Lauren Chism, University College
- This activity provides an out-of-class, experiential learning opportunity which exposes students to diversity in the surrounding community and helps them develop an appreciation and better understanding of diverse cultures. Additionally, the activity challenges students’ perceptions by offering multiple perspectives and a broader context for thinking about social issues.
| Instructor Prep. Time | Student In-Class Time | Student Out-of-Class Time |
| 30 minutes | 30 minutes per out-of-class activity | 2 hours for event (student written reflection time is 20 minutes per event) |
None
Step-by-Step Procedure:
- Decide what kind of experience(s) would be most beneficial and practical for the course given the class time and available resources. For example, consider one event per credit hour. Types of events could include a local theatrical performance, viewing a film, and taking a field trip. For instance, in a multicultural freshman seminar students learned about diversity in religion through readings and class discussions prior to attending a Ramadan celebration at a local mosque.
- Construct the syllabus in a way that clearly states both the multicultural educational goals of the course as well as the out-of-class time commitment. Be sure to have the event scheduled ahead of time so that students can reserve the exact date and time in their calendars.
- Contact the organization to establish a relationship with a leader and get information about the organization and its culture.
- Make arrangements with the organization for the event.
- Familiarize students with the culture and organization prior to attending the event through class discussion and/or handouts.
- Create a clear written assignment for students’ reflective analysis of the event and provide students with this sheet in advance. The expectation for the student reflective assignment is narrative in nature, rather than critical analysis. For many students, the event may be their first exposure to a new culture. The narrative allows students to express their ideas in a non-judgmental way. However, questions posed to students in the assignment should be designed so that students will reflect on their previous assumptions.
- Determine what requirements constitutes “full participation” and communicate those expectations.
- Discuss logistics including transportation, proper attire, etiquette, etc. in advance.
- Attend the event.
- Follow up in-class with a debriefing of the event allowing ample time for questions and discussion.
- Collect and evaluate student reflections or as an alternative, students may post their reflections on a discussion forum for others to view and respond.
Suggestions for Use:
- Instructors should plan to spend considerable time planning the logistics for an out of class experience prior to the start of the semester. Instructors may want to consult with staff from Campus and Community Life to gather ideas for possible events and networking opportunities.
- Instructors should include the out-of-class component in the course description given to the registrar and communicate this requirement to academic advisors so that students are well informed ahead of time. Additionally, students should be reminded of this requirement on the first day of class.
- The course syllabus should clearly display the required time commitment.
- Participation and the reflective assignment should be tied to the students’ course grade.
- One to two out of class events per semester is sufficient.
- Instructors should plan the events post mid-term to ensure students can rearrange their schedules in order to attend.
- Explicit discussion of the mandatory participation from the beginning of the semester may help to alleviate the tendency of students to challenge the requirement.
- Students should be informed about the out-of-class course component.
- Works well in social sciences (anthropology, sociology, social work) and humanities (gender studies, religious studies, philosophy, English, communication studies).
- Works best with a class size under 40.
- Fenwick, T. J. (2000). Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition. Adult Education Quarterly, 50(4), 243-273.
- Hu S. & Kuh G. (2001, November). The effects of interactional diversity on self-reported learning and personal development outcomes. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Richmond, VA.
- Jakubowski, L. (2003). Beyond book learning: Cultivating the pedagogy of experience. Journal of Experiential Education, 26(1), 24-33.
- Wawrzynski, M. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153-185.