Postgraduate Course: Engaging With Student Diversity (EDUA11183)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course considers different dimensions of diversity among university students and explores the challenges and opportunities for teaching and learning they afford. The overall goal is to encourage among participants a critical awareness of the need for inclusive language, practices and procedures in the design of effective learning environments.
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| Course description |
Student diversity manifests itself on a variety of dimensions, including, for example, whether students are the first in their family to attend university, whether their first (or preferred) language is English, whether they have experience with the British university system, whether they need to work to support their studies, but also culture and ethnicity, age, ethical and religious beliefs, disability, gender, sexual orientation, or styles of learning to mention but a few. While some dimensions of diversity are immediately obvious others are not visible and hence more easily overlooked. This makes it even more important for university teachers to develop an understanding of and sensitivity towards the kinds of diversity they might encounter in their classes and employ inclusive practices that are welcoming for all.
Next to providing opportunities for participants to engage with the educational research literature on student diversity and critically examine how they might overcome the challenges associated with diversity in their teaching (e.g. through inclusive language, practices and procedures), the course also examines how diversity might enrich the learning experience of all students.
Topics to be covered include: disability, accessibility and inclusion: internationalisation; engaging with linguistic diversity; gender and racial inequalities in HE; widening participation and HE.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 14,
Online Activities 1,
Feedback/Feedforward Hours 8,
Other Study Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
74 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Building on the independent study, the assignment for this course is a critical review (2000-2500 words) of the extent to which aspects of diversity are being addressed in the teaching, learning and assessment practices employed within the participant's School, drawing appropriately on the educational research literature on diversity.
A pass in this course is contingent on participants demonstrating an evaluative grasp of selected key conceptual perspectives and findings relating to student diversity in research-intensive settings, while offering a critical assessment of the extent to which the teaching, learning and assessment practices within the School take account of, and engage with, student diversity, bearing in mind resource constraints and opportunities within the settings concerned. The assignment should show critical awareness of how appropriate engagement with diversity can promote student learning.
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| Feedback |
Students are required to undertake a piece of independent study, based on reading and commenting on an article, on which they will receive formative feedback from peers and tutor feedback. The independent study task will be undertaken between Part A and Part B of the course and feedback will be given during part B. This will involve both written and verbal feedback. This feedback should then be incorporated in the summative assessment.
Detailed written feedback will be given on the summative assessment. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate a critical awareness of the different dimensions of diversity and how they are represented in the UK, Scotland and Edinburgh student population - identify and critically examine the pedagogical challenges as well as opportunities student diversity poses for university teachers - identify the challenges and opportunities student diversity on campus offers for students - develop creative responses to the above challenges and critically evaluate the extent to which the learning environments in their own departments are welcoming (or unwelcoming) of student diversity and employ inclusive language, practices and procedures - develop principles with regards to programme, course and/or session planning that demonstrate sensitivity towards student diversity
- Student diversity manifests itself on a variety of dimensions, including, for example, whether students are the first in their family to attend university, whether their first (or preferred) language is English, whether they have experience with the British university system, whether they need to work to support their studies, but also culture and ethnicity, age, ethical and religious beliefs, disability, gender, sexual orientation, or styles of learning to mention but a few. While some dimensions of diversity are immediately obvious others are not visible and hence more easily overlooked. This makes it even more important for university teachers to develop an understanding of and sensitivity towards the kinds of diversity they might encounter in their classes and employ inclusive practices that are welcoming for all.
- Student diversity manifests itself on a variety of dimensions, including, for example, whether students are the first in their family to attend university, whether their first (or preferred) language is English, whether they have experience with the British university system, whether they need to work to support their studies, but also culture and ethnicity, age, ethical and religious beliefs, disability, gender, sexual orientation, or styles of learning to mention but a few. While some dimensions of diversity are immediately obvious others are not visible and hence more easily overlooked. This makes it even more important for university teachers to develop an understanding of and sensitivity towards the kinds of diversity they might encounter in their classes and employ inclusive practices that are welcoming for all.
- develop creative responses to the above challenges and critically evaluate the extent to which the learning environments in their own departments are welcoming (or unwelcoming) of student diversity and employ inclusive language, practices and procedures
- develop principles with regards to programme, course and/or session planning that demonstrate sensitivity towards student diversity
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Reading List
Hockings, C., Brett, P. and Terentjves, M. (2012) Making a difference ¿ inclusive learning and teaching in higher education through open educational resources Distance Education 33(2): 237-252
Maringe, F. and Sing, N. (2014) Teaching large classes in an increasingly internationalising higher education environment: pedagogical, quality and equity issues Higher Education 67(6): 761-782
Richards, N. (2013) Absent from the Academy: The lack of black academics in the UK limits the wider impact of universities
http://blogs.lse.ac.uk/impactofsocialsciences/2013/11/06/absent-from-the-academy/
Read the blog post and watch the embedded video (30 mins).
Seeleman, C., Suurmond, J., & Stronks, K. (2009). Cultural competence: a conceptual framework for teaching and learning Medical Education 43(3): 229¿37
Zepke, N. and Leach, L. (2010) Improving student engagement: ten proposals for action Active Learning in Higher Education 11(3): 167-177
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Additional Information
| Graduate Attributes and Skills |
Students will develop graduate attributes and skills as follows:
to develop the ability to critically analyse and evaluate source materials
to develop skills in communicating complex ideas in an accessible fashion
to develop the ability to work autonomously as well as with peers to support high quality learning
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| Special Arrangements |
Pre-course reading, in-course reading as well as assignment preparation complement face-to-face teaching/learning activities to a total of 100 notional effort hours. |
| Additional Class Delivery Information |
The class will be taught over two face-to-face days using a mixture of lectures, workshops and small group discussions. |
| Keywords | student diversity; student engagement |
Contacts
| Course organiser | Dr Hazel Christie
Tel: (0131 6)51 6669
Email: |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: |
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