Pplus_short_TA4_INCL

Supporting materials

Learning materials

Resources, Glossary

Mind Map

Case Studies

Values as a key concept

Support student’s diversity competence

Foster student engagement (extracurricular activities)

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Unit 4.2

Index

Unit 4 .1

Unit 4.3

Keywords: student engagement, values, extracurricular activities, diversity competence, belonging, inclusion

This module focuses on how fostering a diverse and inclusive classroom can empower students to become active and responsible members of society. Students who develop diversity competence are better prepared for successful careers. They are more likely to be effective communicators, collaborative team members, and innovative problem solvers. Equipping students with diversity competence allows them to thrive in workplaces and communities where they will encounter people from a variety of backgrounds.

Learning outcomes:

inclusive learning and teaching

Many universities and colleges have a mission statement that emphasizes diversity, inclusion, and social responsibility. This module helps educators fulfill this mission by creating a learning environment that reflects those values.

Organizational values

Social values

Personal values

Practical strategies to improve diversity competence

Concepts relating to diversity competence

Extracurricular activities

Rewarding engagement

Concept of diversity competence

Unit 4.2: Foster student engagement

Unit 4.1: Support student’s diversity competence

Unit 4.3: Values as a key concept

Mindmap of the topic

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Social Responsibility

Unconscious/Implicit Bias

Diversity Competence

Equity

Intersectionality

Stereotypes

Privilege

Inclusion

Belonging

Barriers to inlcusion & belonging​

Concept map of Terminology

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Microaggression

Subtle, unintentional, or indirect forms of discrimination communicated in verbal or nonverbal messages within a professional environment.

Affirmative Action

Policies and practices aimed at promoting equal opportunity for historically underrepresented groups in the workplace.

Accommodations

Diversity Competence

Conflict Resolution Styles

Cultural Humility

The ability to understand, value, and work effectively with people from different backgrounds in a professional setting.

Microaggression

Psychological Safety

Broken Rung

Microaggression

Match key terms related to diversity competence in the workplace with their definitions

Affirmative Action

Diversity Competence

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Psychological Safety

Subtle, unintentional, or indirect forms of discrimination communicated in verbal or nonverbal messages within a professional environment.

Inclusive Leadership

A leadership style that fosters a sense of belonging and empowers all employees to contribute their unique perspectives and talents.

Diversity Competence

Cultural Humility

Glass Ceiling

Accommodations

A lifelong learning process that involves self-reflection and a willingness to learn about and respect different cultures.

Intercultural Communication

Accommodations

Psychological Safety

Psychological Safety

Match key terms related to diversity competence in the workplace with their definitions

Inclusive Leadership

Cultural Humility

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Intercultural Communication

The effective exchange of information between people from different cultures, considering verbal and nonverbal communication styles.

Accommodations

A leadership style that fosters a sense of belonging and empowers all employees to contribute their unique perspectives and talents.

Cultural Humility

Conflict Resolution Styles

Broken Rung

Inclusive Leadership

Different approaches used to address disagreements in the workplace, such as competition, collaboration, compromise, and avoidance.

Broken Rung

Intercultural Communication

Microaggression

Intercultural Communication

Match key terms related to diversity competence in the workplace with their definitions

Accommodations

Conflict Resolution Styles

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Broken Rung

A metaphor for the obstacles faced by individuals from less privileged backgrounds in climbing the corporate ladder, often due to lack of access to opportunities, mentorship, or professional networks.

Microaggression

Glass Ceiling

An invisible barrier that prevents qualified individuals from certain backgrounds, particularly women and minorities, from reaching senior leadership positions.

Broken Rung

Accommodations

Microaggression

Match key terms related to diversity competence in the workplace with their definitions

Broken Rung

Glass Ceiling

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Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

Assess yourself along the PROFFORMANCE Assessment tool statements INCL TA4 - Competences on inclusive course design

Assess your competence in inclusive learning and teaching by the PROFFORMANCE Assessment Tool.

What is your experience?

Statements

Assessment Tool

Self-reflection

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I support the development of students' diversity competences, such as applying Universal Design for Learning (UDL).

I support students in realizing their professional aspirations by providing guidance and exposure to career opportunities.

I promote diversity and inclusion, developing strategies to reduce stereotypes and support tolerance.

I engage students in academic and community initiatives that promote knowledge transfer and social responsibility.

