Teaching for Intercultural and Diversity Competence Dr Pauline

Teaching for Intercultural and Diversity Competence Dr Pauline Hanesworth: pauline. hanesworth@heacademy. ac. uk @HEA_EDScotland 15. 01. 2014

Overview 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

UKPSF A 1: the session will be based around designing and planning curricula, focused through the lens of the international context. A 5: the session will in and of itself comprise CPD and so illustrate an engagement with it. V 1: the session will concentrate on respecting diversity and cultural identities. V 4: 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

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

Intercultural and Diversity Competence 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. 5

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

Intercultural and Diversity Competence: The Context Legalities Retention and Success Graduate Attributes 7

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

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. ” Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. Higher Education Academy, p 1. 9

• Belonging and Engageme nt • Self reflection 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. 10

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 Clayton-Pedersen, A. R. , O’Neill, N. , & Mc. Tighe Musil, C. (2009). Making Excellence intentional, purposeful manner. 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 11 Classrooms’, Innov High Educ 37: 199 -213. p 201.

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

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

Activity Three: Thinking it Through 14

Activity Four: Putting it into Practice 15

Contact Details Dr Pauline Hanesworth Academic Development Officer (Equality and Diversity), Scotland The Higher Education Academy Scotland Holyrood Park House 106 Holyrood Road Edinburgh EH 8 8 AS pauline. hanesworth@heacademy. ac. uk www. heacademy. ac. uk/scotland Twitter: @HEA_EDScotland https: //my. heacademy. ac. uk/ 16