Post on 25-Dec-2015
Multiculturalism and Student Learning
Implications for Teaching and Assessment
Victor M. H. Borden, Ph.D.Associate Vice President
University Planning, Institutional Research, and Accountability (IU)
Associate Professor of Psychology (IUPUI)
vborden@indiana.edu
Multiculturalism and Student Learning
In Conclusion Multiculturalism is a multi-layered construct
Choose some common threads Enable individual faculty and staff to experiment and
innovate Collaborative inquiry is the key to understanding
and constructive change assessing together to plan, implement, evaluate, and
improve To incorporate multiculturalism into your
teaching requires you to hold yourself to the same learning expectations that you hold your students
But first…
Multiculturalism and Student Learning
Who am I? Social psychological in perspective
Neo-Lewinian with Argyristic tendencies and a perverse fascination with situated learning
A lifelong administrator with an added faculty line
Areas of specialty Multiculturalism: not really Diversity: more so Organizational transformation through evidence-
based practice: I’d like to think so IR at the core
Frontperson for the AIR Windbreakers
Multiculturalism and Student Learning
Where am I? Not Kansas, apparently Purdue Calumet
Carnegie 2000 - Master’s Colleges & Universities I Carnegie 2005
• Undergraduate Instructional Program: – Professions plus arts & sciences, some graduate coexistence
• Graduate Instructional Program– Postbaccalaureate with arts & sciences (business dominant)
• Enrollment Profile– Very high undergraduate
• Undergraduate Profile– Medium full-time four-year, inclusive
• Size and Setting– Medium four-year, primarily nonresidential
• Basic: Master's Colleges and Universities (medium programs)
Multiculturalism and Student Learning
IPEDS Data Feedback Report Central Missouri State University (Warrensburg,
MO) Chicago State University (Chicago, IL) Eastern Illinois University (Charleston, IL) Emporia State University (Emporia, KS) Fort Hays State University (Hays, KS) Georgia Southwestern State University (Americus,
GA) Governors State University (University Park, IL) Indiana University-Northwest (Gary, IN) Indiana University-Purdue University-Fort
Wayne (Fort Wayne, IN) Indiana University-South Bend (South Bend, IN) Indiana University-Southeast (New Albany, IN) Kean University (Union, NJ) Kennesaw State University (Kennesaw, GA) Minnesota State University-Mankato (Mankato, MN) Minnesota State University-Moorhead (Moorhead,
MN) Northeastern Illinois University (Chicago, IL) Northern Michigan University (Marquette, MI) Northwest Missouri State University (Maryville, MO) Pittsburg State University (Pittsburg, KS)
Southeast Missouri State University (Cape Girardeau, MO)
Southern Illinois University Edwardsville (Edwardsville, IL)
The University of Tennessee-Chattanooga (Chattanooga, TN)
University of Central Oklahoma (Edmond, OK) University of Massachusetts-Boston (Boston, MA) University of Michigan-Dearborn (Dearborn, MI) University of Minnesota-Duluth (Duluth, MN) University of Nebraska at Omaha (Omaha, NE) University of North Carolina at Greensboro
(Greensboro, NC) University of North Carolina-Wilmington
(Wilmington, NC) University of Northern Iowa (Cedar Falls, IA) University of Southern Indiana (Evansville, IN) University of Wisconsin-La Crosse (La Crosse, WI) University of Wisconsin-Stevens Point (Stevens
Point, WI) Valdosta State University (Valdosta, GA) William Paterson University of New Jersey (Wayne,
NJ) Winona State University (Winona, MN)
Multiculturalism and Student Learning
Purdue Cal – Indiana Context
In comparison to… Purdue North Central IPFW IU Northwest IU South Bend IU Southeast IU Kokomo IU East
Multiculturalism and Student Learning
Student Body Profile 1
9,303
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
Fall Enrollment
6,802
-
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
10,000
FTE Enrollment
58%
0%
20%
40%
60%
80%
100%
% Female
Multiculturalism and Student Learning
Student Body Profile 2
67%
0%
20%
40%
60%
80%
100%
% White
15%
0%
20%
40%
60%
80%
100%
% Black
14%
0%
20%
40%
60%
80%
100%
% Hispanic
Multiculturalism and Student Learning
Student Body Profile 3
1%0%
20%
40%
60%
80%
100%
% Asian
0%0%
20%
40%
60%
80%
100%
% Native Amer.