Hint

Hint

Hint

Hint

Assess yourself

Assess yourself

Assess yourself

Assess yourself

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Support student’s diversity competence

In today's diverse and interconnected world, fostering diversity competence in students is essential for preparing them to navigate complex social and professional environments. By raising awareness of unconscious bias, privilege, and stereotypes, integrating cultural competence, and promoting inclusion and equity, educators can empower students to engage respectfully and effectively with diverse perspectives. As higher education teachers, you play a crucial role in shaping a learning environment that values belonging and social responsibility, equipping students with the skills needed to contribute to a more just and inclusive society.

UNIT 4.1

Introduce the concept of diversity competence, the ability to understand, value, and work effectively with people from different backgrounds. Explore how diversity competence benefits students in their future careers and civic engagement.

Diversity Competence

Diversity is a very broad concept. To get a clearer picture you may want to discuss the concept with your students. Discuss various aspects of diversity that students may encounter, such as race, ethnicity, gender identity, socioeconomic background, learning styles, and abilities.

Understanding Diversity

Support student’s diversity competence

UNIT 4.1

Match the examples with definitions.

Diversity Competence

EXCELLENT

Unconscious Bias

Affirmative Action

Verification

• A company sets a target for hiring a certain percentage of qualified women or minorities for leadership positions. • A training program is offered specifically for employees from underrepresented groups to develop skills and gain experience relevant to career advancement.

• A manager consistently assigns challenging projects to male team members and administrative tasks to female team members, even if qualifications are equal. • During a meeting, someone from a different cultural background presents their ideas, but their colleagues interrupt them more frequently than others.

• A manager effectively facilitates a meeting with team members from different countries, ensuring everyone has a chance to contribute and understanding different communication styles. • A recruiter actively seeks out diverse candidates for open positions and designs interview processes that are fair and unbiased.

UNIT 4.1

Exercise

Match the examples with definitions.

Microaggression

EXCELLENT

Cultural Humility

Inclusive Leadership

Verification

• Providing training for mentors and sponsors on unconscious bias and how to effectively support employees from diverse backgrounds. • A leader creates a work environment where employees feel comfortable taking risks and learning from mistakes.

• A manager attending a business meeting in another country takes the time to research cultural norms regarding greetings, business etiquette, and communication styles. • A team working on a global project actively seeks out feedback from colleagues from different cultural backgrounds to ensure the project is inclusive and respectful of diverse perspectives.

• A colleague compliments a person of colour on their English language skills by saying, "Wow, your English is so good! Where are you really from?" • During a performance review, a manager tells an employee with a disability, "You did a great job, considering..."

UNIT 4.1

Exercise

Match the examples with definitions.

Psychological Safety

EXCELLENT

Conflict Resolution Styles

Accommodations

Verification

• Providing a screen reader for an employee with visual impairments. • Offering flexible work schedules for employees with childcare responsibilities.

• Collaboration: Team members with differing perspectives on a problem work together to find a solution that incorporates everyone's ideas.

• A team celebrates innovation and encourages employees to experiment with new solutions, even if they don't always succeed. • A leader encourages open communication and actively listens to employee concerns and feedback.

UNIT 4.1

Exercise

Match the examples with definitions.

Intercultural Communication

EXCELLENT

Glass Ceiling

Broken rung

Verification

• Progress for early-career Black women remains the furthest behind, with only 54 Black women promoted for every 100 men (McKinsey)

• A qualified woman is consistently passed over for promotions to leadership roles. This suggests there's an invisible barrier preventing women from reaching the top, regardless of their skills or performance.

• A business email sent to an international client is clear, concise, and avoids slang or idioms that might be confusing.• During a video call with colleagues in another country, participants are mindful of time zones and allow for pauses to account for potential delays in communication.

UNIT 4.1

Exercise

To support students in developing their diversity competence during lectures you could use the following practical strategies and methods [use flip cards]

more cards

Role-Playing

Case Studies

UNIT 4.1

Analyze real-world scenarios of diversity encounters in professional and social settings.

Facilitate role-playing exercises where students practice communication and conflict resolution in diverse situations.

