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Dear All, I have been in discussions with Coventry Uni about this just today. The new contact person is Sarah Harman, email [log in to unmask] The website for more info is http://www.coventry.ac.uk/samebutdifferent/index.html Kindest regards Jayne -----Original Message----- From: HE Administrators equal opportunities list [mailto:[log in to unmask]] On Behalf Of Goncalves, Gilsemar Sent: 26 March 2008 14:32 To: [log in to unmask] Subject: Re: E&D materials aimed at students Katya Coventry University developed a short 19 DVD scenes which can be tailor made to your needs. We are using it at Kingston to support our Equality Impact Assessment programme. The actual production is known as "Same but Different" I have a letter , dated September 2006, which was sent to us with a pack free of charge. The contact names , at the time , were: Professor Karen Ross - The Project Team and Jane Wynn ([log in to unmask]) for any further information. Try also www.coventry.ac.uk/samebutdifferent Hope you find it useful too. Good luck!!! Gil Gil Goncalves Diversity and Equality Unit Kingston University 53 Portland Road Kingston KT1 2SH DL: 020 8417 40 87 Internal: 64087 Fax: 020 8547 8393 Mobile:07770704552 P Save a tree... please don't print this e-mail unless you really need to -----Original Message----- From: HE Administrators equal opportunities list [mailto:[log in to unmask]] On Behalf Of Katya Hosking Sent: 26 March 2008 14:12 To: [log in to unmask] Subject: E&D materials aimed at students Dear all, Most colleges and universities have some sort of E&D training for staff, often including an online element. Does anyone provide anything similar for students? We're at an early stage in developing some materials which could be incorporated into the curriculum (rather than being delivered separately) and I'm pasting the initial sketch of learning outcomes and format below. I'd be really interested to hear people's thoughts: suggestions for content, ideas for assessment tasks, warnings about where such projects might go wrong - any sort of feedback at all would be very welcome! All the best, Katya Online resources to deliver teaching in equality and diversity to students The initial impetus for this project is the requirement of many accrediting bodies that students should address issues of diversity in preparation for professional registration, and the pilot will focus on programmes which lead to such registration. However, student reflection on equality and diversity issues is also essential in fostering a culture of dignity and respect both within the University and, later, in employment, and it is important in the intellectual development of reflective and competent citizens. The intention, therefore, is that the materials will gradually be made available across the University. Learning outcomes At this early stage it is envisaged that, on completion, students should be able to demonstrate: 1. knowledge of socially or politically significant dimensions of difference, such as ● race/ethnicity, ● gender, ● disability, ● age, ● culture & language, ● sexual orientation, ● religion or other philosophical belief, and ● socioeconomic class, including historical context and an overview of relevant UK demography; 2. an understanding of the ‘anatomy’ of discrimination - of the family of concepts including prejudice, stereotyping, oppression and institutional discrimination; 3. an understanding of the relationship between diversity and inequality, including how difference can lead to disadvantage (e.g. in relation to public services); 4. basic knowledge of relevant legislation; 5. an ability to articulate reflections on their own identities and attitudes to difference, and an understanding of the way attitudes are affected by social context. One key aim is that its format should permit various modes of engagement. The intention at this stage is that each topic will include four elements: a) some presentation of material; b) a task or activity applying the content or concepts; c) an additional reflective exercise; d) suggestions for further research or action. Students will be able to complete (a) and (b) independently, and schools may require them to submit results from (b) to demonstrate completion. The reflective exercise could then be used to structure discussion within a tutorial or workshop session, or as a written exercise which students could submit for assessment. In this way, schools will be able to select topics and tasks which fit their requirements, and may embed them within existing modules or treat them as independent tasks. ____________________________________________ Katya Hosking [log in to unmask] Accessible Curriculum Officer Registry, Cardiff University 30-36 Newport Road, Cardiff CF24 0DE (029) 2087 9218 www.cardiff.ac.uk/learning/themes/access/index.html This email has been scanned for all viruses by the MessageLabs Email Security System. This email has been scanned for all viruses by the MessageLabs Email Security System. -- This message has been scanned for viruses and dangerous content by the NorMAN MailScanner Service and is believed to be clean. The NorMAN MailScanner Service is operated by Information Systems and Services, Newcastle University.