MEETING THE NEEDS OF A CULTURALLY AND RACIALLY DIVERSE

STUDENT BODY ONLINE

A Thesis

Presented to the Faculty in Communication and Leadership Studies

School of Professional Studies

Gonzaga University

Under the Supervision of Dr. Pavel Shlossberg

Under the Mentorship of Dr. Michael Hazel

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Communication and Leadership Studies

By Gretchen E. Hormel

July 2015

Meeting the Needs of a Diverse Student Body Online

ABSTRACT

The citizens of the United States contribute a rich blend that includes (but is not

limited to) cultural heritage, race, gender, sexuality, and socio-economic backgrounds.

Therefore, it is integral that online curriculum meets the challenge of effectively

communicating with a diverse student body, as well as effectively facilitates a democratic

learning environment. An online academic environment that is respectful and responsive to

diverse backgrounds and perspectives is oftentimes referred to as a democratic online

learning environment. Research indicates that seven components make up a democratic

online learning environment and include: 1 - Culturally competent staff (Thorpe, 2002, p.

115; Ramsay, 2005, p. 18) 2 - Presence (Lehman & Coneicao, 2010, p. 11) 3 - Emotional

intelligence (Gorski, 2004, p. 67; Lehman & Coneicao, 2010, p. 20; Thorpe, 2002, p. 111;

Turpin, 2007, pp. 12 & 13) 4 - Communication skills (Green & Ackerman, 1995, p. 13)

5 - Understanding the obstacles to valuing difference (Allen, 2011, pp. 188 & 189)

6 - Critical thinking (Gorski, 2004, pp. 38 & 47) and 7 - A diverse and dynamic learning

environment that includes problem solving (Bonk & Zhang, 2006, pp. 249 & 250; Guarasci

& Cornwall, 1997, pp. 115 & 116; Thorpe, 2002, pp. 112 & 113). Constructivist

communication theory and pedagogy supports the seven principles summarized above. A

thesis project is included as part of this work. The project is a 35-minute training video

that targets online post-secondary instructors in Washington State. The training video, A

Reflection on the Influences of Perspective, provides online instructors an opportunity to

reflect on how life circumstances and environment influence how actions from those who

are different can impact instructor demeanor and response. The training video aims to

increase self-awareness and sensitivity, in order that online instructors can more readily

recognize diversity as a resource and an asset.

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION 1

Statement of the Problem 1

Importance of the Study 2

Definitions of Terms 2

Organization of Remaining Chapters 4

CHAPTER 2: REVIEW OF THE LITERATURE 5

Philosophical Assumptions 6

Theoretical Basis 7

The Literature 7

The Seven Components to Meeting the Needs of a Diverse Student Body Online 10

Component #1 – Culturally competent educators and staff 10

Component #2 – Online presence 12

Component #3 – Emotional intelligence 12

Component #4 – Communication skills 13

Component #5 – Understanding the obstacles of prejudice 14

Component #6 – Critical thinking skills 16

Component #7 – Diverse and dynamic learning environment 16

Summary 17

Rationale for Study 18

Questions 19

CHAPTER 3: SCOPE AND METHODOLOGY 20

The Scope of the Project 20

Methodology of the Study 21

Ethical Considerations 23

CHAPTER 4: THE PROJECT 24

Introduction 24

Training Video Objectives 24

Outline for Training Video 25

Explaining Lehman and Conceicao’s Figure 2.1 26

Introducing the Get Acquainted Template 28

Explaining Ramsay’s Monocultural Multicultural Diagram 29

Four elements of a culturally responsive curriculum 31

A time for reflection: Tattoos in the Workplace 32

Additional resources 33

CHAPTER 5: SUMMARIES AND CONCLUSIONS 36

Limitations of the Study 36

Recommendations for Further Study 37

Conclusions 38

REFERENCES 39

APPENDIX 42

Lehman and Conceicao’s Figure 2.1 43

Get Acquainted Template 44

Ramsay’s Monocultural Multicultural Diagram 45

Impacts of Dominance and Prejudice – Resources for Increased Understanding and Awareness 46

Link to Solomon Learning Style Questionnaire at North Carolina State 46

Brenda Allen’s Six Questions for Mindfulness 46

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Chapter 1 -- Introduction

Responding to student demand, online educational opportunities have increased

substantially in the past decade. Student engagement and retention equates academic

success. In order for this to happen, however, college instructors must effectively meet the

needs of the students enrolled in their online coursework.