(see TA1 + TA2 + TA3)

Implementing Inclusive Teaching Practices

Guest Speakers

Addressing unconscious bias

UNIT 4.1

e.g. Discuss conflicts in the group that might arise due to unconscious biases; integrate a biased role in a role play and discuss it with the group; use the Harvard implicit association test (see TA1)

• E.g. Designing inclusive lesson plans.
• Using diverse teaching materials and resources.
• Creating a supportive classroom environment.
• Develop collaborative activities that require students from different backgrounds to work together.

Invite professionals from diverse backgrounds to share their experiences and insights

Maintain a journal reflecting on your experiences with diversity in the classrooms, noting challenges and successful strategies.

UNIT 4.1

This enhances your self-awareness and personal growth, improves your teaching strategies, and fosters inclusive learning environments. By documenting challenges and successful approaches, you can adapt to student needs, support peer learning, and contribute to your institution’s goals of diversity and inclusion more easily.

Reflective Journaling

In this module, you have learned why diversity competence is essential for preparing students to engage in diverse social and professional settings.

By applying these insights in your teaching, you can foster an environment of belonging and social responsibility, equipping students with the skills to navigate and contribute to an inclusive society.

Conclusions

UNIT 4.1

Student activity in society

Student activity in society refers to the various ways students engage with their communities and contribute to the world around them. It encompasses a wide range of actions, from academic pursuits to social activism.

Student's engagement

UNIT 4.2

Key Areas of Student Involvement

Key Areas of Student Involvement

Social Activism

Academic Pursuits

Leadership and Governance

Knowledge dissemination

Advocacy for social causes

Creative outlets

Business ventures

Cultural exchange

Technological advancements

Student government

Political engagement

Community service

Research and innovationat here

Entrepreneurship and Innovation

Cultural and Artistic Expression

UNIT 4.2

UNIT 4.2

Foster student engagement (extracurricular activities)

Extracurricular activities provide valuable opportunities for students to engage with diverse perspectives, collaborate across differences, and develop cultural competence in real-world contexts. Whether through student organizations, volunteer work, international exchanges, or interdisciplinary projects, these experiences foster inclusion, empathy, and social responsibility.

UNIT 4.2

Exposure to different perspectives

Student unions

Encouraging inclusive behaviour

Developing interpersonal skills

Building cultural awareness

Here are some key advantages:

Extracurricular activities offer numerous benefits for enhancing students' diversity competence.

UNIT 4.2

Extra credit

Leadership roles

Flexible scheduling

Public recognition

Have the contribution included in the diploma supplement

Making use of a Service-Learning Project

Provide university-branded merchandise, such as T-shirts, mugs, or notebooks, as tokens of appreciation.

Recommendation letters

Scholarship and funding opportunities

Mentorship opportunities

Involvement in research

Internship opportunities

As a university teacher, recognizing and rewarding student engagement is crucial for fostering motivation and a positive learning environment. Here are some concrete means to cherish and reward student engagement. Rank these possibilities according to their feasibility in your institution:

UNIT 4.2

Raising Impact for Society: By engaging in extracurricular activities, students not only improve their understanding and competence in dealing with diversity but also make meaningful contributions to society, fostering a more inclusive and equitable world. [use flip cards]

more cards

Building leadership skills

Promoting social responsibility and civic engagement

UNIT 4.2

Volunteering for community service projects, like food drives or tuition for socially disadvantaged children, or environmental cleanups, teaches students the importance of giving back and helps address social issues.

Taking on leadership roles in student government or project work enhances students’ ability to manage diverse teams and lead effectively.

Creating networks

Increasing career opportunities

Enhancing problem-solving abilities

UNIT 4.2

Working with diverse groups on initiatives helps students approach problems from multiple perspectives and develop innovative solutions.

Joining professional or academic associations helps to build a network of contacts from various backgrounds, enriching personal and professional life.

Employers value diversity competence; involvement in these activities makes students more attractive to employers, enhancing career prospects.

You’ve explored ways to encourage student participation and how these activities contribute to their personal and academic growth.

In this subtopic, you have learned how extracurricular activities support students’ diversity competence by fostering skills like empathy, cultural awareness, and collaboration.

Conclusions

UNIT 4.2

Values as a key concept

In this subtopic, you will explore the role of values in shaping our decisions, relationships, and interactions with others. Understanding your own values, as well as those of others, can help you navigate social situations with respect and empathy. Through exercises, you will gain practical insights into how to respond to challenging situations and identify your personal values, enhancing your ability to foster a positive and inclusive environment in your classroom.

UNIT 4.3

Decisions based on common values are generally more sustainable.

