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Learn how distance education partners implemented a blended graduate course in Chicago to teach intercultural competency in online and face-to-face learning environments.
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Teaching Intercultural Competence – Hybrid Study Abroad-Within in ChicagoDee Ann Sherwood, PhD, MSW, MPAMarian Tripplett, Med, LMSW
Overview Introductions Learning Objectives Background Course Development Process Instructional Design Post Course Evaluation Lessons Learned
Seminar Objectives Participants will learn how two distance education partners planned and implemented a hybrid (blended) graduate course in Chicago Participants will understand theoretical framework for teaching intercultural competency and applications in online and f2f learning environments Participants will understand strengths and limitations of the course and consider applications for their own teaching
Background WMU MSW Program – Southwest Campus WMU MSW Program – Grand Rapids • Non-Traditional Students • Traditional Study Abroad is often not feasible Chicago Center for Urban Life and Culture • Guest in a Sociology Course – “American Cities” • Faculty Development Role
Course Development Process On the long bus ride home… How can we bring this to our students? How much would it cost? What would course readings look like? How could we create content on Elearning? How could we connect our distance education programs via ‘Lifesize’? How could we better develop build intercultural competence? How could we get our Department Chair to agree?
Course Development Process 1. The number of students studying abroad represents only about 1% of all students enrolled at institutions of higher education in the United States. NAFSA: Association of International Educators (2010). Trends in Study Abroad. 2. Studying abroad experiences involve transformational learning by via utilizing “dissonance” and “cultural shock” Samavar, L. A., Porter, R. E. & McDaniel, E. R. (2007). “Communication between cultures: Improving intercultural Communication.” Belmont, CA: Thomson Higher Education. Brewer, E. and Cunningham, K. (2009). Integrating study abroad into the curriculum. Sterling, VA: Stylus Publishing.
Course Development Process Study abroad “within” a U.S. urban center can work with similar dynamics of inducing moderate cognitive dissonance and low level culture shock-adaptation processes. 4. There is some value in being an “outside” observer of a community, facilitated by a cultural guide. We are less able to “see” the boundaries or borders that we unconsciously observe in our daily routines. 5. Weekend Experience + Six Step System of Hybrid Delivery Reading, Thinking& Writing, Discussion, Working with Cases, Practicing, and Evaluation Chang, V.N. Scott, S.T., Decker, C.L. (2013). Developing helping skills: A step by step approach to competency.
Syllabus Development Online Reading Discussion Forums (5 Questions) Pre-Post Online Self-Efficacy Ratings “Face-to-Face” Classroom Discussion Letter to Self Cultural Genogram Challenging Assumptions Paper
EPAS 2.1.4 Engage diversity and difference in practice. PB14 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB16 Recognize and communicate their understanding of the importance of difference in shaping life experiences. PB17 View themselves as learners and engage those with whom they work as informants. 2.1.5 Advance human rights and socio-economic justice. PB18 Understand the forms and mechanisms of oppression and discrimination.
Weekend Experiential Activities Friday Prayer Service at the Islamic Center LGBT Center on Halstead Devon Street – Little India Pilsen Murals Tour – Mexican American Community Peoples Palace – Southside Tour Bud Billiken Parade – African American Community Dim Sum Lunch – Chinatown Rainbow Push Coalition Hull House – Jane Addams Residence and Dining Hall
Discussion Forum: Introductions “I am very excited to help build on the knowledge and history of social workers. I am a mother of two girls, foster mom on one, and a grandmother of four. I have an extremely life, but a passion for people. I look forward to meeting and learning from each of you.”
Student Reflections “I thought the itinerary was quite interesting when it was released. I was even more intrigued after our class discussion before the trip…The shape of my own belief system was clarified within this study abroad within experience, in a way that would have not occurred had we not traveled to hear the speakers in their own environment.”
Student Reflections “I find Peggy McIntosh’s article presumptuous and an octave too high when it comes to male privilege. While I am not an anti-feminist, I find that the least amount of forcefulness to et the point across may serve her cause better, than an accusation that men benefit at the cost of women, knowingly and feigning ignorance. I prefer to view this as an equal opportunity potential…In my experience our stripes are earned.
Student Reflections After hearing Cecelia's presentation (on Gerontology in the LGBT Community) I learned that I had some assumptions that were not previously apparent to me. I did not consider that seniors in the LGBT community are similar to childless couples and singles. They may have a limited support network and not have anyone to assist them.”
Challenging Assumptions Paper “ I have always been eager to learn about other cultures and I have had the privilege of traveling aboard. It was wonderful to be able to experience similar learning opportunities within my own country just a few hours away. Without being conscious of it I learned that I had many assumptions about the City of Chicago and the make up of its diverse communities.”
Evaluation Pre-Post Self-Efficacy Survey – Utilized Likert Scale Items Open Ended Questions – Ad Hoc Survey Debriefing Process During Weekend Traditional Course/Instructor Evaluations
Lesson Learned Even unpleasant experiences can be opportunities for reflection and learning. Bus Parking Dim Sum lunch When traveling in large groups, prepare students for inevitable delays: mono vs. polychronic time. Blending brief, short-term experiential learning with online synchronous and asynchronous discussions can lead to powerful transformative learning experiences.
Lesson Learned Retrospective self-efficacy assessments may be a more accurate measure than pre-post measures.(Sometimes, you don’t know what you don’t know). Discussions about power, privilege and oppression can surface students feelings of anger, guilt and frustration. It’s important acknowledge this is okay – throughout the learning process. “Microagressions” should be discussed. (Sue, 2010) Students can and do move from personal awareness to professional values and expression, once their feelings are expressed, explored, validated, and/or reframed.
Lesson Learned There needs to balance between cost savings and addressing students expectations for accommodations. Students may progress from intercultural competency toward “cultural humility” – Decentering experiences may lead to a tolerance for ambiguity, more careful listening, and greater appreciation and respect for differences. This course lead us to question why we could were not doing similar work in our own cities – understanding murals, community centers, and working with cultural guides. At the same time there a kids of professional development that is unique to learning via travel to new places. A few of our students had never been outside of the state of Michigan or been a passenger on an airplane.
Questions/Discussion How interested would you or your students be in a course like this? What aspects of the course are most applicable? Less applicable? What is unclear/needs more conceptual development?