STATEMENT OF THE PROBLEM

Researchers agree that America is now a diverse multi-lingual country and will

become even more diverse year-by-year (Passel & Cohn, 2008, p. 17). A challenge that

educators face in rural areas throughout Washington State, however, is the fact that it is

difficult for the white majority to recognize that prejudice exists in rural America

(McIntosh, 1989, p. 1; deFreitas & McAuley, 2008, p. 431). This adds to the challenges

when developing online curriculum that effectively communicates with a diverse student

body, as well as effectively facilitates a democratic online learning environment.

To address the challenges posed above, a qualitative meta-analysis has been

completed. Its purpose: identify common findings in research articles, reports, and

textbooks regarding best practices for instruction that meets the needs of a multi-racial and

multi-cultural online classroom. A comparative analysis then provides a list of common

themes that are presented in the literature. These common themes help identify best

practice. This will help college educators create an online environment that breaks

established patterns of dominance and marginalization that is inadvertently posed by the

white middle class of rural America.

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IMPORTANCE OF THE STUDY

The findings summarized in this thesis also contributes to a professional

development video for Washington State educators. This online training video provides an

opportunity of reflection for college instructors. It is hoped that, by introducing how white

rural Americans unintentionally contribute to and reproduce racial inequalities as a result

of discrimination, faculty will request advanced trainings dedicated to improving

communication skills and develop curriculum that facilitates a positive and productive

learning environment for a diverse student body.

DEFINITIONS OF TERMS

Bullying: “Harassment, intimidation or bullying” means any intentionally written

message or image - including those that are electronically transmitted - verbal, or physical

act, including but not limited to one shown to be motivated by race, color, religion,

ancestry, national origin, gender, sexual orientation, including gender expression or

identity, mental or physical disability or other distinguishing characteristics, when an

act: (1) Physically harms a student or damages the student’s property (2) Has the effect of

substantially interfering with a student’s education (3) Is so severe, persistent or pervasive

that it creates an intimidating or threatening educational environment (4) has the effect of

substantially disrupting the orderly operation of the school” (Walla Walla Public Schools,

2008).

Computer Mediated Communication (CMC): A process of human communication involving

computers and electronic communication technology (Thurlow, Lengel, & Tomic, 2011, p.

15).

Cultural Competence: An individual’s effective interaction with people of different cultures

(Allen, 2011, p. 75).

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Democratic Learning Environment: An environment where mutual respect and collaboration

is facilitated. Positive inquiry and negotiation skills are integral (Guarasci & Cornwell

(1997, pp. 2 & 9).

Electronic learning management system: Programs utilized by educational institutions that

provide online instruction, such as Blackboard and CANVAS.

Emotional intelligence: An individual’s ability to monitor the environment and then respond

in a way that meets the needs of those present (Thorpe, 2002, p. 111).

Mindfulness: When one is able to utilize emotional intelligence, as well as be open to new

ideas and insights (Allen, 2011, pp. 188 & 189).

Online instruction: College instructors utilize electronic learning management systems for

academic instruction instead of a traditional, face-to-face classroom setting; oftentimes

referred to as Distance Learning.

Perspective: “Physical sensation interpreted in light of experience” (Webster’s Ninth

Collegiate Dictionary, 1984, p. 872).

Presence: Instructor responsiveness in an online setting. Educator responsiveness includes

three elements: responding to student identity, regular interaction, and length of

interaction (Thorpe, 2002, p. 109).

White privilege: Unacknowledged advantages that create barriers for non-whites (McIntosh,

1989, p. 1).

ORGANIZATION OF REMAINING CHAPTERS

The rationale and this study’s questions are provided in Chapter Two. Chapter Two

also summarizes the research and findings. The findings include identifying seven

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elements that contribute to meeting the needs of a diverse study body online. Those seven

elements include: (1) culturally competent staff (2) presence (3) emotional intelligence (4)

communication skills (5) understanding the obstacles to valuing difference (6) critical

thinking and (7) a diverse and dynamic learning environment that includes problem

solving.

