“Cultivating Student Understanding, Respect, and Appreciation for our Global Community: ‘Dialogues in Diversity’

Global Awareness Course Infusion Project”

Diane M. Kondratowicz, PhDAdjunct Faculty, UAI

Humanities, Liberal, Visual & Performing ArtsElgin Community College (ECC)

dkondratowicz@elgin.edu

Session AgendaShare: Course Infusion efforts Preliminary data findings Personal reflections

about a GIST-sponsored global awareness Course Infusion project in Humanities (Ethics)

Project: “Dialogues in Diversity to Cultivate Understanding, Respect and Appreciation for Our Global Community”

Ethics Courses Infused w/Content Related to China and India . . . specifically related to Confucian and Buddhist studies

Classroom courses (Fall 2013): HUM 216-102 HUM 216-301 (late start, mid-Sept.)

Online Ethics course was not infused, although students were invited to participate in certain activities

(Infusion-related) Course Goals and Objectives

Introduce ethical theories (Western/Eastern traditions); cultivate students’ critical thinking

At the completion of the Course activities, students will be able to:

Display curiosity about cultures; Demonstrate resistance to stereotyping; Demonstrate knowledge of other cultures; Interpret own culture in a comparative context; Adapt behavior to interact with diverse populations; Demonstrate respect and appreciation for cultures

Learning Activities

1. Confucian and Buddhist textbook readings/discussions;2. Culture-related lecture and activities;

3. Literature review/discussions of Confucian & Buddhist scholarship;

4. Pure Land Center and Buddhist Library Visitors * Lecture (Buddhism)

* Small group, Q & A discussions 5. Formulate questions in preparation of Pure Land visitors;

6. Optional: Buddhist practice service, lecture, and lunch at Pure Land Center (Sundays);

7. "Dialogues in Diversity” Reflection Paper

Pure Land Class Sessions

Class Sessions 1 and 2 HUM 216-102 (October 2013)

HUM 216-301 (November 2013)

Class session 1: Buddhism Lecture

& books provided

Mr. Bert Tan, Co- Director, Pure Land Center

Mr. Bert Tan;

Venerable Wuling Buddhist Nun, Elkhart, IN

Class session 2: Small group, Q & A discussions w/ Pure Land Center visitors

Mr. Bert Tan;

Dr. Jindan Yu;

Ms. Helen Mach

Mr. Bert Tan;

Ms. Stephanie Chang

Assessment of “Dialogues in Diversity” Course Infusion

1. Student Learning (Pre- Post Test, 24 multiple choice questions)

HUM 216-102: 21/26 students completed

HUM 216-301: 5/15 students completed

2. Program Assessment: “Dialogues in Diversity” (8 multiple choice questions w/comments solicited)

HUM 216-102: 19/26 students completed

HUM 216-301: 4/15 students completed

Save for 1 student, All students (Hum 102, 301) had Increases in correct answers, from Pre- to Post Test.

Most prevalent increases in the 1–10 question range.

Student

Responses

HUM 216-102

HUM 216-301

Increase of 1–5 correct answers

38%8/21

40% 2/5

Increase of 6-10 correct answers

38% 8/21

60%3/5

Increase of 11–15 correct answers

9.5%2/21

Increase of 16-20 correct answers

9.5% 2/21

Student Learning Findings (Increases in Correct Answers, from Pre-Post Test)

Student Learning Findings (Changes in “Uncertain/Unsure” Responses, from Pre-Post Test)

Majority of students (Hum 102)

had Decreases in / Fewer # of “Uncertain/Unsure” responses, which is encouraging

4 students total (Hum 102, 301)

had Increases in/Additonal # of “Uncertain/Unsure” responses, which is somewhat concerning

Student

Responses

HUM 216-102

HUM 216-301

Decrease in #r of “Uncertain/Unsure” Answers, from Pre- to Post Test

81% 17/21

20% 1/5

Increase in # of “Uncertain/Unsure” Answers, from Pre- to Post Test

9.5% 2/21

40%2/5

No change (either increase or decrease) in # of “Uncertain/Unsure” Answers,

from Pre- to Post Test

9.5%2/21

40%2/5

Program Assessment

• Learning Activities Assessed:

• Textbook readings/discussions; • Literature review/discussions of scholarship• Pure Land Center Visitors

• Lecture• Small Group Q & A Discussions

• Questions for Pure Land Visitors• Reflection Paper• Overall “Dialogues in Diversity” Program

Student Response Options Very valuable; Valuable; Somewhat valuable; Not valuable to learning;

No rating; did not complete activity

Program Findings

Most “Dialogues in Diversity” Program activities were favorably assessed, with student ratings of Very Valuable, Valuable, or Somewhat Valuable to my learning

