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The multicultural portfolio:

The multicultural portfolio: . A new assessment tool for the inclusive online classroom. Michael Tilford Conference Kansas State University Manhattan, Kansas October 23-24, 2011 Presenter. Doris Wright Carroll Associate Professor. Objectives. Show multicultural online competencies.

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The multicultural portfolio:

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  1. The multicultural portfolio: A new assessment tool for the inclusive online classroom

  2. Michael Tilford ConferenceKansas State UniversityManhattan, KansasOctober 23-24, 2011Presenter Doris Wright Carroll Associate Professor

  3. Objectives Show multicultural online competencies. Identify multicultural online assessment benchmarks as presented in portfolio. Show awareness of online classroom assessment.

  4. Current online learning settings • Exist as monocultural learning environments. • Are unaware of the multicultural contexts of online learning. • Fail to consider cultural context in developing assessment measures. • Do not inform faculty adequately about multicultural online learning elements.

  5. There are few assessment measures for online multicultural competencies. • Lack explicit student learning outcomes for multicultural online communication. • White privileged–normed tools of assessment have not changed (Sedlacek, 2004). • Institutional focus is on enrollment numbers over multicultural content.

  6. Faculty can measure: Whether a student recognizes the stages of White identity development, But. . . They are unable to assess how a student constructs a new understanding of White Privilege. Sedlacek (2004)

  7. A culturally Competent Learner • Recognizes how multicultural content is applied to curriculum. • Recognizes White privilege. • Uses culturally appropriate language online. • Recognizes multicultural elements in research and assessment.

  8. CULTURAL CONTENT • Critical Race Theory [CRT] and related models. • Cultural group attributes of American sociocultural and socio-racial groups. • Awareness of Social justice and ethics principles. • Race and gender identity development • Insectionality models

  9. Multicultural Graduate Courses • Multicultural Counseling • Multicultural Advising • Diversity in Higher Education Courses range in size from 5-80+. Offered in regular semester, and four-week summer sessions. Graduate students in College Student Personnel, Distance Advising, and School Counseling programs.

  10. Classroom Framework • Constructivist. Students take responsibility for their own learning. • Students determine the meaning of their classroom learning experiences. • Students take charge of deconstructing myths and biases when presented online. • Students determine own mid-term participation self assessments.

  11. Multicultural Advising Portfolio(Example) The Multicultural Advising portfolio is: an electronic document that characterizes a student’s awareness, knowledge, or skills related to multicultural advising. It is a learning resource designed to help you assess your multicultural communication or content skills. Additionally, it is an assessment document that is used to assess your learning in this course.

  12. Portfolio Assessment outcomes Eight student-learning outcomesserve as the basis for assessing the portfolio. Students are asked to show or illustrate their competencies in the areas listed below. • Show awareness of the role of diversity in higher education globally. • Be able to define diversity operationally. • Be able to explain how diversity issues are applied to classroom settings.

  13. Portfolio Assessment outcomes 4. Show awareness of how diversity is appliedto access and retention services. 5. Show awareness of the role of diversity in research. 6. Show how diversity occurs within a college environment.

  14. Portfolio Assessment outcomes • Be able to recognize how privilege changes the climate for diversity. 8. Show self-awareness of one’s own diversity experiences.

  15. Portfolios are utilized to: Provide Student Learning Outcomes [SLOs] assessment feedback in Diversity and Multicultural Awareness, Knowledge, and Skills. Satisfy accrediting boards and state regulatory agency assessment criteria for diversity, e.g. NCATE, HLC. Quantitative and qualitative assessment.

  16. FOR ADDITIONAL INFORMATION Doris Wright Carroll, PhD, Associate Professor 369 Bluemont Hall 1100 Midcampus Drive. Kansas State University Manhattan, KS 66506 Department: 785-532-5441 Fax: 785-532-7304 Voice: 785-532-5941 E-mail: dcarroll@ksu.edu Cell: 785-587-7423

  17. QUESTIONS? FUTURE STEPS? THANK YOU!

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