Chapter Three explains research methodology and ethical considerations. Which is

then followed by Chapter Four -- Project Overview. The project is a training video that

provides college instructors the opportunity to reflect on the influence of perspective.

Chapter Five explores gaps in the research and recommendations for further exploration

and study.

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Chapter 2 – Review of the Literature

PHILOSOPHICAL ASSUMPTIONS

Successful facilitation of an online college course must incorporate open and

inclusive dialogue that welcomes the viewpoints and talents that a diverse student body

provides. de Frietas and McAuley (2008) mention that “Recognizing and understanding

the impact of racial difference is difficult for those students who have never lived with

people of colour” (p. 430). In fact, many social justice advocates purport that

predominantly white communities tend to deny barriers presented by racism, due to lack

of experience and resulting naivety. Therefore, it is important to provide opportunities to

acquaint whites, both students and non-students, with research that explains those

barriers. YWCA USA (Summer 2014) reminds readers that, when considering barriers to

equity (such as: gender, religious beliefs, race and culture), one must recognize that “… race

emerges as a greater critical factor in achievement. Even in the highest socioeconomic

groups, white participants continue to outperform participants of color, especially among

youth” (p. 2).

In addition, Turpin (2007) asks everyone to serve as role models for positive

change. This requires self-awareness as to how our attitudes and perceptions contribute to

racial oppression. Turpin asks her readers to recognize the destructive institutional and

societal structures that create racial inequality. It is hard for many of us to see that our

habits, our norms, our day-to-day actions are a result of an attitude of superiority based

upon Western European and male-centric dominance. The author, growing up in a

Christian, white, middle class family, had never experienced the barriers of racial prejudice.

Therefore, how can the author be expected to understand the limitations posed by

prejudice? In order to increase understanding, one must delve deep and synthesize the

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research. One must also dedicate time for reflection and include dialogue with a broader

community. This reflective process must then be incorporated as part of curriculum

development for online courses, in order for instructors to meet the needs of this nation’s

diverse student body.

Swenson-Lepper (2010) mentions that post-modern ethics requires citizens to

recognize that we are pluralistic and require thoughtful awareness and cooperation. It is,

therefore, time for educators to ask:

1. How can an instructor model online communications and behaviors that

emulate acceptance and respect of others, especially by whites who deny that

racism exists?

2. How can an online instructor facilitate a democratic online environment and

prevent racial “bullying”?

THEORETICAL BASIS

Green and Ackerman (1995) explain that “Constructivists locate meaning-making

activity primarily within a composer’s mental reach: composers represent and thus act

upon tasks using textual cues and prior knowledge organized in cognitive structures (often

schemata) as they interact with texts” (p. 2). This approach incorporates (a) organizing (b)

selecting and (c) connecting information. The authors also contend that reading and

writing are inextricably intertwined and are contingent upon intellectual, social, and

material relationships. They also point out in their article that one’s cultural background

and racial and gender identity influences perspective and how information is interpreted.

Online curriculum heavily depends on reading comprehension and writing skills. It is

important to note that computer mediated communication (CMC) has expanded

tremendously the past five years and, therefore, will enable online students and their

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instructors the potential to interact face-to-face with video cameras and other CMC

technologies. However, reading and writing continue to be the primary means of online

interaction.

THE LITERATURE

When contending with the distribution of power amongst dominant and non-

dominant communities, de Frietas and McAuley (2008) recommend that instructors

constantly remain cognizant of (1) relations of power and privilege (2) critical media

literacy and youth culture and (3) theory as an interpretive tool (p. 440). They also relay

that the discomfort that may result from understanding the agent (dominant) versus target

(minority) mindset should foster an urgency for positive action that influences change (p.

441).

de Frietas’ and McAuley’s recommendations are important, because Paris and Alim

(2014) point out that America is now a multi-lingual country filled with color and will

become even more dynamic in the near future. Therefore, it is integral that online

curriculum becomes more effective in meeting the challenge of communicating with a

diverse student body, as well as effectively facilitating a democratic learning environment.

