Dr Pauline Teaching for Intercultural and Diversity Competence

The aim of this workshop is to provide a space to explore how to create learning and teaching experiences that develop intercultural and diversity competence. You will have the opportunity to: gain knowledge of current practices in teaching for intercultural and diversity competence; explore how you can develop and enhance your learning and teaching practices to develop intercultural and diversity competence; examine the implications of teaching for intercultural and diversity competence. 2 Overview

A1: the session will be based around designing and planning curricula, focused through the lens of the international context. A5: the session will in and of itself comprise CPD and so illustrate an engagement with it. V1: the session will concentrate on respecting diversity and cultural identities. V4: Combining an international context and the importance of equipping our students with diversity competence, this workshop demands an acknowledgement of the wider context of higher education and its implications for practice. 3 UKPSF

4 Activity One: Organising our Thoughts I What does “Intercultural and Diversity Competence” mean to you?

5 Developing Intercultural and Diversity Competence: the knowledge, skills and attitude about and towards intercultural relations that enable us to work effectively in a global and interconnected world in a way that values, preserves and responds to diversity. Intercultural and Diversity Competence

6 Activity Two: Organising our Thoughts II Why teach for “Intercultural and Diversity Competence”?

LegalitiesRetention and Success Graduate Attributes 7 Intercultural and Diversity Competence: The Context

8 Teaching for Intercultural and Diversity Competence: The Theory Belonging Engagement Self Reflection Understanding Exposure Interaction Intercultural/ Diversity Competence Intercultural / Diversity Inclusivity General Inclusivity

Inclusivity: “the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.” 9 Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. Higher Education Academy, p1.

10 Creating General Inclusivity: creating learning experiences which provide all students, regardless of their background, with the opportunity to fulfill their own learning potential and support other students who may wish to learn from them. Belonging and Engagement Self reflection

The definition of diversity developed by Clayton- Pedersen et al. (Clayton-Pedersen et al. 2009), in which diversity in a campus context means “the active, intentional, and ongoing engagement” (p. 6) with differences in a purposeful manner so as to increase one’s diversity-related competencies. They defined differences as both “individual,” such as personality, learning styles, and life experiences, and group or social, such as race/ethnicity, gender, country of origin, religion (p. 6). According to this definition, diversity refers not to the presence of difference in student demographics or course content, but to the act and process of engaging those differences in an intentional, purposeful manner. 11 Clayton-Pedersen, A. R., O’Neill, N., & McTighe Musil, C. (2009). Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion into College and Universities’ Academic Excellence Mission. Washington DC. As explained in Lee, A., Williams, R., and Kilaberia, R. (2012). ‘Engaging Diversity in First Year College Classrooms’, Innov High Educ 37: p201.

Understanding Exposure Interaction 12 Embedding Intercultural and Diversity Inclusivity: creating learning experiences which include considerations of cultural diversity through curriculum content, assessment design and pedagogical practices.

13 Intercultural and Diversity Competence: The Strategies Intercultural and Diversity Competence Student Cohort Curriculum Design Staff Instruction Pedagogy

14 Activity Three: Thinking it Through

15 Activity Four: Putting it into Practice

Dr Pauline Hanesworth Academic Development Officer (Equality and Diversity), Scotland The Higher Education Academy Scotland Holyrood Park House 106 Holyrood Road Edinburgh EH8 8AS Contact Details