EQUIPPING ourselves and each other: Inclusive teaching and learning in diverse classrooms

Teaching and learning in multicultural and international classrooms can be challenging, and sometimes we are not always aware of the range of diversity present in our classrooms.. The EQUiiP programme aims to make these challenges concrete and turn them into opportunities by integrating an inclusive and international dimension into teaching practices. Participating in this programme will enable you to use the diversity in backgrounds of our students more effectively as a potential resource for teaching and learning.  

This Equipping workshop series will be offered in collaboration with colleagues from FSE and FEB.  It consists of four modules in which you will reflect on your course materials and design. Through peer learning and sharing teaching practices, you will be able to improve your course design towards more inclusive teaching principles, strengthen your network of inclusive practitioners and learn from each other’s experiences of teaching in diverse classrooms.

The programme schedule 

All the modules can stand on their own: you can take all four or just one

Module 1: March 12 from 9:00 - 12:00, sign up here.

Module 2:  Internationalising/Inclusive Course Design.  April 25 from 14:00 - 17:00 sign up here.

Module 3: Intercultural Group Dynamics.  May 28 from 9:00 - 12:00, sign up here.

Module 4: The Role of Language.  June 20 from 14:00 - 17:00, sign up here.

The EQUiiP programme 

This Continuing Professional Development programme consists of the following four modules/ themes.

• Introduction- your teaching context

• Internationalising Course Design

• Intercultural Group Dynamics

• The Role of Language

These four modules are supported by the module on Feedback & Reflective Processes, which is integrated into the other four modules and addressed in an optional portfolio assignment. 

Underlying principles and concepts

• Integrated student perspective on inclusion and diversity; following the principle of involving students as partners in designing education; in line with student centred teaching methods. 

• Working with Good Practice Principles for Teaching and Learning in a mobile world (B Leask & J Carroll 2015)

• Continuing Professional Development; Feedback and Reflective processeson own teaching practices as part of an optional portfolio assessment (Proof of Competence)

General learning outcomes for participants 

Based on EQUiiP competence profile, participants will learn to…  

1. Promote inclusive behaviours 

2. Develop and facilitate learner-centred programmes 

3. Promote intercultural engagement and effective intercultural relations 

4. Enable and embed a global learning experience 

5. Embed social responsibility in the curriculum 

6. Apply learning from different international and disciplinary contexts 

7. Embed the various means of creating, critiquing and exchanging knowledge 

8. Engage in critical reflection and continuous professional development

Proof of Competence: General information

A Proof of Competence is a (digital) certification which can be used by a learner to demonstrate skills acquired as part of a training course, in this case the EQUiiP programme. It is subject to quality standards such as the use of learning outcomes and their alignment with the used forms of assessment. Learners who have completed a Proof of Competence via the University of Groningen can obtain a digital badge via the so-called EduBadges platform managed by SURF— the cooperative of Dutch education and research institutions. The digital badge is stored on this platform and contains so-called metadata, making the content, the learning outcomes, the study load hours and language of instruction of the educational activity clear and transparent (example). The digital badge is therefore verifiable and can be shared in a CV or, for example, on LinkedIn.

What do you need to complete in order to obtain an EQUiiP Proof of Competence Badge?

• Attend all 4 EQUIPPING sessions*; 

• Fill in a brief self-evaluation after each session*;

• Reflect on the content of each session by taking your own context into consideration; 

• Submit a portfolio for assessment (more details in the first session);

• Present one main reflection outcome of choice to peers 

*compensation is possible for maximum one missed session