Newsletter May 2025: Diversity, Equity and Inclusion (DEI) and teaching and learning at SDU

The focus is not so much on DEI as academic subjects, but rather on teaching practices. Before looking at DEI examples shared by teachers from SDU and Kolding School of Design let’s start with what is understood by DEI: 

Diversity – The meaningful representation of people with varied opinions and experiences, different cultures and a mixture of protected characteristics (protected by law against discrimination).  

Equity and equality – Equity is about creating equality by meeting the needs of disadvantaged groups - at any level. Equality is treating everyone the same, equity is giving each person what they need to become equal to others.’ (Khuri et al., 2024) 

And if we unpack inclusion with a specific focus on higher education: 

‘Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.’ (Hockings, 2010).

DEI’s social justice principles support our sense of belonging, feeling safe and having a fair opportunity to succeed. When we experience these conditions, we are more likely to invest our time and efforts in our learning and work and in cultivating meaningful relationships with others, including those beyond our inner circle of family and close friends. Feeling safe also liberates us to take risks, a vital component of new learning and experimentation. A recent publication on student experiences of psychosocial problems, refers to higher education institutions’ responsibilities to address structural barriers and to cultivate ‘sound learning environments and study programmes based on student diversity, and for the facilitation of belonging and recognition structures and processes embracing diverse students.’ (Wulf-Andersen et al. 2023, p.150). 

What does DEI look like in teaching practices at SDU? 

You can read why and how DEI principles underpin six teachers’ engagement with course planning, teaching, assessment and interactions.  

Many of the teachers were surprised when we asked about DEI and their teaching and if they would share a few examples of how they incorporate DEI into their teaching. This focus wasn’t something they had all previously considered. But, once the interviewees reflected on their rationales for their teaching approaches and interactions, their responses revealed practices underpinned by DEI principles including fairness, social justice, equity and equality.  

A small taste of what you can read about in the interviews

Read how Maria Hardeberg Bach (SUND) practices inclusion and diversity through how she facilitates class discussions on sensitive and challenging topics in her psychology courses; how Harun Kaygan (HUM) cultivates safe spaces by including reflection time in his courses; Norbert Krüger’s (TEK) quest to find out why the female students do not participate in Q&A sessions during class discussions; why Dylan Cawthorne (TEK) is committed to anonymous marking and how he facilitates equal access to learning in international classes; Sarafina Liv Taudal Andersen’s (Kolding School of Design) investigation into Universal Design for Learning and how learning spaces affect students’ sense of belonging and Pinar Kaygan’s (HUM) commitment to inclusive dialogue through teamwork.  

We invite you to read the teachers’ responses and to reflect on DEI and your teaching and interactions. There are many more ways to practise DEI, and to include all students. If you would like to share your own DEI inspired practices, how about writing a post for the SDU Blog: Reflections on Teaching & Learning? 

And why not register for the workshop ‘Leveraging diversity to enhance students’ critical thinking - practices for university teaching’, to be held at SDU on 24.10.25.  

With thanks to the teachers who contributed to this newsletter: 

Dylan Cawthorne (TEK); Norbert Krüger (TEK); Harun Kaygan (HUM); Pinar Kaygan (HUM), Maria Hardeberg Bach (SUND) and Sarafina Liv Taudal Andersen (Design School, Kolding). 

 
References 
Hockings, Christine (2010) Inclusive teaching and learning in higher education: a synthesis of research. Available from https://www.advance-he.ac.uk/knowledge-hub/inclusive-learning-and-teaching-higher-education-synthesis-research  

Khuri S, Patel S, Baker K, Mutili F, Griffiths M, Puri N, and Kilner T. 2024 Inclusive Practice Glossary for Facilitators, Communicator, Institute of Scientific and Technical Communicators, Spring 2024, pp 14-17. https://collaborativecapacities.com/wp-content/uploads/Inclusive_Practice_Glossary_for_Facilitators-March2024.pdf  

Wulf-Andersen, T., Larsen, L., Jensen, A. A., Krogh, L., Stigemo, A. B., & Kristiansen, M. H. (2023). Students’ Experiences of Psychosocial Problems in Higher Education: Battling and Belonging (1st ed.). Routledge. https://doi.org/10.4324/9781003221029