Build trust and relationships: Shared values can create a foundation for trust and cooperation within teams and communities.

Make informed decisions: By considering our own values and the values of others, we can make choices that are aligned with what we believe in.

Understanding value allows us to:

Organizational values: These are the core principles that guide an organization's mission, goals, and actions.

Social values: These are the shared beliefs and principles that guide a particular society or culture.

UNIT 4.3

The concept of values can be applied in various contexts:

Personal values: These are the core principles that guide our individual decisions and behaviours.

Discuss the concept of values as the principles, beliefs, and moral codes that guide our thoughts and actions. How do values influence our societal interactions and decision-making?

CLICK here for an answer.

UNIT 4.3

In your classroom

These are possible ways to deal with these situations in a more positive way

Think about a constructive way to deal with the mentioned issues:

Honesty

Diversity

Collaboration

Empathy

Fairness

Integrity

Good ways to deal with these situations

Responsibility

Respect

UNIT 4.3

Exercise

These are possible ways to deal with these situations in a more positive way:

Honesty

Diversity

Collaboration

Empathy

Fairness

Integrity

Responsibility

Respect

UNIT 4.3

students learn how to be guided by their inner compass in the work they do with and for others, to contribute to building connection and inclusion, and bring about change.

act on their inner values. After identifying what really matters to them, they formulate shared values with like-minded others. Together they create a story that aims to communicate their shared inner values to others. Through this activity,

You may want to use this tool to reflect on values.

UNIT 4.3

Purposeful Storytelling: Expressing inner values and purpose through stories

The inner compass helps individuals stay focused on their values, beliefs and goals. It serves as a guiding force, providing direction and purpose, and helps individuals to make decisions that align with their personal vision for the future. Having a strong inner compass allows individuals to navigate through uncertainties, overcome obstacles and make choices that are consistent with their authentic selves. This exercise helps individuals to

Which values resonate most deeply with their own beliefs, aspirations and sense of self.

UNIT 4.3

By reflecting on your own values and considering the values of others, you can create a more inclusive and respectful environment.

You have learned how understanding values can guide your decisions, build trust, and strengthen relationships within your classroom and beyond.

The exercises in this subtopic have provided you with practical tools to navigate complex social situations and promote positive interactions based on shared values.

Conclusions

UNIT 4.3

Oakwood University, a mid-sized institution with a diverse student body, prides itself on its commitment to diversity and inclusion. The university’s mission statement emphasizes social responsibility, valuing diversity, and preparing students to become active, responsible members of society. However, the university recognizes that while its mission is clear, fostering a truly inclusive environment within the classroom and beyond remains a challenge. Professor Emma Garcia, who teaches a range of courses in the social sciences, has always believed in the importance of diversity and inclusion in the classroom. However, she wanted to ensure that her teaching practices went beyond theory and actually empowered her students to embrace diversity in a way that would benefit them in their future careers and communities. She wanted to cultivate a classroom environment that truly reflected the university's values, so she enrolled in a professional development module on diversity competence for educators.

Background

Fostering a Diverse and Inclusive Classroom at Oakwood University

Challenges

CASE STUDy

Emma noticed that while students in her classroom were often exposed to diverse ideas and perspectives, there were challenges in terms of how those differences were communicated and appreciated. Some students from less diverse backgrounds felt uncomfortable with discussions around race, gender, and privilege. Others struggled to work collaboratively with peers who came from different cultural, economic, and social backgrounds. Emma also noticed that some students displayed unconscious biases that affected group dynamics and hindered effective collaboration. The goal was clear: Emma needed to find ways to help her students understand and value diversity, not only in her classroom but also in the world outside university walls, ensuring they could thrive in workplaces and communities filled with diverse populations.

The Approach

Challenges

Discussing Values

Extracurricular Activities

Integrating Diversity into Curriculum

Fostering an Inclusive Classroom Environment

To address these challenges, Emma participated in a module designed to help educators create inclusive environments. The module provided a set of strategies she could implement in her teaching to develop her students’ diversity competence.

Outcomes

Conclusion

The Approach

more cards

Belonging

Equity

Social Responsibility

The ethical obligation to contribute to the welfare of society and to act in ways that benefit others, often by promoting fairness, sustainability, and inclusivity.

Ensuring fair treatment, access, opportunity, and advancement for all people, while working to identify and eliminate barriers that have prevented the full participation of some groups.

