Course dates CLS930-4 VT27 SP4-1: 24 March; 7, 14, 21 April; 5 May; 9:00-12:00, last session 8:00-15:00. The course is run on site only.

Use the following Promotion Code on the next page to enroll in the course: DIPLOMA

Also, if you are a Chalmers employee use the sign in option at the top of the registration form and then your CID.

Enrolment opens at noon (12:00) November 2nd.

 

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

Syllabus adopted 2022-03-09 by Jens Kabo, Diploma coordinator, EER, CLS
Changes adopted 2026-02-26 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

Examiners: Becky Bergman, Anders Johansson

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

If you have no or little prior experience of university teaching, it is recommended that you first complete 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 in REK 2016:1 General learning outcomes for the teaching qualifications required for employment as academic teacher and on mutual recognition, as described below:

The participant shall demonstrate the ability to

·      interact with students in an inclusive manner and demonstrate knowledge of rules and regulations regarding students with disabilities and of available student support

·      reflect on their professional approach to academic teaching and their relationship with the students, and also towards the fundamental values of higher education, such as democracy, internationalisation, gender equality, equal opportunities and sustainability

 

Intended learning outcomes

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

·      Recognise the variety and complexity that exist among individual learners within higher education and its impact on communication and learning

·      Show awareness of different approaches [BB1] for inclusive pedagogical practice

·      Show awareness of regulations and support available for students within the area of diversity

·      [BB2] Critically reflect on teaching approaches and their impact on diversity and inclusion

·       Critically reflect on one’s own professional role in relation to diversity and inclusion for learning

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 main focus is on diversity in terms of culture, gender and students with disabilities. The discussions will focus on key issues in these areas and models for interpreting these in order to have as inclusive an education as possible.

Aspects that are discussed during the course:

·      Key terms such as diversity, inclusion, equality and intercultural competence

·      Overview of diversity in university STEM education

·      Chalmers strategy documents around diversity and inclusion

·      Regulations for diversity in higher education

·      Diversity in groupwork

·       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 disability. In the fifth session, the participants will present their own findings and reflections on these. 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 seminars - where the participants’ command of course content and the connection to their own teaching practice are crucial

·      Completion of course assignments including:

o   Interviews with students

o   Group presentation

o   Reflective text with suggestions for action