Slide 1

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 2

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 3

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 4

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 5

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 6

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 7

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 8

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop


Slide 9

Conference - Redefining the Student Experience:
directions for learning, teaching and assessment
Sally Alsford and Gabriella Cagliesi
University of Greenwich, July 5th of August 2011

 Multicultural

education (USA)

 Intercultural

education (Europe)

Results
“outreach within
domestic
boundaries”

 Focus

on human
diversity within a
nation-state to gain
awareness of ethnic
diversities and
stereotypes within
the country, and to
equip students to be
effective in a
pluralistic democratic
society



International education:
Effort:
Integrating
international
perspectives into
the entire curriculum
Result:
“Outreach beyond
domestic boundaries”



Focus on human
diversities across
nation-states to gain
awareness of
interrelations among
countries and to assist
students to participate
in a world of “cultural
diversity, inequity,
interconneted-ness,
cooperation, and
conflict” (McFadden et
al 1997)

Multifaceted nature:
 Faculty

expertise
and recruitment
 Faculty research
 Curriculum
 Students’ diversity
 Networking

 Prepare

graduates
for the future world

A useful model:
to assess the current nature
of your course
to determine goal
and objectives
to identify changes

To what extent is your
practice integrated?
 It is exclusive?
 It is inclusive?
 It is transformed?
Which curriculum
components are
integrated?
 Content
 Teaching and learning
strategies
 Assessment
 Classroom dynamics

*Kitano, M. K. “What a Course Will Look Like after Multicultural Change”, in A.I. Morey and K. Kitano , eds Multicultural
Course Transformation in Higher Education: A Broader Truth. Boston: Allyn and Bacon, 1997, pp18-30

Component
Content

Teaching and
learning
Strategies

Assessment

Classroom
dynamics

Exclusive

LEVEL
Inclusive

Transformed

Component

Exclusive

LEVEL
Inclusive

Content

Traditional mainstream
Add authors from different
backgrounds which confirm
traditional perspectives or
support stereotypes

Adds alternative perspectives
through material, reading,
speakers; analyses historical
exclusion of alternative
perspectives

Reconceptualizes the field
through a shift in paradigm or
standards; presents content
through non-dominant
perspectives

Teaching and Mainly lectures and other
learning
didactic methods; questionstrategies
and-answer discussion;
instructor as a purveyor of
knowledge

Instructor as purveyor of
knowledge but uses a variety of
methods to:

relate knowledge to
previous experience

engage students in
constructing knowledge

build critical thinking skills

encourage peer learning

Change in power structure so
that students and instructor
learn from each other; methods
centre on student experience
and knowledge such as:

Analysing concepts against
personal experience

Issue-oriented approaches

Critical analysis

Assessment

Primarily examination and
papers

Multiple methods and
alternatives to standard
examinations and papers;
student choice

Alternatives that focus on
student growth: action-oriented
projects; self- assessment,
reflection on the course

Classroom
dynamics

Focus exclusively on content;
avoidance of social issues in
classroom; no attempt to
monitor student participation

Acknowledgement and
processing of social issues in
classroom; monitoring and
ensuring equity in student
participation

Challenging of biased views and
sharing of diverse perspectives
while respecting rules
established for group process;
equity in participation

Transformed

An exercise with Kitano’s Model

.

[email protected]
[email protected]
Many thanks to colleagues from Oxford Brookes University for
permission to use and adapt their online activity for this workshop