1. Unit of study title: Learning and Diversity

  2. Unit of study code: HET4102

  3. Campus: Footscray Park , Melton & Sunbury

  4. Prerequisite(s): HET4100 Learning Matters at Victoria University and

HET4101 Negotiating Learning

  5. Parent Course: Master of Education

  6. Unit of study Aims:

This unit aims to build on the current and prior experiences of participants to extend their knowledge of educational practice and enhance their effectiveness as teachers. It is designed to help participants develop approaches for supporting learning in students with diverse backgrounds, including recognition of the impact of the teacher's own cultural values and identities.

7. Learning outcomes:

V ictoria University teachers will work towards the awareness and achievement of the following Victoria University Teacher Capabilities:

• Teachers develop an understanding and respect for their students.
• Teachers know and respond to the range of learning needs of their students both in terms of the knowledge they bring and the learning approaches they prefer.
• Teachers respond to the cultural and linguistic diversity of their students.
• Teachers use the body of knowledge about tertiary learning and teaching to inform their practice.
• Teachers know how to engage their students in active learning.

  8. Content:  

The content of this unit of study will be negotiated with students depending on their prior learning and professional experience. It will be based on the following topics:

The diverse background of students: socio-cultural, age, locational, educational, language etc;

Teaching strategies and approaches which respond to and engage students from diverse backgrounds;

Learning approaches and preferences of students from diverse backgrounds; and

The cultural identities of teachers and learners and their effects on teaching and learning.

9. Credit Transfer Arrangements (including Articulation Pathways):

Not applicable

10. Methods of Teaching:  

This unit is taught using learner-centred approaches and may incorporate a range of learning activities, such as workshops, discussion with peers either online or face-to-face, inquiry into the participant's own practice or other workplace-based projects.

11. Required Reading :  

Kalantzis, M., Cope, B. 2000. Towards an inclusive and international higher education, in R King, D Hill, B Hemmings (eds), University and diversity , Keon, Wagga Wagga.

12. Recommended Reading :

Borland, H. E., Pearce, A. 2000, Valuing diversity: experience and achievements of NESB students at Victoria University , Centre for Educational Development and Support, Victoria University, Melbourne

Brandstein . D. (2004). Modeling and Embracing Successful Diversity Strategies in Higher Education: Recruiting and Retaining Indigenous and Other Underrepresented Students. The Eleventh International Literacy and Research Conference on Learning, Havana , Cuba , June 2004.

Laufgraben, J. & Shapiro, N. S. 2004, Sustaining and improving learning communities . San Francisco : Jossey-Bass.

Soontiens, W. 2003, Student diversity and service provision: the realities of professional skill integration , School of Management , Curtin University of Technology, Perth .

Zepke, N. 2003, Inclusive teaching: making space for difference, In N. Zepke, D. Nugent, L. Leach (eds), Reflection to transformation: a self-help book for teachers , Dunmore Press, Palmerston North.

Victoria University Access and Equity policies.

  13. Class Contact:  

12 hours or equivalent.

14. Assessment:  

Evidence for achievement of the learning outcomes for this unit, such as a statement of the principles that guide the participant's approach to teaching students from diverse backgrounds and a commentary on strategies that are congruent with these principles (2000 words or equivalent, graded.)