A sense of being accepted, valued, and included in a community or environment. In an inclusive setting, belonging ensures that individuals feel secure in their identity and contributions, fostering engagement and well-being.

GLOSSARY

more cards

Unconscious/ Implicit Bias

Stereotypes

Privilege

Unearned advantages given to individuals or groups based on their identity, such as race, gender, or socioeconomic status, often at the expense of others.

Overgeneralized beliefs about a particular group of people, which can lead to assumptions and biases that affect individual perceptions and behaviour.

The unconscious attitudes, stereotypes, and unintentional actions (positive or negative) toward members of a particular group that affect judgment and behaviour.

GLOSSARY

Inclusion

Diversity Competence

Intersectionality

A concept that describes how various social identities (such as race, gender, class, etc.) overlap and intersect to create different experiences of discrimination or privilege.

Diversity Competence refers to the ability to interact effectively, respectfully, and ethically with individuals from diverse backgrounds. It involves awareness, knowledge, and skills that enable individuals and organizations to recognize, appreciate, and leverage diversity in ways that promote equity and inclusion.

The practice of creating environments in which any individual or group can feel welcomed, respected, supported, and valued, allowing them to fully participate and contribute.

GLOSSARY

https://www.ugst.umd.edu/documents/ASHE2016Report-converted.pdf

https://transitionmakers.nl/pdf/files/purposeful-storytelling.pdf

Cortellazzo, L., Bonesso, S., Gerli, F., & Pizzi, C. (2021). Experiences that matter: Unraveling the link between extracurricular activities and emotional and social competencies. Frontiers in Psychology, 12, 659526.

https://belonging.berkeley.edu/importance-inclusive-extracurricular-activities

https://idmtoolbox.eu/

https://transitionmakers.nl/tool/purposeful-storytelling/

Resources

Final Quiz of the module

10

Course completed!

Acknowledgements

By the end of the semester, Emma noticed a significant transformation in her students. They were more confident in expressing their opinions, even on difficult or controversial topics. Students from different backgrounds began to collaborate more effectively, and the classroom environment became one where diverse perspectives were celebrated rather than marginalized. Emma's students not only engaged in deeper academic discussions but also developed skills such as empathy, cultural awareness, and adaptability—skills that are critical for success in a diverse world. The extracurricular activities provided an important platform for students to apply what they were learning in the classroom. They gained real-world experience in working with people from diverse backgrounds, which prepared them for successful careers in international or multicultural environments. Emma's commitment to fostering diversity competence in her students helped them realize their potential and equipped them with the tools needed to become active and responsible members of society.

Outcomes

Privilege

Unearned advantages given to individuals or groups based on their identity, such as race, gender, or socioeconomic status, often at the expense of others.

Stereotypes

Overgeneralized beliefs about a particular group of people, which can lead to assumptions and biases that affect individual perceptions and behaviour.

Politely but firmly tell your manager, "I’m not comfortable with this practice as it conflicts with my ethical standards. I’d prefer to find a solution that aligns with the company’s values and my own principles."

Calmly address your colleague during the meeting by saying, "I understand that you're upset, but I think it would help if we could discuss this more constructively. Let’s keep our conversation respectful so we can move forward."

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Link

With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched into your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!

Fairness

You witness a manager overlooking a qualified candidate from a minority group for a promotion in favour of someone with less experience but similar connections. What do you do?

Privately approach the manager to express your concerns, saying, "I noticed the candidate from the minority group had a lot of relevant experience and might have been overlooked for the promotion. Could we revisit the decision together?"

Participants will design and promote inclusive extracurricular activities, fostering student engagement and collaboration across differences.

Good ways to deal with these situations

could differ in different cultural contexts because cultural values and communication styles influence how individuals perceive and respond to issues such as respect, fairness, and collaboration. For example, in some cultures, maintaining harmony and avoiding direct confrontation is highly valued, while in others, open and honest discussions are encouraged. The approach to authority, group dynamics, and emotional expression can also vary, which means that what works well in one culture may not be appropriate or effective in another. Being aware of these cultural differences helps ensure responses are both respectful and effective within the given context.

Diversity Competence

Diversity Competence refers to the ability to interact effectively, respectfully, and ethically with individuals from diverse backgrounds. It involves awareness, knowledge, and skills that enable individuals and organizations to recognize, appreciate, and leverage diversity in ways that promote equity and inclusion.

