1. Developing Multicultural Competence in Postsecondary Students DESIGNING CURRICULUM FOR

2. Background Higher education, in many countries, is seen as a means for improving global relations and building important connections between countries (Chronicle of Higher Education, November 2010)

3. Studying and Working Overseas 260, 300 + U.S. students studied abroad (Chronicle of Higher Education, 2010) More students are also working abroad than ever before (Institute of International Education survey) 5.08 Million Americans live and work in other countries (Assoc. of American Residents Overseas)

4. Diversity on U.S. Campuses • College students in the U.S. (National Center for Education Statistics, 2007-2008). • 64% White • 32% African American • 13% Hispanic • 7% Asian/Pacific Islander • 1% American Indian or Alaskan Native

5. Diversity on U.S. Campuses Diversity on college campuses also includes • Religion • Cultural practices • Gender • Age • Sexual orientation • Students with disabilities • Social class

6. Multiculturalism Defined For the purpose of this discussion the term Multiculturalism is defined as students with differing backgrounds (Moses & Bahn, 2010)  Social class Sexual orientation Religious orientation Learning styles Disabilities Race Ethnicity Gender Cultural practices

7. Teaching Students to Work with Diverse, Multicultural Populations “…. placing students of diverse backgrounds in a classroom is a necessary but insufficient condition of learning. Merely encountering differences can promote feelings of superiority and inferiority among students rather than growth and development. Particular pedagogical techniques [and diversity programs] promote the type of interaction necessary to create equal status conditions and, thus learning in diverse environments” (Hurtado, 2001, p. 5) .

8. Beginning with the End in Mind I use a “backward design” in curriculum planning (Wiggins & McTighe, 2005). I begin mapping out the course by first thinking about what I want students to be able to do and to know by the end of the course.

9. Using a Conceptual Framework I use a conceptual framework for developing multicultural competence (Pope, Reynolds, & Mueller, 2004). I use this framework as I design my course outcomes, objectives, and activities

10. Three- Part Framework Framework for curriculum planning

11. Developing an awareness of other worldviews different from one’s own Developing an awareness about one’s own Biases Assumptions Values Awareness

12. Learning about various cultural groups and what makes them unique How oppression impacts cultural groups History, customs, traditions, & values of diverse peoples How cultural differences impact verbal & non verbal communications How a person’s multiple identities (race, ethnicity, gender, religion) impact experiences intheir own cultural groups Knowledge

13. Developing skills includes abilities to : Discuss differences Communicate effectively Develop empathy Use prior learning in new situations Find universal similarities Advocate for others who are culturally different Develop cultural sensitivity Skills

14. Course Activities to Foster Awareness

15. Course Activities to Foster Knowledge

16. Course Activities to Foster Skills

17. Planning Better Course Curricula Using assessments & evaluations  To improve course effectiveness  In order to redesign future curriculum  So that – I become a better teacher , students become more multiculturally competent  Then I can publish findings in appropriate venues about what I have learned

18. References Association of American Residents Overseas http://aaro.org/ Fischer, K. (2010, Nov. 15) Students pull back on short term study abroad, forcing colleges to adapt. The Chronicle of Higher Education. Hurtado, S. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4 (3), 235-251. Labi, A. (2010, Nov. 15) University partnerships and national policies drive international enrollments. The Chronicle of Higher Education. .

19. References Pope, R., Reynolds, A., & Mueller, J. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey Bass Moses, Y. & Banh, J. (2010). Diversity literature review in higher education: The next research agenda. Journal of Multiculturalism in Education, 6(3), 1-33. National Center For Education Statistics (Table 226). http://nces.ed.gov/programs/digest/dt08_226. Wiggins, G.T. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development