A challenge that educators face in rural areas of Washington State is the fact that it is

difficult for the white majority in those rural areas to recognize that prejudice exists in

rural America. For example, Port of Walla Walla data provides a glimpse of Walla Walla

County’s demographics:

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The chart provided above reports that Walla Walla demographics is currently 75%

white, while Hispanic population is currently 20% of the population. It is important to

remember that the United States Census Bureau forecasts a significant change within the

next decade; these projections align with Paris and Alim’s (2014) information that

underscores that America is now a multi-lingual country filled with color and will become

even more diverse in ensuing years.

Passel and Cohn’s report (2008) concur that United States demographics will

become increasingly diverse year by year. In fact, Passel and Cohn state that:

The white non-Hispanic population will grow much more slowly than any of the

other groups because of low fertility rates and relatively low immigration. It is

projected to rise by only 8 million, or 4%, over the 45-year period, with little change

after 2025. As a result, the non-Hispanic white population’s share of the total will

continue the decrease that has occurred since 1960, when 85% of the population

was white, non-Hispanic. By 2005, the share had dropped to 67% and it will

decrease steadily to 51% in 2040 and 47% in 2050 (Passel & Cohn, 2008, p. 17).

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On page 18 of their report, Figure 19 provides a historical perspective and forecast

(Passel & Cohn, 2008):

An online academic environment that is respectful and responsive to diverse

backgrounds and perspectives is oftentimes referred to as a democratic online learning

environment. Research indicates that seven components make up a democratic online

learning environment. They include: (1) culturally competent staff (2) presence (3)

emotional intelligence (4) communication skills (5) understanding the obstacles to valuing

difference (6) critical thinking along with (7) a diverse and dynamic learning environment

that includes problem solving. It is now time to review each component.

THE SEVEN COMPONENTS TO MEETING THE NEEDS OF A DIVERSE STUDENT BODY

ONLINE

Component #1 -- Who are culturally competent educators and staff? YWCA USA announced in February 2015 that Stand Against Racism is now a

signature campaign. This continues the organization’s 100+ years dedicated to racial

equity. YWCA USA explains that “Cultural competence is the ability to function comfortably

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in cross-cultural settings and to interact harmoniously with people from cultures and races

that differ from your own” (Summer 2014, p. 1).

When developing a democratic online curriculum that reduces barriers for all

students, college instructors must go beyond definitions of cultural competence, however,

and determine how one’s own perceptions influence instructor-student dialogue, student-

to-student dialogue, as well as instruction. Ramsay (2005) explains:

“…In diverse classrooms, a significant initial challenge for members of the dominant

culture is to become decentered culturally and racially. De-centering describes the

process of discovering and assimilating that one’s racial or cultural experience is not

normative but particular and, therefore, provides a partial rather than complete

perspective. Such a claim may seem common-sensical, but the U.S. is one of the

most highly racialized cultures in the world; hence, the defenses of denial are

pervasive” (p. 18).

She also mentions that “… there are three concerns particularly prominent for students

whose heritage differs from their Euro-American instructor and many of their classmates:

alienation, isolation, and vulnerability to their self-esteem” (p. 19). Ramsay’s diagram is

provided below and illustrates how white naivety can be transformed and, as a result,

become an inclusive learning environment.

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Ramsay, 2005, p. 19

Ramsay’s diagram illustrates how increased awareness, brought forth with the

presentation of facts that is accompanied with time for reflection, can help a monocultural

environment transform into an open and democratic environment. This time and effort

can result in an online course that is inclusive, diverse, and experiential. Thus, meeting the

needs of a diverse student body.

YWCA USA (Summer 2014) reminds us that:

“…Effective cross-cultural relationships aren’t dependent on a service provider [or

instructor] knowing everything about the cultural practices of all participants.

