Principal, Academic Support, University of Edinburgh

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