The UAB Language Service offers online courses in Spanish language organized in different levels to develop students’ linguistic and intercultural skills. 

The number of hours working on the platform vary by level (A1 and A2: 80-100 hours per level; B1and B2: 120-150 hours per level).

There is no final assessment.

CV (Curriculum Vitae) is a document that summarizes your educational and professional history. It must provide a detailed overview of your academic and work experience, skills, achievements, and qualifications.

Motivation letter is a personal statement and it might include a brief introduction of yourself, explanation why are you interested in the learning opportunity you are applying to, any relevant experience or skills that you have, your goals and how this opportunity will help you achieve them, This document should not be more than 400 words.

Motivation Letter

Transcript of Records is an official document issued by your home university. It specifies the name of the institution, the academic programme you are enrolled in, the list of courses taken up until the current period, the exams or tests you passed, the grades and the credits you earned. 

Transcript of Records

Universitat Autònoma de Barcelona

Language Studies - Spanish

ONLINE COURSE

Language learning

Inter-personal skills

Intra-personal skills

Energy has become an increasingly important factor in recent years. We have transitioned from a world where energy was cheap and readily available to one where it is becoming more difficult to obtain. Furthermore, **energy consumption has dramatic consequences for the environment**, as its use leads to an increase in CO2 concentration and subsequently, **global warming**. Understanding this factor and being able to manage it quantitatively is becoming increasingly necessary for the next generation.

In this course, we will be studying**transportation and analyzing it in terms of energy**. We will learn how to **calculate the impact of our transportation systems** in terms of energy, and explore the best strategies to reduce their impact.

Energy in transportation

Energy and sustainability

Transport and Mobility

Media and information literacy

The UAB Language Service organizes courses in Catalan language to develop **foreign students’ linguistic and intercultural skills** with the aim of helping them to integrate into the Catalan social and academic context.

These **online courses** are carried out in Parla.cat. Each level consists in **135 hours**and students have **2 hours of online support from a professor of the UAB Language Service**, including the **correction of 2 activities**.

All offered levels are based on the Common European Framework of Reference for Languages.

Language Studies - Catalan

### Content

**Package 1 : Philosophy and Law**

Conceptual introduction to the ways in which knowledge is produced and disseminated without paying attention to gender, age, race, and class differences and sexual difference as regards relations among subjects and among bodies, and, thereby, becoming what might be understood as rigid, immaterial, and disaffected knowledge. The impact of producing and disseminating knowledge in these terms will be made clear by analyzing the so-called neutrality of the Law and its effects in gender equality policy making.

**Package 2 : Psychology and Literature**

(1) Applied critical consideration of epistemic violence, that is, of how gender differences have an effect on subjects and bodies and how they have an effect in their well being depending on the role that gender is given in Psi Disciplines.

(2) Applied critical deconstruction of gender stereotypes and of prejudices that symbolically limit the imaginary field of subjects and bodies and tie them to the immateriality of heteronormativity. 

**Package 3: Anthropology and Pedagogy**

Attention will be payed to a specific challenge in order to (1) make clear how to take into account diversity, difference, and inequality by means of situating knowledge and of feminist methodologies and feminist data analysis and how to (2) validate and make epistemically relevant different kinds of agency by gendering it (including age, class, and race differences).

Gender as a cross-cutting tool for understanding, diagnosing, and solving challenges

SELF-PACED OPEN MOOC (4TH EDITION)

Critical and innovative thinking

Global citizenship

Whether in your studies, a real-life (ECIU) challenge or in your future career, the need to develop your intercultural competences and become able to work with anyone and anywhere in the world is becoming more and more important. Being connected with other countries and other cultures can provide you with wonderful opportunities for collaboration and new and refreshing insights. To accommodate such creative collaboration, it is important to make sure you have the right tools for effective teamwork in multi-cultural and multi-disciplinary groups. With this course, you will gain practical insights into intercultural competences by creating your own Citizen Science project! During this micro-module, you will learn to better understand and work within diverse groups, how to improve on your communicative skills and create an effective team, and how you can apply and present your solutions in a broad variety of contexts. 

