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Students as partners for cultural competence
Amani Bell31 October 2018
http://bit.ly/FlindersCC
Bell A, Barahona S, Beg G, Coulson S, Eymont R, Hartman J, Hubble T, Leung N, McDonnell M, Ni J, Peseta T, Sakhaee E & Uptin J.
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Interactive google map of IRU campuses
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Vice Chancellors’ Fellow
Inspired by UIA Fellows
Inaugural Fellow 2016-2018, Professor Jess Vanderlelie
New Fellow 2018-2020
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Why cultural competence?Awareness of the societal benefits of cultural competenceNeed for greater diversity on boards Graduates likely to work in diverse teams serving diverse communities Increasing diversity of student cohorts, incl. international studentsCalls to decolonise higher education & include Indigenous knowledgesResponse to polarisation of attitudes in Trump / Brexit era
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Cultural competence - definitions
To work productively, collaboratively and openly in diverse groups and across cultural boundaries. (University of Sydney, 2016, 32)
Student and staff knowledge and understanding of Indigenous Australian cultures, histories and contemporary realities and awareness of Indigenous protocols, combined with the proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australian peoples. (Universities Australia, 2011, 6)
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Flinders -Graduates who connect across boundaries
We expect our students to engage positively with people and ideas beyond the limits of their own geographical, disciplinary, social, cultural or other boundaries, and to span the boundary between the world of study and the world of work.
http://www.flinders.edu.au/graduate-qualities/descriptions.cfm
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Students as partners
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Bovill and Bulley (2011)
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Benefits of involving SAP in curriculum design
More likely to meet needs of studentsImprove student experienceMake changes immediatelyChange thinking about curriculum (staff & students)Make course more relevant to students’ livesStudents feel more invested in their educationStudents take responsibility for their learning
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Keg de Souza (2018)
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Curriculum frames / makes space
‘...curriculum frames knowledges in particular ways. Some frames are
visible, while others are not.’ (Anwaruddin, 2016, 433).
‘curriculum makes space like nothing else I know in education. It can be
a mighty tool of social justice for the marginalised’ (Kovach, 2010, 6).
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Background & context
Cultural competence is a new graduateQuality at USyd
Student ambassadors for CC in 2015
In 2016-17 a new project explored: What does CC look like at unit / disciplinelevel?
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Walking the line
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The initiative
Geology (Gulnaz & Tom)
Education (Jodie & Jonnell)
Project management (Roman & Ehssan)
Physiotherapy (Daniel & Susan)
History (Steph, Natalie & Mike)
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Process - Teach the University (Williams, 2008)
1. Induction2. Progress meeting3. Critical friend meeting4. Conclusion
Conference presentationsBook chapter
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Geology
The Inspired Dream’ - Margie K.C. West
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Geology
All students surveyed (n=15) agreed that CC was important, & most thought it was relevant to first year geology.
It’s more useful in practical situations rather than just in the lectures. When it comes up in a lecture not everyone tunes in. But once we’re out on the field in a practical sense where we are exposed to cultures and ideas, that’s where the real benefit will come in rather than just sitting in a classroom and going over some content.
More here
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Education
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Project management
Game-basedtutorial activities
Most diverse team wins
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Project management
Playing trivia was lots of fun, and I happened to be in a very diverse group of not only obvious diversities of gender and race, but diversities of personality and interests. This allowed us to work together very well and allowed all members of our group to contribute and answer questions, resulting in our team winning the game!
More here (including instructions)
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PhysiotherapyLecture & tutorial activities on CCPre and post survey showed improvement in the level of CC
Pre: To be able to understand the value and attitudes of a culture. Understand how it influences their actions and decisions.
Post: Being culturally competent refers to the ability to understand, be aware be sensitive to other people’s values attitudes and beliefs. Also understanding how your own culture can unconsciously influence your interaction with patients.
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History
Survey, conducted at two points of the semester; two follow-up semi-structured interviews; and analysis of students’ public blog posts.
I mean, I think I saw that it’s all good and all to talk about how we could be helpful or aware and, like, careful about how we approach people [when conducting historical research], but I didn’t realise how real that was until I went out and did this community research.
More here
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Overall, did it work?
For the academicsA more nuanced, mature and broader view of how to teach in a more culturally competent way. (TH)
For the student ambassadors I gained the satisfaction of successfully promoting cultural competence to a large (100+) cohort of students as well as ...becoming a more culturally competent person myself. On top of this, I learnt about the specific ways the university is promoting cultural competence as well as the privilege of working with other well minded students and academics. (RE)
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Other SAP initiatives - WSU
More here https://www.westernsydney.edu.au/learning_futures/home/21st_century_curriculum_project2/21st_century_curriculum_project
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Other SAP initiatives - Murdoch
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New IRU student & graduate success projects
1. Reimagining work integrated learning
1. How does / might graduate feedback inform curriculum renewal and learning and teaching practices?
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Webinar!
Hear more about the Murdoch University student change agents, and a Western Sydney University unit where students & a professor are redesigning a fieldwork experience:
Tuesday 20th November, 11.30am-12.30pm
Register here: http://bit.ly/WILweb1
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National Innovation Case Study Collection
Please continue to contribute case studies for the National Innovation Case Study Collection - email suggestions to me or submit via the link:
National Innovation Case Study Collection
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Please keep in touch
Twitter @AmaniBell
LinkedIn https://www.linkedin.com/in/amani-bell/
These slides: http://bit.ly/FlindersCC
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References 1/2Anwaruddin, S. M. (2016). Contesting the violence of Tylerism: toward a cosmopolitan approach to the curriculum of second language teacher education. Teaching in Higher Education, 21(4), 429-441.Bin-Sallik, M. (2003). Cultural Safety: Let’s name it!. The Australian Journal of Indigenous Education, 32, 21-28.Bovill, C., and Bulley, C.J. (2011) A model of active student participation in curriculum design: exploring desirability and possibility. In: Rust, C. (ed.) Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Oxford Brookes University: Oxford Centre for Staff and Learning Development, Oxford, pp. 176-188Cook‐Sather, A. (2011). Layered learning: Student consultants deepening classroom and life lessons. Educational Action Research, 19(1), 41-57.Cook-Sather, A., Matthews, K. E., & Bell, A. (under review). Transforming curriculum development through co-creation with students. In L. Quinn (Ed). Reimagining curriculum: spaces for disruption.de Souza, K. (2018). Common Knowledges and Learning Curves exhibition. Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York, UK: The Higher Education Academy.
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References 2/2Kovach, M. (2010). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press.Matthews, K. E. (2016). Students as partners as the future of student engagement. Student Engagement in Higher Education Journal, 1(1), 1-5.Ryan, A., & Tilbury, D. (2013). Flexible Pedagogies: new pedagogical ideas. Higher Education Academy, London.Sherwood,, J. and Russell-Mundine,, G. (2017). How we do business: Setting the agenda for cultural competence at the University of Sydney. In Frawley,, J., Smith,, J., Larkin,, S. (eds.), Indigenous Pathways and Transitions into Higher Education: Policies and Practices, 133–150. Singapore: Springer.Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved, 9(2), 117-125.The University of Sydney (2016). 2016-2020 Strategic Plan. Universities Australia (2011). National Best Practice Framework for IndigenousCultural Competency in Australian Universities. Canberra. Williams, J. (2008). Teach the University, Pedagogy, Volume 8, Issue 1, Winter 2008, pp. 25-42