Social Responsibility

The ethical obligation to contribute to the welfare of society and to act in ways that benefit others, often by promoting fairness, sustainability, and inclusivity.

Discussing Values

Emma initiated class discussions about values, encouraging students to reflect on how their own beliefs influenced their decisions and actions. She created assignments where students could explore how their personal values aligned with the values of the university and the broader society. This helped students understand the impact of their values on their behaviors and relationships, both in the classroom and in their future careers.

Integrating Diversity into Curriculum

Emma adjusted her course content to include perspectives from diverse authors, thinkers, and researchers. She used case studies from a variety of global contexts to ensure that students could connect theoretical knowledge to real-world, diverse situations. She also encouraged students to think critically about how diversity shapes social systems, businesses, and communities, helping them understand the importance of inclusivity in various settings.

Intersectionality

A concept that describes how various social identities (such as race, gender, class, etc.) overlap and intersect to create different experiences of discrimination or privilege.

Responsibility

You miss a critical deadline because of unforeseen circumstances. How do you take responsibility, communicate effectively with stakeholders, and minimize the impact of the delay?

Link

A greattitle here

Visual content is a transversal, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as always bores and doesn't engage. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Respect

During a heated meeting, a colleague raises their voice and uses disrespectful language. How do you address this situation while maintaining professionalism and respect?

Values define social norms—unwritten rules about how to behave in society. Norms and values help establish expectations for behaviour within groups. Values like respect, empathy, and fairness encourage individuals to consider the perspectives and experiences of others. Shared values can lead to more harmonious interactions by fostering mutual understanding and reducing conflicts. Values help determine what goals are prioritized. Values are a key component of cultural identity, influencing how people engage with others both within their own cultural group and across different cultures.

In this sourse you will get an overview how to....SHORT description of TA

Approach your colleague privately and say, "I noticed a discrepancy in the financial report. I thought I’d bring it to your attention so we can fix it before it’s finalized."

Hint: You provide professional development opportunities for students to enhance their intercultural and inclusive competences. You encourage them to apply UDL principles in their future workplaces.

Diversity

You observe a team leader consistently overlooking the ideas and contributions of team members from different cultural backgrounds. What can you do to promote inclusivity and ensure everyone's voice is heard?

Fostering an Inclusive Classroom Environment

Emma introduced activities that promoted self-reflection and empathy, such as role-playing exercises and group discussions about unconscious bias, privilege, and stereotypes. She designed classroom rules that emphasized respect, openness, and active listening. Emma created a “safe space” where all students felt that their voices were valued, and where differing opinions could be discussed respectfully.

Engaging in team sports or group projects with diverse members improves communication, empathy, and teamwork skills.

Developing interpersonal skills

Collaboration

You are assigned to a cross-functional project team with people from different departments who may not be familiar with your area of expertise. How can you collaborate effectively to achieve the project goals?

Participants will develop strategies to support students in understanding and valuing diversity, empowering students to realize their potential and preparing them for a successful future.

Unconscious/Implicit Bias

The unconscious attitudes, stereotypes, and unintentional actions (positive or negative) toward members of a particular group that affect judgment and behaviour.

Integrity

Your manager pressures you to participate in a questionable business practice. How do you uphold your ethical standards and refuse to be involved?

https://transitionmakers.nl/pdf/files/purposeful-storytelling.pdf

You find a template that guides you through this exercise here:

For more detailed information about this exercise visit

https://transitionmakers.nl/tool/purposeful-storytelling

Invite students to join cultural clubs or international student associations. This helps students to interact with peers from various backgrounds, broadening their understanding of different cultures and viewpoints.

Exposure to different perspectives

Equity

Ensuring fair treatment, access, opportunity, and advancement for all people, while working to identify and eliminate barriers that have prevented the full participation of some groups.

Emma’s experience demonstrates how educators can create a learning environment that reflects the values of diversity, inclusion, and social responsibility. By fostering diversity competence in the classroom, educators help students develop the necessary skills to succeed in a globalized world. Through inclusive teaching strategies, extracurricular activities, and thoughtful discussions about values, Emma empowered her students to value diversity, communicate effectively, and collaborate across differences—preparing them for a successful future in diverse workplaces and communities.

