2024 CLS930-1: 22, 29 January; 5, 19 February; 4 March (9:00-12:00) [TimeEdit]

 

Course syllabus for CLS930 – Diversity and Inclusion for Learning in Higher Education

 

Syllabus adopted 2022-03-09 by Jens Kabo, Diploma coordinator, EER, CLS

 

2 Credits

Grading: Satisfactory/not satisfactory

Education cycle: Second-cycle

Department: 62 - COMMUNICATION AND LEARNING IN SCIENCE

 

Teaching language

English

 

In course package

Diploma in Teaching and Learning in Higher Education

 

Examiner

Becky Bergman

 

Eligibility

Bachelor ́s degree, 180 higher education credits or equivalent.

B2 CEFR in English (https://www.coe.int/en/web/portfolio/self-assessment-grid)

 

Course specific prerequisites

It is recommended that you have completed CLS926 University Teaching and Learning or an equivalent course.

 

Aim

The course is designed to meet SUHF’s recommendations in relation to diversity and inclusion as described below:

 

1.              Show a reflective approach to one’s own academic teaching, relationship to students, and higher education’s values such as democracy, internationalisation, equality, and sustainability

2.              Be able to treat students in an inclusive way and be aware of regulations and support for students with special needs

 

 

 

 

 

Intended learning outcomes

After completion of the course the course participant should be able to:

 

•      Recognise and explain the variety and complexity that exist among individual learners within the classroom environment

•      Show awareness of regulations within the area of diversity

•      Show awareness of the support available for students

•      Show awareness of different theoretical approaches in dealing with diversity in the classroom

•      Recognise how different types of identities (gender, racial, ethnic, national, geographical, historical, linguistic, etc.) impact on communication with others.

•      Critically reflect on teaching approaches and their impact on diversity

•      Critically evaluate learning activities in terms of diversity

•      Formulate and share strategies for constructive communication, particularly within teams

•      Make reflections with a high degree of curiosity, open-mindedness and tolerance based on theoretical approaches

 

Content

This course uses a non-essentialist, experience-driven approach which is discourse based, theory referenced and interaction oriented. This means that participants will be expected to read relevant literature and carry out tasks before the session in order to facilitate discussion. The participants’ own experience is seen as crucial in these discussions in building up an understanding of this area. The focus is on diversity in terms of culture, gender and special needs. The discussions will focus on key issues in these areas and models for interpreting these in order to have as an inclusive an education as possible.

 

Aspects that are discussed during the course:

 

·      Definitions of key terms such as diversity, inclusion, equality and intercultural competence

·      Values, norms and attitudes

·      Regulations for diversity in higher education

·      Diversity in groupwork

·      Interpersonal skills

·      Case studies / critical analysis

·      Teaching strategies to promote inclusion

 

 

 

Course organisation

Four of the five half day seminars will focus on different aspects of diversity in the classroom, including culture, gender and special needs. In the fifth session, the participants will present their own reflections, based on student interviews. Each session will involve preparation in the form of reading relevant texts provided on the course page and carrying out the required activities.

 

Course hours:

Seminars:                    15hrs

Assignments:              15hrs

Reading:                      20hrs

 

Literature

Literature will be distributed via Canvas for the course.

 

Examination

Participants are examined in connection with the following course elements:

 

•      Participation in campus-based seminar - where the participants’ command of course content and the connection to their own teaching practice are crucial components.

•      Completion of course assignments including: 1) Interview of student and notes. 2) Group presentation. 3) Reflective essay.