Pleased with and encouraged by these findings

Activities Rated as Somewhat Valuable to my learning

HUM

216-102

HUM

216-301

Textbook readings/discussions 37% 7/19

50% 2/4

Literature review/discussion of scholarship 26.3% 5/19

75% 3/4

Questions for Pure Land visitors 10.5%2/19

Pure Land lecture 16% 3/19

Pure Land Small Group, Q & A Discussions 21% 4/19

“Dialogues in Diversity” Reflection Paper 79%15/19

25% 1/4

Overall, “Dialogues in Diversity” Program 10.5% 2/19

25%1/4

Activities Rated as Not Valuable to my learning HUM

216-102

HUM

216-301

Literature review/discussion of scholarship 5.3% 1/19

Questions for Pure Land visitors 10.5% 2/19

Pure Land lecture 5.3% 1/19

“Dialogues in Diversity” Reflection Paper 10.5% 2/19

Challenge: Refine activities to increase learning value for students

Select Comments: Textbook Readings/Discussions

• It was hard reading.

• The readings were somewhat difficult. I learned more from the lecture about the readings.

• Classroom discussions were very helpful, as the text would be difficult to follow at times. The discussions usually cleared everything up.

• (Textbook) was difficult to read sometimes so I wish there was another book that went with it to help the reader understand the text.

Select Comments: Literature Review/Discussion of Scholarship

• I picked up on other ideas that I wasn’t about to do research on.

• I liked that we had the opportunity to discuss different topics and whether people agreed with them or not.

• We had a great discussion with the whole class.

• I liked this assignment. It really helped me understand the topic.

• It widened perspective.

Select Comments: Questions for Pure Land Visitors

• Very fun activity. Had me thinking about topic beforehand.

• This activity helped me think ahead of time of the questions that I was unclear of.

• Helped me be prepared for the speaker.

• I thought it was cool to ask the guest speakers questions, but I didn’t see how it related to my understanding of the topic.

Select Comments: Lecture by Pure Land Visitor

• He cleared some things up from the reading but I felt like it was rushed and he could have used more time.

• He had so much to say and not enough time to say it. Seemed like a fascinating guy.

• I enjoyed learning straight from someone who actually practiced Buddhism.

• I could not really get into his presentation because I had difficulty focusing and understanding him.

• Very informative. Interesting.

Select Comments: Small Group Discussions w/Pure Land Visitors

• It was great to have a chance to sit down and have a conversation with the visitors and have our personal questions answered about this culture.

• The room was too loud for me to hear the female guests. Mr. Tan was loud enough but didn’t have enough time to finish thoughts.

• It was educational, but sometimes contradictory.

• Very valuable, being able to engage and lead the discussions.

• Thanks to that now I have a completely different understanding of Buddhism and its traditions.

Select Comments: “Dialogues in Diversity” Reflection Paper • Forced me to think about everything as a whole

and look back.

• It was a good way to review and conclude.

• (Valuable) but was hard to reflect and remember everything we talked about.

• I didn’t learn from the reflection paper but it gave me a chance to collect all my thoughts on what I learned.

Select Comments: Overall, “Dialogues in Diversity” Program• By doing this I met with traditions I did not

understand before. It helped me realize that each one of these found its way for a reason, and it deserves a lot of respect.

• This topic of discussion changed how I look at other people’s actions and helped me understand how to accept others views without losing sight of my own.

Personal Reflections: “Dialogues in Diversity” Course Infusion Thankful for GIST Course Infusion opportunity;

Pleased with activities developed and Pure Land connection;

Encouraged by predominantly positive assessment findings and student comments;

Interested in sustaining infusion efforts; Will explore funding;

Contemplating refinements: Develop alternative to Reflection Paper Possibly require/award credit for visit to Pure Land

In interim, retained: Literature review activity Optional Pure Land visit

Acknowledgments and Gratitude

ECC Community

Curriculum Subcommittee members of GIST; Ms. Mary Hatch, Dean, Liberal, Visual & Performing Arts, Ms. Li Ling Huang, Administrative Assistant, Liberal, Visual & Performing Arts, Students in HUM 216-102 and HUM 216-301, Fall 2013; Colleagues in Humanities; Dr. Phil Garber, Executive Director, Planning & Institutional Effectiveness; Dr. Heather Collins, Director, Grants Research & Development, Teaching & Learning

Pure Land Center and Buddhist Library

Ms. Li Su Tan, Mr. Bert Tan, Director and Co Director, Pure Land Center; Venerable Wu ling, Buddhist Nun, Elkhart, IN; Volunteers: Dr. Jindan Yu, Ms. Helen Mach, Ms. Stephanie Chang

Q and A

Source of Image: :http://search.yahoo.com/search?p=images+of+question+marks&hspart=delta-homes

Reference

Shanahan, Timothy and Robin Wang. 2003. Reason and Insight. Western and Eastern Perspectives on the Pursuit of Moral Wisdom. Second Edition Belmont, CA: Wadsworth, Cengage Learning.