Conclusion

Belonging

A sense of being accepted, valued, and included in a community or environment. In an inclusive setting, belonging ensures that individuals feel secure in their identity and contributions, fostering engagement and well-being.

Honesty

You discover a discrepancy in a financial report from a colleague in your department. How do you bring this to light while protecting the integrity of your team?

Wong & Liem (2022)

Inclusion

The practice of creating environments in which any individual or group can feel welcomed, respected, supported, and valued, allowing them to fully participate and contribute.

A greattitle here

With Genially's templates, you can include visual resources to leave your audience amazed. You can also highlight a specific phrase or data that will be etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want!

Link

a greattitle here

Visual content is a transversal, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as always bores and doesn't engage. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Link

Acknowledge the delay to stakeholders immediately and say, "Unfortunately, I wasn’t able to meet the deadline due to unforeseen circumstances. I’m working on a solution to minimize the impact and will keep you updated regularly."

• How well do I utilize existing policies and guidelines on inclusive education to create a safer space in my classroom, and where can I go beyond these documents to further enhance inclusivity?

• Am I incorporating the necessary elements to foster social inclusion in my teaching, and how are these elements impacting my students' sense of belonging and participation?

• Am I effectively using self-directed learning (self-paced, flexible) and peer learning to foster inclusivity in my classroom, and how can I enhance these approaches to ensure that all students feel supported and included?

• Am I designing self-directed learning opportunities in ways that ensure inclusivity for all my students, and how can I further adapt these methods to meet diverse learning needs and backgrounds?

• What teaching methods could I use to promote inclusive learning?

• How can I make inclusive learning as present as possible in classes?

Self-reflection:

• What are the criteria for the implementation of peer learning in the teaching process?

Listen to your teammates' perspectives, share your expertise in a helpful manner, and say, "I know we all come from different backgrounds, but if we share our strengths, I think we can make this project a success."

Empathy

A coworker seems stressed and overwhelmed with their workload. How can you show empathy and offer support?

Participating in events like multicultural fairs, language clubs, or global awareness programmes increases a student’s knowledge and appreciation of different cultures.

Building cultural awareness

In a private conversation with the team leader, say, "I’ve noticed that team members from different cultural backgrounds don’t always get their ideas heard. Could we work on ensuring everyone’s voice is included during discussions?"

Gardenswartz, L., & Rowe, A. (2003). Diverse teams at work. Capitalizing on the Power of Diversity. Alexandria: SHRM, 37-45. Created with ChatGPT

Hint: You help students realize their potential by communicating high expectations and exposing them to career options. You connect students with professionals, offer career-related insights through guest lectures and networking events, and encourage them to explore diverse career paths. You provide constructive feedback and supplementary resources.

Again, this helps students to explore different perspectives and supports them in developing their sense of agency.

Student unions

Hint: You facilitate student involvement in professional practice and community projects like service-learning opportunities, collaborative research projects, and partnerships with organizations to connect academic learning with societal impact. You create conditions for students with different needs to be involved in projects. You support awareness of sustainable development goals.

Extracurricular Activities

Emma recognized the importance of extracurricular activities in fostering diversity competence. She worked with campus organizations to design events that encouraged students to interact across different cultural, racial, and socioeconomic backgrounds. Emma helped promote cultural exchange events, workshops on social responsibility, and leadership initiatives focused on inclusion. These activities helped students build relationships outside the classroom and develop teamwork skills that are essential in diverse professional environments.

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné Co-designers Linda Huszár Bianka Bozzay

Authors Silke Preymann Dragica Trivic Marina Dikovic Sandi Rizvic Reviewers Frank Linde Sandi Rizvic

Acknowledgements

Being active in inclusive organizations, such as LGBTQ+ alliances or diversity committees, encourages students to practice and promote inclusivity.

Encouraging inclusive behaviour

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Visual content is a cross-cutting, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures. We don't like to bore. We don't want to be repetitive. Communicating as usual is boring and doesn't hook. We do it differently. We sabotage boredom. We create what the brain likes to consume because it stimulates it.

Approach your coworker and ask, "I’ve noticed you seem a bit stressed. Is there anything I can do to support you or help lighten your load?"

Participants will facilitate discussions about values in the classroom, building a foundation for a diverse and inclusive learning environment.

Hint: You introduce discussions on cultural awareness, encourage respectful debate, and incorporate materials that challenge stereotypes and biases.