Dana Collette, B.A., J.D. Management & Law

Vancouver Island University

June 1-4, 2011Omaha, Nebraska2011 ISSAM InstituteTransformational Learning: Engaging Education in a Global World

Topic relevance Background of research

interest Some foundational concepts The study Specific questions References Feedback?

Many universities inviting increasing numbers of international students

Challenges for students based on language & cultural difference

“Critical thinking” skills paramount in western post-secondary education; argumentation is one type

“Culture” described as roadblock Case analysis as a key component ◦ cultural ◦ but, also domestic student challenges

Workshop model graphic organizer

Teaching international students Western importance of ‘critical thinking’ Cultural differences in approaches to ‘analysis’ Universalization Equity (aka avoid systemic

discrimination) Objectives /instruction /

assessment relationship

“There are three main skills involved in critical thinking: (1) identifying the reasoning or arguments of others, (2) evaluating the reasoning or arguments of others, and (3) creating reasoning or arguments of your own (Lee, 2002, pp. 2-3 in Harrell, 2008, p. 352).

Our notions of ‘critical thinking’ and ‘argumentation” are distinctly western forms of analysis (Fox, 1994; Lloyd, 1996).

“A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams” (Hall & Strangman, 2002, p. 1).

“UD promotes an expanded goal to make products and environments welcoming and useful to groups that are diverse in many dimensions, including gender, race and ethnicity, age, socio-economic status, ability, disability, and learning style” (Burgstahler & Cory, 2008, p. 3).

International students may face a number of barriers to academic success, including language and cultural differences (Egege & Kutieleh, 2004; Fox, 1994; Lloyd, 1996; Watkins & Biggs, 2001)

1. Introduction & consent2. Argumentation Workshop

a) Pre-workshop argumentation & questionnaireb) Workshop & graphic organizer (sample 1)c) Post workshop questionnaire (sample 2)

3. Data:a) Pre-workshop analysis, case reports & exams (coding rubrics –

sample 3)b) Questionnaires c) Interviews d) Teacher journal

4. Data analysis:a) Quantitative – rubrics & gradesb) Qualitative – questionnaires,

interviews, teacher journal

Differences between take-home & in-class cases?

Consistency of fact patterns? Improvements in coding rubric

and questionnaires? More effective/efficient way to

approach research question? Best way to conduct ethical

study involving students? Most appropriate qualitative

& quantitative?

Burgstahler, S.E. & Cory, R.C. (2008) Universal Design in Higher Education: From Principles to Practice. Cambridge, Massachusetts: Harvard Education Press.

Egege, S. & Kutieleh, S. (2004) Critical Thinking: Teaching Foreign Notions to Foreign Students. International Education Journal, 4(4), Educational Research Conference 2003 Special Issue. 

Fox, H. (1994) Listening to the World: Cultural Issues in Academic Writ ing . Urbana, Illinois: National Council of Teachers of English.  

Hall, T. & Strangman, N. (2002) Graphic Organizers. National Center on Accessible Instructional Materials (online: http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers).

Harrell, M. (2008) No Computer Program Required: Even Pencil-and-Paper Argument Mapping Improves Critical-Thinking Skills. Teaching Philosophy, 31(4), 351-374.

Lloyd, G.E.R. (1996) Adversaries and Authorit ies: Investigations into Ancient Greek and Chinese Science. Cambridge University Press.  

Watkins, D. & Biggs, J. (2001) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. Hong Kong: CERC.