Growing Curriculum
Embracing Differences in a Global Learning Community Through Virtual Exchanges View Digital Media
Paper Presentation in a Themed Session Jie Zhang
As the world becomes more interconnected and interdependent, there is an increasing demand for educational institutions to prepare students for solid academic knowledge, technological literacy, critical thinking and problem-solving skills, and global citizenship to be successful (Werner, 2015). A virtual exchange (VE) course in a global context, using the internet and technology, provides a cost-effective pathway for students to explore and embrace differences, connect with the world, offers opportunities to collaborate between faculty and students across countries to facilitate students’ international and global education. We discuss a three-way collaboration among faculty from France, Ukraine, and the U.S. to create an inclusive global learning community using technology-enhanced virtual exchanges for students to learn diverse perspectives and build cross-cultural competencies. The study focuses on how to use the international virtual exchange courses to prepare college students to work with others with diverse backgrounds, including different cultures, languages, races, ethnicities, and different abilities, across disciplines in different countries. We reach the following three productive outcomes: (1) Demonstrate concrete examples of the technology-enhanced virtual exchange course development, instructional materials, and communication platforms; (2) Showcase assessments used for students to demonstrate communication skills across cultures and disciplines; and (3) Discuss evidence-based strategies implemented to provide students opportunities to gain cross-cultural, cross-linguistic, and cross-disciplinary diverse experiences.
Identification of Diversity, Equity, Inclusion, and Social Justice Learning Outcomes for Graduate Learners: A Delphi Study View Digital Media
Paper Presentation in a Themed Session Catherine Solheim, Zamzam Dini
This paper discusses how we used a Delphi Study to define a core set of Diversity, Equity, Inclusion, and Social Justice (DEISJ) attributes, knowledge, and skills for graduate learners in our program. The project was in response to our Graduate School’s initiative to establish common graduate learning outcomes to assess institution-wide. Programs selected one of four universal graduate student-learning outcomes to develop- Disciplinary Competence, Communication, Professional Development, or Diversity, Equity, Inclusion and Justice (DEISJ). The Family Social Science graduate faculty determined that our program explicitly addresses three of the four universal outcomes. Although faculty assumed DEISJ was important, explicit attention to the development of DEISJ attributes, knowledge and skills across our five portfolio scholarship domains was missing. Therefore, we chose to address that goal. However, we realized that we lacked clarity and consensus about what DEISJ outcomes to develop, how to develop them effectively, and how to evaluate students’ learning. We engaged four stakeholder groups - current students, recent alumni, graduate faculty, and employers – in two-rounds of Qualtrics surveys to respond to a set of DEISJ attributes, knowledge, and skills to reach consensus on the most important set to develop in family scholars. We then used an appreciative inquiry process with each group to understand their results. Lastly, we host a focus group with representatives from each stakeholder group to share results and work toward shared meaning about a set of DEISJ attributes, knowledge, and skills to present to faculty and graduate students for discussion, feedback, and eventual implementation.
Untapped: Using Experiential Learning To Include 2SLGBTQ+, Race and Indigenous Storytelling in Production-based Courses View Digital Media
Paper Presentation in a Themed Session Dan Berlin
The purposeful use of experiential learning to enhance the inclusivity of production-based courses, by incorporating 2SLGBTQ+, race, and Indigenous storytelling, can help promote inclusivity and confront systemic issues of marginalization and exclusion of minoritised groups in contexts of higher education (Oropeza, Varghese, and Kanno 2010; Turner, González, and Wood 2008). Over a five-year period teaching production-based courses at Toronto Metropolitan University (formerly Ryerson), I identified an issue that arose from student groups choosing their own topics and themes. When groups were tasked with choosing a topic, they predominantly chose professional or amateur male mainstream sports to cover. The underrepresentation in media of groups was being reinforced in the classroom setting and unintentionally supporting the marginalization of these groups (Carter-Francique, Richardson 2016). As a result, I changed a production-based assignment to embed topics and themes that featured underrepresented groups in sport media, including 2SLGBTQ+, race, and Indigeneity in sport. This redesign addressed and impacted students’ awareness toward a more diverse and community-oriented representation in their projects. This ECI-based experiential learning approach enhanced student learning outcomes in multiple ways. It promoted cultural competency and understanding. When students had the opportunity to work collaboratively with peers from diverse communities, a deeper appreciation for and understanding of underrepresentation of marginalized groups in current sport media coverage was realized. Students developed critical thinking skills related to the impact of their decisions on different stakeholders and the consideration of the needs and perspectives of individuals from these diverse communities.
