Mentor in Sprettur (GKY001M)

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Diversity and social justice (UME103F)

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

Language and literacy: Children at risk (KME119F)

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

• fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
• the role of language and communication ability in the school community
• theories about the connection of language- and literacy development to learning
  • communication, reading, comprehension, spelling and mathematics
• relationship of language and social communication
  • in group-work, in friendship, in play and social interaction
• theories about early intervention and preventive teaching
• school-planning which meets the needs of all students in pre-school and elementary schools
• rescearhes in effective learning and teaching methods/organizing for children at risk
• the role and nature of related institutions and other specialists

On completing the course students should be able to:

• find pupils at risk
• know how to use early intervention and individual approach
• apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
• plan curriculum and create a school-culture which meets all the pupils learning- and social needs
• provide information to parents and other specialists
• team-work with other specialists
• cooperate and counsil the teachers about teaching-methods and teaching-material
• organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

Sustainability education and leadership (SFG003F)

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

Human rights: Advancing social and ecological wellbeing (UME011M)

The course is intended for anyone interested in critically examining the role human rights can play in advancing social and ecological wellbeing. It aims to critically and collectively examine dominant systems and structures whose discriminatory and exclusive practices contribute to social and ecological vulnerability.

Students engage in discussions on current social and ecological concerns and apply a critical human rights lens to examine these. A case study approach will be used whereby students analyse relevant topics in local and global contexts that they identify at the start of the course. These may include matters related to asylum seekers and refugees, disability, gender, poverty, and sexuality, and the intersections of these.

 Critical analysis skills and the capacity to situate oneself in relation with diverse perspectives informed by diverse lived realities are encouraged through a relational pedagogical approach.  

 Although taught mainly in English, the universal design aims for accessibility of all students irrespective of language, cultural background, disability, and diverse learning needs. Different materials (written, spoken, visual) will be developed in both Icelandic and English using subtitling and easy read features. These materials will reflect local and global perspectives on human rights and draw on narratives and views of diverse scholars, practitioners, and activists.

Child protection - Children's rights and interests (KME118F)

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

Positive psychology and well-being (UME106F)

Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

Teaching and Designing Learning Spaces to Meet the Needs of Neurodivergent Students (MAL004F)

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

Volunteering: Projects aiming at education and welfare (UME005M)

The course focuses on volunteering and the various social, educational and psychological theories that are related to this type of civic participation. Incentives for volunteering are also discussed as well as gender differences in that context. Organizational and structural elements of volunteering will then be introduced as they can contribute to increasing the likelihood of finding the volunteering participation meaningful as well as encouraging future engagement. Students will also get opportunities to experience volunteering on their own and participate for a chosen organization or social association that brings assistance to people with social justice and welfare in mind. 

Teaching and learning methods: Lectures, discussions and class assignments will be scheduled four times in total; twice in on-site sessions I and twice in on-site session II. Attendance is mandatory. Volunteer sessions for social associations or organizations will be six in certain number of hours each time and participation needs to be 100%.

Determinants of Health (HÍT504M)

Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility

Global Citizenship Education – from policy to practice.  (UME002F)

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Youth culture and youth transition (UME009M)

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

Risk behavior and resilience among adolescents (UME206F)

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Sustainability education and learning (SFG207F)

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line and campus sessions will be built on informed debate. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes during according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Sustainability as an emerging curriculum area

Trans children and the society (UME204M)

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

Multicultural society and migration (MAN017F)

Human mobility and multicultural societies are often seen as the main characteristics of the contemporary world. In the course, we look at main theories approaching mobility and multicultural society, critically addressing them and analyzing their utility. The concept of multiculturalism and related concepts such as culture, assimilation and integration are critically evaluated, as well as mobility in the past and the relationship between mobility and multiculturalism. Different approaches in the social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be examined.

The teaching methods are lectures and discussions.