For more information and the latest updates, check out [https://www.utwente.nl/en/intercultural-competences/](https://www.utwente.nl/en/intercultural-competences/)

University of Twente

Intercultural Competences

Guiding practical insights through Citizen Science

During the last few years, **Sant Joan Despí** has grown from **migratory processes** that have contributed to the diversity that characterizes the Sant Joan neighborhood. In the last half century, the town has welcomed people from different parts of the world, expanding the population's diversity of origins, a phenomenon experienced by the whole of Catalonia. However, this process is not simple, it requires a **mutual adaptation** **of the people**who arrive and those who were already there; there is a lack of knowledge, stereotypes and prejudices prevail and there is a lack of experience of living together.

All these dynamics are **aggravated by the geographical structure** of the city. It is a territory with neighborhoods divided by an industrial area in the process of being dismantled. In this sense, the various demographic transformations of recent years have been creating neighborhoods with very different social, economic, and cultural characteristics, which has become a situation of coexistence, rather than coexistence, on the part of the neighborhood.

## **Challenge Providers**

Hosting University: Universitat Autònoma de Barcelona

Stakeholder: Sant Joan Despí City Council

Meet our neighbors: break the class, race, and gender segregation in Sant Joan Despí

How to break down barriers between neighborhoods, to promote coexistence and equal opportunities

The challenges provided in the micro-module come from the territory and may be of different nature. UAB collects the challenges from different sources, including the ECIU Challenge Platform.

During the micro-module, participants address the topics with the following agenda of 5 online sessions:

- **Session 1:** Building blocks of Citizen Science . Public engagement in Science. A challenge-based research perspective
- **Session 2:** Approaches, typology and modern trends. Multidisciplinarity of citizen science projects. Citizen social science
- **Session 3:** Designing a citizen science project: lifecycle  Crowdsourcing for citizen science. Data management, regulation and ethical dimension
- **Session 4:** Volunteer engagement, motivation, rewards, management and care. Evaluation and impact assessment of citizen science projects
- **Session 5:**Presentations of the Assignments from the Students

**LEARNING OUTCOMES**

In terms of specific competences, at a first level the participants will develop the following skills:

- Capacity to identify the components of a citizen science project.
- Capacity for analysing the diferent steps of a citizen science project
- Capacity to design  a process of citizen science.
- Capacity to have a first approach to the assessment the social impact of innovation.
- Capacity to ignite a cocreation process.
- Capacity to link the citizen science projcets with citizen-centric innovation initiatives such as living labs.

Citizen Science, a practical approach for methods and tools

Open Innovation and Citizen Science (Online)

The UAB Language Service offers online courses in Spanish language organized in different levels to develop students’ linguistic and intercultural skills. 

The number of hours working on the platform vary by level (A1 and A2: 80-100 hours per level; B1and B2: 120-150 hours per level).

There is no final assessment. 

**LEARNING OUTCOMES**

- Communicative approach
- Works on all communicative skills
- Specially aimed at university level students
- Stepping-stone to other Romance languages

Online course

### Background

The city of Terrassa, like other European cities, embraces many different social groups. Such circumstance leads to a city with increased dynamism and cultural wealth. However, aspects such as ethnic and cultural origin, age, functional diversity, as well as sex, gender identity and expression, sexual orientation, and socioeconomic conditions are **axes of vulnerability**that can lead to discrimination, and therefore **inequality**.

People's identity is partly constructed, but it is also determined by other factors such as age, gender, origin, ethnicity, or class. Such factors cannot be chosen or modified; hence people’s identity is conditioned by axes of inequality. It must be considered that people have **multiple identities**, formed by several layers that derive from **social relations, history, and the intervention of power structures**. We belong to more than one community at the same time and, **we can experience oppression and privileges simultaneously**. To deal with it, the City Council of Terrassa has been implementing intersectionality in public policies for years: a tool that allows to visualize, analyze, and intervene in situations of inequality using a complex approach, which considers that the axes of oppression do not act independently, but are interrelated. The challenge will be carried focusing on this methodology.  

