Using a Discussion Board to Promote Cross-Cultural Understanding November 5, 2005 3rd Annual...
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Transcript of Using a Discussion Board to Promote Cross-Cultural Understanding November 5, 2005 3rd Annual...
Using a Discussion Board to Promote Cross-Cultural Understanding
November 5, 2005
3rd Annual Teaching and Learning Mentors Best Practices Conference
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
Southwest Baptist University
As many students from rural counties as from the big cities of Kansas City, St. Louis, and Springfield
SBU Students
• 1,514 Main campus students
• 56% Female
• 90% Single
• 67% Baptist, 18% other Christian, 15% other
• Top Majors: 1. Business
2. Elementary Ed.
3. Psychology
4. Christian Ministries
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
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
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)
The Initial Exchange
Email Pen Pals– Matched students for initial exchange– Goal is to get to know one other person from another
culturePros
• 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
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
Teaching Netiquette
1. Postings should be clear to non-native English speakers.
2. ABSOLUTELY NO:– racist comments– sexist comments– derogatory, inflammatory, or insulting comments– vulgar comments– curse words
Teaching Netiquette
3. Please be respectful of your fellow students.
4. Be cautious in proselytizing.
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
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?
The Discussion Board
• SBU and Kyota Koka Exchange
• Example discussions
• How to set up a discussion forum
Diversity Discussion Board
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
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