Using a Discussion Board to Promote Cross-Cultural Understanding

1. Using a Discussion Board to Promote Cross-Cultural Understanding November 5, 2005 3rd Annual Teaching and Learning Mentors Best Practices Conference

2. Second Iteration • Creating Diversity Experiences in a Rural University • Shelley D. Kilpatrick and Debbie Gamble • Illinois Sociological Association • Differences • Gen Ed. vs. Upper-level Majors • Topics relevant to new course • Moved from 3-school exchange to 2 school exchange

3. Southwest Baptist University Bolivar

4. Southwest Baptist University

5. Southwest Baptist University As many students from rural counties as from the big cities of Kansas City, St. Louis, and Springfield

6. SBU Students • 1,514 Main campus students • 56% Female • 90% Single • 67% Baptist, 18% other Christian, 15% other • Top Majors: • Business • Elementary Ed. • Psychology • Christian Ministries

7. Social Psychology • Upper level sociology-psychology course • Covers diversity issues, cultural understanding issues, human relationships, group relationships, etc. • Goals and Objectives • Examine individual, group, and societal level phenomena from a social psychological perspective • Be able to make real world applications in areas such as education, business, race relations, and personal relationships

8. Activities that provide context • Classroom lectures on cross-cultural issues • Individualistic vs. Collectivistic culture, for example • Reading assignment by professor in Japan and answer associated questions • Information about Japan mini-lectures/slides • Weddings, politics, holidays, etc. • Often tied to discussion topics or things Japanese students bring up in discussion • Extra Credit Field experience – Japanese restaurant and/or cultural festival

9. The Initial Exchange • The Japanese Class • Kyoto Koka Women’s University (Kyoto, Japan) • Digital English class • Native English Speaker Professor (Jim Drayton) • Begin with Pen Pal Profiles • General personal information and a picture (handout) • Email Pen Pal Exchange to break the ice (1-2 weeks)

10. The Initial Exchange Email Pen Pals • Matched students for initial exchange • Goal is to get to know one other person from another culture Pros • Students find similarities • Students have experience communicating with others who have different goals and different language skills • Students like this Cons • Can’t monitor or advise students easily on email functions • Need to check Pen Pal Profiles before they send • Pen Pal may not respond

11. Diversity Discussion Board Discussion Board • 2 groups, mixed representation from each school, each led by one professor • Topics most in line with Social Psych class content • Graded by quantity (2 postings/week) and quality (meaningful, uses terms learned in class, helpful to others, etc.) • Rubric Handout

12. Teaching Netiquette • Postings should be clear to non-native English speakers. • ABSOLUTELY NO: • racist comments • sexist comments • derogatory, inflammatory, or insulting comments • vulgar comments • curse words

13. Teaching Netiquette • Please be respectful of your fellow students. • Be cautious in proselytizing.

14. Diversity Discussion Board Topics • Humanity Café • School Spirit and Identity • Helping and Prosocial Behavior • Emotions • Attitudes and Persuasion • Friendships • Romantic Relationships • Violence • Prejudice and Discrimination

15. Sample Topic • Helping and Prosocial Behavior • The United States has recently experienced a major hurricane with extensive damage to homes, universities, and businesses. Many people gave money, food, water, and clothes to help those in need. Cities around the country took in refugees. Many volunteers gave up time to help with the clean-up and rebuilding. Why do you think they did this? • Help has come from countries all over the world. Why would countries so far away, like Japan, help the Americans in the city of New Orleans and neighboring affected areas?

16. The Discussion Board • SBU and Kyota Koka Exchange • Example discussions • How to set up a discussion forum

17. Pros Intercultural exchange of ideas Students learn to communicate with non-native speakers Student participation in discussion, including those who won’t talk in class Application of concepts learned in class Practice with technology The “Cool” factor Experiencing globalization first hand Diversity Discussion Board

18. Cons Class time to explain everything Logistics of school schedules, getting everyone on the web board Reticence and English Skills of Japanese students may make it seem one-sided at times Out-of-class time Professor monitoring, reading, grading discussion Students complained about 2 postings/week Diversity Discussion Board

19. Diversity Discussion Board Lessons Learned….So Far • All parties need to be flexible • Be clear about goals up front • English practice, diversity experience, applying social psych concepts • Know your technology, demonstrate to students • Students can police themselves (mostly)