### Goals

- Achieving more agile and effective responses to situations of aggression or violence in public space.
- Improve the perception of security in public space, especially for people susceptible to aggression for sexist, lgtbiphobic reasons, racists, ableists, etc.
- Dissuade and prevent aggression for sexist, lgtbiphobic reasons, racists, ableists, etc. in the public space and collect and systematize information on discrimination in the city to be able to provide answers with a comprehensive approach.

### Challenge Providers

- Stakeholder: Terrassa City Council
- Hosting University: Universitat Autònoma de Barcelona

Dealing with discrimination in young groups

Providing tools to young citizens to identify discrimination

Entrepreneurship, technology and innovation

### **BACKGROUND**

*La Botiga* (The Shop) is a food guarantee, community empowerment and sustainability project, which arose as a response to traditional food distribution strategies in the face of food insecurity situations suffered by the most impoverished groups in the community. It is a project that evolves towards self-management, as the goal of a government model, and that is articulated on two major axes: the social and the environmental. *La Botiga* is organized in a self-service and/or assisted sales model. There are products preferably from food reuse and the local market, where organic, seasonal, and local products will prevail. In this sense, it is a model of food guarantee that starts from an emancipatory logic, of community empowerment and that does not stigmatize the users, since they are the ones who carry the service. A groundbreaking model and different from that assumed by most municipalities in the EU, which work from a final service logic based on cash register cheques. At this point, it is necessary to ask which of the two models brings more benefits to citizens. To find it out, it is necessary to measure the different social impacts that each of them has.

##   
**GOAL**

How could we know the real impact that this service model has on the community providing evidence of the transformative benefits of its implementation? We must consider the context in which we will find ourselves from next September, when the European Union will close the European Aid Fund for the Neediest (FEAD), relegating all food policy to cash checks.

##   
**CHALLENGE PROVIDERS**

Stakeholder: el Prat de Llobregat City Council

Hosting University: Universitat Autònoma de Barcelona

Guarantee food security based on local ecosystems

How to transform local food guarantee models to adapt to the new reality of eco-social crisis

Resilient communities

Circular economy

## **Content**

**Package 1 : Philosophy and Law**

Conceptual introduction to the ways in which knowledge is produced and disseminated without paying attention to gender, age, race, and class differences and sexual difference as regards relations among subjects and among bodies, and, thereby, becoming what might be understood as rigid, immaterial, and disaffected knowledge. The impact of producing and disseminating knowledge in these terms will be made clear by analyzing the so-called neutrality of the Law and its effects in gender equality policy making. 

**Package 2 : Psychology and Literature**

(1) Applied critical consideration of epistemic violence, that is, of how gender differences have an effect on subjects and bodies and how they have an effect in their well being depending on the role that gender is given in Psi Disciplines.

(2) Applied critical deconstruction of gender stereotypes and of prejudices that symbolically limit the imaginary field of subjects and bodies and tie them to the immateriality of heteronormativity.  

**Package 3: Anthropology and Pedagogy**

Attention will be payed to a specific challenge in order to (1) make clear how to take into account diversity, difference, and inequality by means of situating knowledge and of feminist methodologies and feminist data analysis and how to (2) validate and make epistemically relevant different kinds of agency by gendering it (including age, class, and race differences). 

## **Learning Outcomes**

1. To identify the key concepts of feminist thought in its diversity and the methodologies therefrom derived and in relation to the ways in which knowledge is produced and disseminated and its results applied.
2. To acquire a complex understanding of how to apply a gender and queer perspective in the analysis of societal challeges.
3. To obtain a complex understanding of the role of the body and the marks of gender, age, race, and class when facing the design, the production, and the execution of social projects.
4. To grasp the mechanisms of the binary, heteronormative, and colonial system of gender in the processes of subjectivation/normalization.
5. To consider the material and affective dimension of the production and dissemination of knowledge and to share its impact in the context of challenge-based learning.

Member university

Universitat Autònoma de Barcelona

Member university

Universitat Autònoma de Barcelona

Learning opportunities of Universitat Autònoma de Barcelona