Project Details
Description
In today’s globalised and multicultural society, attitude, skills and knowledge to collaborate across diverse teams is a must. The recent anti-racism movements have further demonstrated the importance of dealing with diversity. The Bachelor Environmental Sciences (BES) programme at Wageningen University focuses on global environmental issues in international collaborative settings. The switch to become an international programme in 2018, and inflow of a mix of international students, provides new opportunities to develop students’ intercultural competence.
This project’s innovation comprises the design and structural embedding of a coherent curricular learning pathway for the development of intercultural competencies, applying dialogue as a key method for collective learning and inquiry. While dialogue as a method has proven to be able to foster co-creative meaning-making across boundaries of practices, it has not been structurally applied in a higher education intercultural curricular learning pathway. Its application throughout the programme allows BES to develop from a programme with international students to a truly international classroom co-creating for global environmental challenges.
The project consists of several interrelated activities, also based on dialogue-principles: (1) an inventory of existing developments and projects in skills performance and boundary-crossing; (2) an expert/teacher/student exercise to identify appropriate dialogue-based methods; (3) the improvement/design of dialogical learning activities within identified key courses; (4) implementation and testing the (re)designed activities; (5) alignment and embedding of these activities within a learning pathway; (6) develop insight into students’ competence development within and across various courses, and (7) identifying teachers’ needs to support dialogical learning for intercultural competence development.
This project’s innovation comprises the design and structural embedding of a coherent curricular learning pathway for the development of intercultural competencies, applying dialogue as a key method for collective learning and inquiry. While dialogue as a method has proven to be able to foster co-creative meaning-making across boundaries of practices, it has not been structurally applied in a higher education intercultural curricular learning pathway. Its application throughout the programme allows BES to develop from a programme with international students to a truly international classroom co-creating for global environmental challenges.
The project consists of several interrelated activities, also based on dialogue-principles: (1) an inventory of existing developments and projects in skills performance and boundary-crossing; (2) an expert/teacher/student exercise to identify appropriate dialogue-based methods; (3) the improvement/design of dialogical learning activities within identified key courses; (4) implementation and testing the (re)designed activities; (5) alignment and embedding of these activities within a learning pathway; (6) develop insight into students’ competence development within and across various courses, and (7) identifying teachers’ needs to support dialogical learning for intercultural competence development.
| Status | Active |
|---|---|
| Effective start/end date | 1/09/21 → … |
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