UTL40250

Learning Outcomes:

Having successfully completed this module, students should be able to:
1. Examine the role of culture in shaping teaching and learning practices.
2. Explore their role in fostering international and intercultural learning within their discipline and institution.
3. Examine key themes, theoretical frameworks, and literature related to teaching in culturally diverse contexts.
4. Critically explore, design and implement culturally responsive teaching and learning strategies to address specific challenges and opportunities.

Indicative Module Content:

Indicative topics covered on the module are:
The role of culture in shaping teaching practices.
Intercultural learning and the development of intercultural competence.
Internationalisation in higher education.
Designing culturally responsive teaching, learning, and assessment strategies.

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:

Approaches to Teaching and Learning:

This module combines reflective practice with active participation in workshops, online learning activities, peer review, and independent learning. Reflective activities help participants critically examine their intercultural awareness and identity. Self-reflection is further developed through structured peer review, where participants give and receive constructive feedback.

Required readings support discussion-led learning. Participants are encouraged to share their own experiences, fostering a collaborative learning environment. Group activities are designed to help participants reflect, explore and develop culturally responsive teaching, learning, and assessment strategies that they can apply in their own culturally-responsive teaching practices.

Artificial Intelligence (AI)
If you use AI tools to complete assignments in this module, you must clearly state this using appropriate citation.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Additional Information:
This is an in-service module for teachers in higher education. A condition of enrollment is that students have a significant teaching commitment during the academic year in which they undertake this module (generally a minimum of 48 hours a year).


 

Assessment Strategy

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

The assessment strategy for this module includes assessment of/for/as learning. Feedback mechanisms include lecturer feedback and peer review.

Initial Reading List (additional material and required readings will be detailed on Brightspace)

Clarke, M., Yang, L. H., & Harmon, D. (2018). The internationalisation of Irish higher education (Report commissioned by the Higher Education Authority). Higher Education Authority.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Killick, D. (2018). Critical intercultural practice: Learning in and for a multicultural globalizing world. Journal of International Students, 8(3), 1422–1439. https://doi.org/10.32674/jis.v8i3.64
Krebs, K. C. (2020). Global, international, and intercultural learning in university classrooms across the disciplines. Research in Comparative and International Education, 15(1), 36–51. https://doi.org/10.1177/1745499920901947
Leask, B. (2015). Internationalizing the curriculum. Routledge.
Leask, B. (2013). Internationalizing the curriculum in the disciplines: Imagining new possibilities. Journal of Studies in International Education, 17(2), 103–118. https://doi.org/10.1177/1028315312475090
Leask, B., & Carroll, J. (2013). Good practice principles in practice: Teaching across cultures. International Education Association of Australia.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.