I think UCBA provides a great platform to learn about other cultures and self-identities in an open environment if students, faculty, and staff take advantage of opportunities as they present themselves.
In the world of higher education, each semester students, faculty, and staff have the opportunity to change their perspective of the world through experience and increased knowledge. This can be intimidating, so some individuals may shy away from groups or offer minimal insight during classroom activities. An educator may feel inundated with the ever grown 'To Do' list that tackling something as seemingly complex as cultural facilitation is just too much right now. Fortunately, with just small shifts, great differences improve the classroom experience for instructor and student alike.
THE EDUCATOR'S ROLE
As educators, one of the most important things to realize is that first impressions really do matter. The manner in which the students perceive you and your course help to define their behavior and expectations for the entire semester. So this means creating a welcoming environment first thing: one of inclusion, open communication, and respect. Sometimes this means observation is necessary and sometimes this means precursor questions must be asked; something as simple as asking a student how they prefer to be addressed in class may make all the difference in the world. Of course, knowing about the many cultures you are working with would be optimal, but with our ever growing intercultural student population, this is just not practical all the time.
When students talk, listen and encourage the entire class to listen. An instructor has a lot of education and likely vast experiences, but don't discount the student's ability to advocate for their own learning and understanding. This will lead to enhanced engagement and diffusion of knowledge that otherwise may have been missed.
Challenge students to push outside of their comfort zone, learning through experience and interaction as much as possible. With this open and active learning environment student's have the opportunity to share knowledge and experience that has been collected over their lifetime and certainly shaped by their cultural perspective. These mixed groups will enhance the intercultural experience.
Lastly, allow students to apply their newly found expertise and reflect on the entire process. When this is done in a safe, supportive environment, self-efficacy will improve allowing the student to approach future goals and challenges in a completely different manner based on confidence and positivity.
When students talk, listen and encourage the entire class to listen. An instructor has a lot of education and likely vast experiences, but don't discount the student's ability to advocate for their own learning and understanding. This will lead to enhanced engagement and diffusion of knowledge that otherwise may have been missed.
Challenge students to push outside of their comfort zone, learning through experience and interaction as much as possible. With this open and active learning environment student's have the opportunity to share knowledge and experience that has been collected over their lifetime and certainly shaped by their cultural perspective. These mixed groups will enhance the intercultural experience.
Lastly, allow students to apply their newly found expertise and reflect on the entire process. When this is done in a safe, supportive environment, self-efficacy will improve allowing the student to approach future goals and challenges in a completely different manner based on confidence and positivity.
THE STUDENT'S ROLE
Many of our students have lived in a bubble their entire lives: one filled with people that look like them, think like them, and talk like them. This realization can be very impactful for a student and the manner in which they approach and hopefully embrace this will help them to grow as a person.
This can be done by:
> being open-minded to other people will help with this. It is necessary to understand that not every person has the exact same upbringing or values and that that is okay;
> being accepting of differences and realizing that change is a personal choice, not one that can forced upon another person;
> use unique interactions in and out of the classroom as a means to increase intercultural experience. This may be done by simple observation, asking questions to better understand differences, and reflecting on both good and bad interactions. This reflection will help determine what works and what may need a little improvement to be more accepting.
This can be done by:
> being open-minded to other people will help with this. It is necessary to understand that not every person has the exact same upbringing or values and that that is okay;
> being accepting of differences and realizing that change is a personal choice, not one that can forced upon another person;
> use unique interactions in and out of the classroom as a means to increase intercultural experience. This may be done by simple observation, asking questions to better understand differences, and reflecting on both good and bad interactions. This reflection will help determine what works and what may need a little improvement to be more accepting.
SUGGESTED ACTIVITY
Cultural Communication
>Break the classroom into small groups of 3-4 and instruct each group to do the following:
1. Describe an intercultural event that was either witnessed or experienced while in the clinical setting. This should be very detailed, including at minimum: conversations, body language, the manner of participation, perception of others involved, and final outcome.
2. Identify any cultural similarities and differences.
3. Evaluate the event by answering the following questions: (a) What went well and why? (b) What could have gone better and why? (c) Did the cultural similarities or differences in #2 play a role, and if so, how?
4. Explain how the event could have been improved, specifically in regards to intercultural relationships.
>After the groups have completed this, lead an informal classroom discuss where each group summarizes their discussion. Allow time for other students to comment on the events and especially offer insight on the cultural similarities, differences and relationships focusing on ways to improve intercultural communication.
>This in-class activity can be followed up with a private journal submission to encourage each student to reflect upon, and evaluate, their own experiences, memories, values and opinions in relation to intercultural communication.
>Break the classroom into small groups of 3-4 and instruct each group to do the following:
1. Describe an intercultural event that was either witnessed or experienced while in the clinical setting. This should be very detailed, including at minimum: conversations, body language, the manner of participation, perception of others involved, and final outcome.
2. Identify any cultural similarities and differences.
3. Evaluate the event by answering the following questions: (a) What went well and why? (b) What could have gone better and why? (c) Did the cultural similarities or differences in #2 play a role, and if so, how?
4. Explain how the event could have been improved, specifically in regards to intercultural relationships.
>After the groups have completed this, lead an informal classroom discuss where each group summarizes their discussion. Allow time for other students to comment on the events and especially offer insight on the cultural similarities, differences and relationships focusing on ways to improve intercultural communication.
>This in-class activity can be followed up with a private journal submission to encourage each student to reflect upon, and evaluate, their own experiences, memories, values and opinions in relation to intercultural communication.