Welcome to HS 310

1. Welcome to HS 310 Understanding Diversity, Self Awareness and Change

2. Introduction and “check in” • Tell us who you are • Where are you? (physically)

3. Review of course expectations • Chat room interaction • Course assignments • Ford Foundation research

4. Class interactionsWe agree to the following guidelines in our treatment of one another: • Confidentiality: We will keep any personal information shared with one another private • Listen: We will listen without interruption to what others are saying • Encouragement: We will maintain an attitude of encouragement towards one another • Acceptance: We accept that others have valid differences of perspective from our own • Respect: We will treat one another with respect

5. Also: • Please eliminate distractions at your end– cell phones, TV, children (if it is possible to have them cared for by someone else during the chat) • Do not have “side conversations” with other students in the text box during class

6. The Modified Talking Circle • A talking circle as created and practiced by First Nations peoples often has a sacred or spiritual quality • I apologize if my borrowing of some aspects of this format seems disrespectful. It is not my intent. • Using some of the guidelines of a talking circle often helps facilitate class discussion, so with your permission, I would like to use it some of the time in our class sessions

7. The Modified Talking Circle • Visualize yourselves sitting in a “virtual” circle • I will ask a question or introduce a topic • Each of you in turn may respond • The next person will have a turn as soon as the speaker has finished • There is no “cross talk” • Please speak briefly enough so that everyone may have a reasonable turn

8. The Modified Talking Circle • In this way, each person will have a chance to share without having to compete for the chance • We will all have the opportunity to learn from one another • A person who does not wish to speak can simply say “pass” • No one is required to share personal information

9. Course Assignments • Participation: • Synchronous   discussions                                  (24%) • Forum participation: Asynchronous discussions(24%) • Weekly Reflective journals        (21%) • Learning from an Elder       (15%) • Observation and Reflection in Nature (9%) • Storytelling(7%)

10. Turning in assignments • Save your file with the following file name protocol: Class.Assignment.Date.INITIALS For example, for a journal: HS310.J1.090909.GP

11. Turning in assignments • Assignments may be turned in at the link on the Moodle site • I will return them to you as e mail attachments • Please turn them in on time– you will lose points if they are late.

12. Ford Foundation Research • Alaska Native Ways of Teaching and Learning • You will be asked to fill out a “pretest” and a “post test” • You will be given a consent form to ask for permission to use your course materials (anonymously) in the research publications.

13. Understanding Diversity • Ways human beings differ • How is this important to our own ability to serve people effectively?

14. Self Awareness • Exploration of who you are: • Culturally • Personality type • Ways of knowing • Values

15. Change • What attitudes, awareness or skills can each of us modify in order to become more effective in our ability to assist many different kinds of people?

16. What is the “context?” • Edward T. Hall wrote a series of books about intercultural communication. He developed a model in which he referred to “high context” and “low context” cultures. I will present more information on this model on the Moodle page.

17. High context cultures • Some people live among the same people all their lives, perhaps for generations. When this happens, less talking needs to be done because a person knows exactly what to expect from familiar people and situations. The “context” is known, expectations are understood, protocols are second nature.

18. Low context cultures • Some people move around a lot. They are frequently in situations that are unfamiliar. They need more information to understand expectations, and protocols are not understood. A great deal more talking is needed in these situations.

19. Examples of both situations • This concept has many ramifications. Instead of discussing “cultures” for the moment, let us think of examples of situations you have been in which reflect either “low context” or “high context” environments for you.

20. High context • When have you felt that the people, expectations and protocols were so familiar to you that little talking or explanation was needed?

21. Low Context • When have you found yourself in a context that was so unfamiliar that you were not sure what was expected or how to act in a way that would be considered acceptable?

22. Familiarity and comfort • Most of us are more comfortable in familiar surroundings. • Some people are more used to entering unfamiliar contexts than others. • What implications would this have for a person seeking help from a human services provider, or from you in the role you occupy professionally?

23. Reading for next class • Diller, Jerry • Cultural Diversity: A Primer for the Human Services • Chapters one and two • Cultural Competence

24. Journal for this week • Please reflect on your own cultural identity in the light of the exercise concerning “My multicultural self,” this evening’s discussion, the material assigned form the Diller textbook for this week, and your own thoughts and experiences. • All journals are due by midnight on the Tuesday after our chat– in this case, Sept. 1st.