However, culturally competent service providers acknowledge their ongoing need

to learn, and to keep open lines of communication with participants and their

families. Culturally competent individuals:

1. Value diversity

2. Engage in self-reflection

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3. Manage the dynamics of difference and

4. Adapt to the cultural contexts of participants and communities they serve.

Component #2 -- What is online presence? Lehman and Coneicao (2010) explain that evoking a sense of presence online with

students requires developing a learner-centered curriculum. That requires addressing

students’ social, psychological, and emotional aspects of presence. Therefore, online

curriculum must support a collaborative and reflective community. Lehman and Coneicao

explain that “The feeling of presence in the virtual space is the result of the dynamic

interplay of thought, emotion, and behavior between the private world and the shared

world” (p. 11).

Component #3 -- What is emotional intelligence? Lehman and Coneicao (2010) define emotional intelligence as a person’s ability to

effectively identify and communicate emotion. This requires keen self-awareness and

responsiveness. On page 20 of their article, the authors cite Alcaniz, Banoa, Botella, and

Rey who believe that emotions are integral to cognitive development: “Emotions are key to

the process because they help learners focus their perceptions on particular aspects of a

thought and enable them to concentrate on specific situations, connect the affective to the

cognitive, and arrive at thoughtful and appropriate decisions.”

Turpin (2007) states in her article that “…We must decode, translate, or make sense

of our own communities’ language and practices that continue to perpetuate oppression, as

well as decode our own language and practices that we use to counteract and dismantle

that oppression” (pp. 12 & 13). In other words, we have learned to protect ourselves and

not reveal what may “offend” the social hierarchy where we must survive. Therefore, it is a

huge challenge for instructors to provide a safe educational environment for student

vocalization of self. Guarasci and Cornwell (1997) concur and state, “An important first

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step in understanding difference is to admit whatever feelings we might have about those

we perceive as different” (p. 61).

In Chapter 3 of his book, Multicultural Education and Progressive Pedagogy in the

Online Information Age (2004), Gorski explains:

“Faculty members can help students move successfully from the classroom to the

community – and by extension from the university to their lives after graduation –

by educating them to listen and to cultivate humility and acceptance of difference,

and by themselves serving as role models. There are times, even in a democracy,

when it is more important to listen than to speak. Students will be best able to forge

intercultural partnerships with communities outside of campus by putting aside

their own preconceptions and by being willing to listen and learn” (p. 67).

Component #4 -- What types of communication skills are required of online

instructors and students? Green and Ackerman (1995) describe a constructivist perspective in their article:

“First, reading and writing are active, constructive processes in which people create a

textual world of meaning based on text, context, and prior knowledge” (p. 15). The two

authors go onto explain that reading and writing require a constructive approach to

curriculum development which includes: (a) planning (b) goal setting (c) finding contextual

meaning (d) monitoring progress (e) interpreting information (f) along with evaluating

information. It is important to remember that the combination of reading and writing

contributes to building those six skill sets.

Green and Ackerman (1995) also contend:

“Given the powerful presence of sociocultural knowledge and its potential

interaction with conceptual knowledge (Alexander et al., 1991), students or less

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accomplished writers may truly struggle to reconcile the implied authority required

in some composing tasks with their identities as language users. Particularly

troubling, for some students, is the task to critique, which requires summary and

analytical skills and results in a spoken or written position which exposes

shortcomings (Mathison, 1993). This agonistic form of analysis is assumed in much

college-level composing but can be an ideological hurdle for students whose

communities and cultures do not take such confrontation for granted (Rose, 1989)”

(p. 13).

Component #5 -- How can one understand the obstacles to valuing difference? Allen (2011) provides tools to respectfully work with difference. The first tool is

provided on page nine and that tool is “mindfulness”. When mindful, one actively

processes information, one is open to new ideas and insights, and one is also sensitive to

context in the present moment. Allen (2011) recommends that, when one is dedicated to

mindfulness, one must methodically refer to these six questions (pp. 188 & 189):

1. What preconceived notions do I have about this person based on social identity

characteristics (differences and similarities)?

2. What might be the sources(s) of those preconceptions?

3. Will my preconceptions facilitate or impede communication?

4. Am I open to learning about this person and myself during this interaction? Why or

why not?

