Chrissa Manoli and Robert Middelburg, educational consultants at CELT, are developing a learning trajectory on fostering DE&I in education. What can we expect from it, and why is it worth addressing it in a separate trajectory? October being diversity month, the Teaching Times had an interview with the 2 course designers.
Diversity, Equity and Inclusion has an important place in the University of Twente. With dedicated staff and plans, and as an internationally oriented university, with over 30% of its students and staff being international: the campus is definitely a more diverse place than it started out 60 years ago. But how do you incorporate all these differences in your education? And how do you make sure everyone is able to learn in an equitable way in these conditions?
“There already was a course on internationalisation at the department of CELT (Centre for Expertise in Learning,” states Middelburg, “but it’s a different timeframe now”. The masterclass Teaching in an International Classroom was developed in a period where more and more programmes were switching to English. Nowadays, it’s a given that we work with a heterogenous campus, even with national political movements taking grip on this.
It's not just about the campus being an international space anymore, but the question runs deeper on a curriculum level. “We really want to avoid tokenism, where it’s just a superficial way of understanding basic cultural differences, but really try to look beyond that. “as addressed by Manoli. It seems that these educational consultants don’t just realize their learners hold PhDs, but also already have fulfilled their UTQ – and therefore have a good educational basis in teaching and critical thinking.
Tackling heads-on
“We want to avoid preaching DE&I theories in this course,” confirms Middelburg. “The setup of the course is intended as a follow-up from their UTQ. Participants will bring their current course plans with them and, throughout this trajectory, learn to adapt them.”
Participants will have the opportunity to analyze and improve their teaching materials. “We will, of course, share some fundamental course content like the inclusieve ADDIE model,” says Manoli, “but it’s not just about theory. We want educators to practice these skills hands-on. For example, how can you make sure your course is accessible to people with dyslexia? Social safety is another area we’ll explore—not by throwing facts at participants but by letting them lead with what they’d like to achieve, and we support them.”
This practical, application-focused approach is key to ensuring that DE&I principles are not just understood but implemented. “We’re focusing on real, actionable steps,” Manoli continues, “starting with an intake to understand participants' motives for joining. From there, we guide them through activities based on the Inclusive ADDIE model, coaching them in designing, developing, and evaluating a learning intervention.”
Societal shifts, reflected in the classroom
When asked why this course is necessary, Middelburg points to a common problem: “Say there’s no gender or sexual-inclusive language used by an educator. That means there are always cis-white family examples in courses. Students who don’t fit this mold feel disconnected and excluded.”
The workforce is also becoming more globalized, and education needs to reflect that. “We can shift the mindset in education a bit,” adds Manoli, “to include all these various cultures and identities. By keeping these aspects in mind, students are not only engaged now but also better prepared for the future.”
One of the challenges in promoting DE&I is facing misconceptions, including resistance linked to terms like ‘wokeness.’ “Luckily, we haven’t faced any direct confrontation,” Middelburg says. “The goal is not to enforce uniformity but to have open discussions about differences and biases. We want to help gain awareness and make this more discussable.”
The road ahead
While the course is still in development, Manoli and Middelburg hope to pilot it in the third quartile of this academic year. “Participants will be able to sign up as they would for any other course,” says Middelburg, “but it’s important that they have their UTQ as a prerequisite, along with their own course experiences to draw from.”
“If they have any questions in the meantime,” adds Manoli, “they can email us already. And we’re still looking for a good name for this course, so any suggestions are welcome!”
By equipping educators with the tools to make their teaching practices more inclusive, the course aims to foster a more equitable learning environment at the University of Twente. The hope is that participants will leave not just with new skills, but as ambassadors for DE&I, inspiring their peers to take similar steps.