1%0%
20%
40%
60%
80%
100%
PercentInternational
Multiculturalism and Student Learning
6-Year Graduation Rate
23%
0%
20%
40%
60%
80%
100%
Grad Rate Total
8%
0%
20%
40%
60%
80%
100%
Grad Rate - Black
21%
0%
20%
40%
60%
80%
100%
Grad Rate Hispanic
Multiculturalism and Student Learning
Faculty Profile 1
154
-
20
40
60
80
100
120
140
160
180
Total
38%
0%
20%
40%
60%
80%
100%
% Women
21%
0%
20%
40%
60%
80%
100%
% Minority
Multiculturalism and Student Learning
Faculty Profile 2
21%
0%
20%
40%
60%
80%
100%
% Minority
3%0%
20%
40%
60%
80%
100%
% Black
3%0%
20%
40%
60%
80%
100%
% Hispanic
Multiculturalism and Student Learning
Racial/Ethnic Faculty to Student Ratios
52
349
260
0
100
200
300
400
White Black Hispanic
Number of Faculty per Students of Same Race/Ethnicity
Multiculturalism and Student Learning
Back on Task
What is multiculturalism in relation to student learning?
What can you do at Purdue Calumet to improve teaching and learning for our diverse, multicultural student body?
Why and how is assessment (and collaborative inquiry in particular) an important part of the effort?
Multiculturalism and Student Learning
Perspectives on Multiculturalism
Knefelkamp Attending to the variety of learning styles
Banks’ five overlapping dimensions Content integration; Knowledge construction;
Equity pedagogy; Prejudice reduction; Empowering classroom culture
Kolb’s four step approach to MC pedagogy Concrete experience; Reflective observation;
Abstract conceptualization; Active experimentation
Multiculturalism and Student Learning
Perspectives on Multiculturalism
Grant & Sleeter – Context Specific Perspectives of under-represented peoples Instructional strategies for multiple learning styles Promotion of social justice Removing bias from questions and cases Appealing to varied interests
Bennet – Teachers as… Student advocates; inquiry-based practitioners;
agents of social change; competent with content Gay – Culturally responsive pedagogy Kitano – Developing democratic citizens
Multiculturalism and Student Learning
Recommended Resources 1
AAC&U Diversity Web - http://www.diversityweb.org/
Multiculturalism and Student Learning
Recommended Resources 2http://www.opd.iupui.edu/diversity/resource_guide.htm
Multiculturalism and Student Learning
Multiculturalism and Student Learning
Other Resources Center for Research on Learning and Teaching (U of M)
– Section on Multicultural teaching http://www.crlt.umich.edu/multiteaching/multiteaching.html
EdChange’s Multicultural Pavilion Multicultural Teaching Toolbox,
http://www.edchange.org/multicultural/teachers.html Banks et al., (2001). Diversity within unity: Essential
Principles for Teaching And Learning in a Multicultural Society (http://www.educ.washington.edu/coetestwebsite/pdf/DiversityUnity.pdf)
Schoem, D., Frankel, L., Zuniga, X., & Lewis, E. (1993). Multicultural teaching in the university. Westport, CT: Praeger
National Association for Multicultural Education (NAME) http://www.nameorg.org/
Multiculturalism and Student Learning
So What Do We Do?
If multiculturalism can be so many different things to different people at different times, how do we proceed? By developing some core objectives With as much or more individual
experimentation, innovation, and creativity By bringing more people on board
Multiculturalism and Student Learning
Developing Core Objectives
What’s the problem? Are racial/ethnic, low SES, or first-generation
performance gaps related to uni-cultural teaching practices?
Is there a problem of awareness and/or acceptance?
Maybe its more an opportunity than a problem Given its environment and mission, can
Purdue Calumet stake a claim in this territory?
Multiculturalism and Student Learning
Things to Look At Leadership commitment
Is this on senior administrator’s radar screen and, if so, how? Are there sufficient rewards, incentives, and supports?
Curricular requirements Is understanding and working with human difference part of the
Gen Ed program? Major outcomes? How is it taught and assessed?
Campus climate See recent IUPUI experience
Representational diversity What does the gap between student and faculty representation
portend? How are different students represented across majors (gender;
race/ethnicity; age, etc.)
