Postgraduate Course: Engaging With Student Diversity (EDUA11183)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|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.
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.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Delivery period: 2013/14 Full Year, Not available to visiting students (SS1)
|Learn enabled: No
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
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
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|On completion of the course participants 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
|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.
|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.
|Dr Hazel Christie
Tel: (0131 6)51 6669
|Miss Emily Salvesen
Tel: (0131 6)51 6661
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:58 am