Dana Collette, BA, LL.B.
October 2010
North America Mobility Project
 Topic relevance
 Background of research
interest
 Some foundational
concepts
 The study
 Useful insights
 Implicati...
 Student mobility is part of the NAMP
 Necessarily means international students in
our classrooms
 Many universities in...
 “Culture” described as roadblock
 Case analysis as a key component
◦ cultural
◦ but, also domestic student challenges
...
 Teaching international students
 Western importance of ‘critical thinking’
 Cultural differences in approaches to
‘ana...
 Fall 29/57 (51%); Spring 57/70 (81%)
 Workshop
◦ Case – on their own
◦ Break down: Issue spotting, law, relevant facts,...
 Key considerations:
◦ learning objectives
◦ learners’ backgrounds
(e.g. specifically relevant
to objectives)
◦ design cu...
 Next year  Hand in graphic organizer 1st
 Further develop curricula to take into
consideration equity issues:
◦ Introd...
 Biggs, J.B. & Tang, C. (2007) Teaching for quality learning
at university: what the student does. Berskshire, UK,
McGraw...
of 9

Namp reducing the learning & assessment gaps between domestic english

Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Namp reducing the learning & assessment gaps between domestic english

  • 1. Dana Collette, BA, LL.B. October 2010 North America Mobility Project
  • 2.  Topic relevance  Background of research interest  Some foundational concepts  The study  Useful insights  Implications for future courses  References
  • 3.  Student mobility is part of the NAMP  Necessarily means international students in our classrooms  Many universities inviting increasing numbers of international students  Challenges for students and faculty
  • 4.  “Culture” described as roadblock  Case analysis as a key component ◦ cultural ◦ but, also domestic student challenges  Workshop model  graphic organizer  REB approval
  • 5.  Teaching international students  Western importance of ‘critical thinking’  Cultural differences in approaches to ‘analysis’  Universalization  Equity (aka avoid systemic discrimination)  Objectives /instruction / assessment relationship
  • 6.  Fall 29/57 (51%); Spring 57/70 (81%)  Workshop ◦ Case – on their own ◦ Break down: Issue spotting, law, relevant facts, arguments, rationale. ◦ Use graphic organizer – then compare with sample  Cases & exams – using graphic organizer  3 Questionnaires  Marks gap reduced to 5%  Greater understanding
  • 7.  Key considerations: ◦ learning objectives ◦ learners’ backgrounds (e.g. specifically relevant to objectives) ◦ design curriculum to address needs ◦ assessment based on bona-fide objectives – what are you really looking for as a teacher – mark that
  • 8.  Next year  Hand in graphic organizer 1st  Further develop curricula to take into consideration equity issues: ◦ Introduce history of critical thinking ◦ Objectives vs. assessment (as in this study) ◦ Accessibility of curriculum re diverse  learning style strengths  abilities
  • 9.  Biggs, J.B. & Tang, C. (2007) Teaching for quality learning at university: what the student does. Berskshire, UK, McGraw Hill.  Burgstahler, S.E. & Cory, R.C. eds. (2008) Universal design in higher education: from principles to practice. Cambridge, MA, Harvard Education Press.  Carroll, J. & Ryan, J. eds. (2005) Teaching international students. New York, Routledge.  Egege, S. & Kutieleh (2004) Critical thinking: teaching foreign notions to foreign students. International Education Journal: Educational Research Conference 2003 Special Issue, 4(4), pp. 75-85.  Kolb, A.Y. & Kolb, D.A. (2005) Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), pp. 193-212.