Multiculturalism and Student Learning
For Example
Percent Black and Hispanic
Business
Social Sciences and History
Engineering-Related Technologies
Computer and Information Sciences
Education
Health Professions/Life Sciences
Communications
Psychology
Humanities and Fine Arts
Engineering
Physics/Math
Home Ec/Park Rec
Total NumberBachelor's Degrees Conferred at Purdue Calumet, 2004-05
199
72
69
66
57
56
53
47
41
40
17
16
9%
15%
6%
11%
4%
13%
21%
15%
5%
15%
6%
6%
13%15%
10%
8%
14%
18%
6%
9%
27%
10%
6%
50%
Multiculturalism and Student Learning
And What About DFW rates in popular introductory courses
among various groups? Student responses, overall and by group, to key
NSSE items Included diverse perspectives (different races,
religions, genders, political beliefs, etc.) in class discussions or writing assignments
Had serious conversations with students • A) of a different race/ethnicity• B) who are very different in terms of religious beliefs, political
opinions, or personal values Understanding people of other racial and ethnic
backgrounds Compared to faculty responses (FSSE)?
Multiculturalism and Student Learning
How Else Can You Find Out Whether…
Students feel welcome in class? Teaching methods accommodate different
learning styles? There are any unintended “use of
language” barriers? There are any biases in examples used?
Multiculturalism and Student Learning
Multicultural Assessment
There are many ways to do assessment It is about looking for evidence to
determine what is happening, relative to what you think should be happening
Evidence takes many forms Documented (what others have observed and
written) Direct observation – quantitative and
experiential (practitioner and client/user) Contextual
Multiculturalism and Student Learning
Assessment All Along the Way
What are you trying to achieve?
Needs assessment
What are you doing to achieve it?
Process assessment
How will you know when you get there
Outcomes assessment
What can you do with the results?
Improvement
Multiculturalism and Student Learning
The Outcomes Assessment Matrix
Multiculturalism and Student Learning
Learn About It, and Then…
Identify some core issues to approach as a community
Identify interesting practice Visit if possible
Brainstorm to adopt and determine how you will assess
Try it, check it, learn from it Tweak and check or try something else
But give things time to see if they can be done better
Multiculturalism and Student Learning
Enabling Individual Development and Exploration
What kind of supports are in place and what incentives promote there use?
Important to enable individuals to innovate, experiment, check, learn, and disseminate Scholarship of teaching, learning, and supporting
“Communities of practice” is a useful concept for enabling individuals to work together toward individual and collective gain
Multiculturalism and Student Learning
Communities of Practice
Learning as a social system (Etienne Wenger)
Members of a community, bound by what they do together and by what they have learned through their mutual engagement in these activities
Based on distinctions between Learning about and learning to be (Bruner) Knowing that and knowing how (Ryle)
Multiculturalism and Student Learning
CofP is not…
a business or functional unit in that it defines itself in the doing, as members develop among themselves their own understanding of what their practice is about
a team in that the shared learning and interest of its members are what keep it together
a network in the sense that it is "about" something; it is not just a set of relationships
Multiculturalism and Student Learning
Learning to Teach Better
We expect our students to Learn how to think differently
(deconstruct/reconstruct) Learn how to be effective students
What can they expect from us? Adopt our teaching strategies to changing
realities Accommodate diversity
Multiculturalism and Student Learning
Parting Suggestion
Create a community of practice around multicultural teaching and learning
Assess the situation Look at available data Visit each other’s classes, looking for “multiculturalism
opportunities” Talk to students outside class
Come up with some ideas for interventions Try them; test them Write it up for presentation, publication, and,
most importantly improvement
Multiculturalism and Student Learning
How is This Different?
Typical Centers for Teaching and Learning focus on individual faculty development/improvement
CofP approach represents mutual engagement Inherently multi-disciplinary and multicultural Can promote buy-in among broader base
Multiculturalism and Student Learning
Local or Global
Might Purdue Calumet adopt multicultural teaching and learning as a strategic initiative?
Would it be better to let this grow from the ground up or is it better to have top-down direction?
Is there a hybrid approach that fosters local organization with leadership support and incentive?
Multiculturalism and Student Learning
Closing Quotes from Ted Marchese
Good teachers, like "reflective practitioners" in other professions, constantly test, adjust, and reframe their models of practice on the basis of experience and reflection.
Assessment is a process in which rich, usable, credible feedback from an act -- of teaching or curriculum -- comes to be reflected upon by an academic community, and then is acted on by that community -- a department or college -- within its commitment to get smarter and better at what it does.
http://www.newhorizons.org/lifelong/higher_ed/marchese.htm