| Code |
17038
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| Year |
1
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| Semester |
L0
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| ECTS Credits |
1
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| Workload |
TP(17H)
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| Scientific area |
Educação
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Entry requirements |
--
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Learning outcomes |
Upon completion of the course unit, the learner is expected to demonstrate the ability to:
- Facilitate the integration of sustainable practices and strategies for inclusion and diversity within educational environments.
- Provide trainees with the requisite knowledge, skills, and attitudes to implement pedagogical practices that foster a sustainable and inclusive school environment.
- Facilitate the exchange of knowledge, exemplary practices, and innovative strategies that enable effective implementation of sustainability, diversity, and inclusion principles within the school context.
- Enhance trainees' competencies through interactive learning sessions.
- Develop practical solutions to address obstacles and challenges in promoting sustainability, diversity, and inclusion within formal and informal educational settings.
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Syllabus |
- Module I - (RE)organising Inclusion: the Sustainability Paradigm
- Module II - Inclusive Connections: Teaching and Making Everyone Learn
- Module III - Challenges to communication in multilingual contexts
- Module IV - The Coopera Project: a transformative model for learning recovery
- Module V - Discussion on sustainability, diversity and inclusion in education
- Module VI - Interactive parallel sessions
- Module VII - The Emergence of Inclusion at UBI: Contexts and Curricular Pretexts for Universal Design for Learning (UDL) in Higher Education
- Module VIII - Presentation of the Interactive Science Centre (CIC-UBI) and the ‘Science FC-UBI Club’
- Module IX - Once Upon a Time in Space: unknowns, promises and challenges of our knowledge of the Cosmos
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Main Bibliography |
- Sterling, S.R. and Maxey, L. and Luna, H. (2013). The Sustainable University: Progress and Prospects. ISBN: 9780415627740
- David Selby, Paula Jones, Stephen R. Sterling (2010). Sustainability Education: Perspectives and Practice Across Higher Education. Reino Unido: Earthscan. ISBN: 9781844078776
- Cherry A. McGee Banks, James A. Banks (2019). Multicultural Education: Issues and Perspectives. Reino Unido: Wiley. ISBN: 9781119510215
- Lucretia Octavia Tripp, Rhonda M. Collier (2019). Culturally Responsive Teaching and Learning in Higher Education. Estados Unidos: IGI Global. ISBN: 9781522599913
- Mastropieri, M. A., Scruggs, T. E. (2018). The Inclusive Classroom: Strategies for Effective Differentiated Instruction. Reino Unido: Pearson. ISBN: 9780134895024
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Teaching Methodologies and Assessment Criteria |
To evaluate the acquired knowledge, trainees will be allocated 10 hours of independent study.
Assessment of knowledge will be conducted through a written report and examination questions pertaining to the subject matter covered in the interactive sessions.
The final grade will be assigned on a scale of 1 to 10, in accordance with the guidelines stipulated in the joint circular issued by the CCPFC and the DGRHE.
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Language |
Portuguese. Tutorial support is available in English.
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