Our tailor-made blended learning training consists of two parts: a face-to-face meeting or workshop with programme leaders from our four partner institutions which took place in May 2019 as well as an e-learning component which is currently being developed (as of June 2019).
For more information on the face-to-face meeting click here
For a preview of the content featured on the e-learning modules and to see the general structure of the e-learning which is modelled after the student life cycle click on the image below. In the video next to it you will receive a more detailed explanation.
The training programme is set up to improve programme leader’s (PLs) diversity management competence and to show PLs how to either newly develop diversity-sensitive curricula or how to adapt existing curricula to this aim. Thus, learning outcome of this training programme will be:
- Programme leaders are able to design inclusive curricula in order to improve student attainment for a diverse student body
- Enhanced diversity management competences
The blended-learning programme will contain:
- General awareness-raising for diversity issues (along the lines of the HEAD Wheel), e.g.
- development, application, and interpretation of diversity indices
- development of diversity actions along curriculum design
- connecting curriculum design to institutional diversity management activities
- Extending diversity competencies for programme leaders dealing with processes of curriculum design as well as creating inclusive teaching and learning arrangements, especially
- develop graduate learning outcomes
- identify and deal with stakeholders (e.g. students, staff, administration, employers)
- relate different external drivers (e.g. faculty, university/management, government/educational policy, labour market) to student attainment
- provide organisational flexibility (e.g. full-time/part-time studies, face to face/face to interface teaching & learning)
- support the set-up of inclusive modules including learning outcomes, learning environment, and (formative as well as summative) assessment
- supply support for student engagement and wellbeing (e.g. office hours, mentoring, tutoring, counselling, collaboration, and peer-learning)
- encourage students and staff to continuously improve the curriculum
- evaluation and quality enhancement