5. Am I willing to be changed as a result of this interaction or experience?

6. What communication tools can I use to try to create genuine communication?

Allen’s Six Questions for Mindfulness is an effective framing tool. World Trust.org

asserts that framing institutional and societal norms provides the first building block to

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change. It is important because it provides a reference for all to review, reflect, and then

determine how perspective can be influenced. The diagram provided on the next page is

explained in the organization’s 2014 film, Cracking the Codes.

The diagram on the previous page illustrates how our personal history within its

social context influences our individual beliefs and values. Many of us are not aware that

these influences exist and, as a result, impacts our responses and actions towards those

who grew up in different communities and cultures. Internal bias impacts external societal

structure, or institutional and cultural norms. As a result, it is important that each and

every one of us spend time to reflect on our cultural heritage. It is then vital that we all

realize that our heritage is just one perspective. The third step is to then be open to

collaborating with other perspectives (or those from a different upbringing). This

conscious effort will support a more democratic, inclusive, and multicultural learning

environment.

Component # 6 -- How do critical thinking skills come into play? Gorski (2004) advises that critical thinking skills must include the students’ ability

to consider “…divergent viewpoints and perspectives” (p. 38). In addition, self-

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transformation serves as the stepping stone to multi-cultural education (Gorski, p. 47).

Therefore, educators must serve as models to those in the academic environment and

provide opportunities for students to share experiences, perspectives, voices, and ideas.

This is a form of problem-solving and is an integral element in developing online

curriculum that supports the needs of a diverse student body.

Component #7 -- How can one create an online curriculum that provides a diverse

and dynamic learning environment that includes problem solving? Gorski (2004) reminds instructors that they must integrate inclusive teaching as

part of their curricular strategy.

A tool that supports Gorski’s recommendation is provided by Guarasci and Cornwall

(1997, pp. 115 & 116). This tool is the Questions Derived by the Coalition for Essential

Schools:

1. What is the other person’s (author’s, speaker’s, or historical figure’s) perspective?

What forces possibly shaped that perspective? Can we explain the perspective in

sociological terms (for example, class or values)?

2. What is the relationship of the event, the argument, or the idea to economics, politics,

law, technology, psychology, or especially sociology or history?

3. What verifiable evidence is provided?

4. What if the situation were otherwise? How can we change the situation, if necessary?

What is our first step? Final goal?

5. So what? What is the event’s relevance to me?

6. What is the relevance to humankind?

SUMMARY

These seven components must be incorporated into online curriculum to help

guarantee that the needs of a diverse student body are met. The seven components are:

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(1) culturally competent staff (2) presence (3) emotional intelligence (4) communication

skills (5) understanding the obstacles to valuing difference (6) critical thinking and (7) a

diverse and dynamic learning environment that includes problem solving. These seven

components align with constructionist communication theory and pedagogy, which

integrates psycho-social needs and skills along with cognitive development.

RATIONALE FOR STUDY

Researchers agree that demographics are changing throughout the United States.

Not only are United States demographics changing, but so are job training requirements.

On March 8, 2015, a feature article in the Walla Walla Union-Bulletin states, “Gone are the

days when one could land a high paying job with a high school diploma. In today’s

globalizing economy, good jobs require skill sets that are acquired in higher education:

critical thinking, written and verbal communication and digital literacy” (Velluzzi, p. A4).

Therefore, institutions of higher learning must be all the more diligent in meeting the needs

of an ever-more-diverse student body. Distance Learning (or online learning) increases

access to education. As a result, online education must follow suit in not only providing

opportunity for academic vigor and professional growth, but must also address the needs

of a culturally and racially diverse online classroom.

Research indicates that seven components make up a democratic online learning

environment. They include: (1) culturally competent staff (2) presence (3) emotional

intelligence (4) communication skills (5) understanding the obstacles to valuing difference

(6) critical thinking and (7) a diverse and dynamic learning environment that includes

problem solving. Instructors must incorporate these components to effectively meet the

needs of today’s and tomorrow’s students.

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College campuses throughout the United States are seeking tools in meeting the

needs of this nation’s diverse citizenry. This report, and resulting project, provide

educators an opportunity to learn how their backgrounds influence their actions, including

curriculum development. Awareness is the first step in meeting the needs of a diverse

student body.

QUESTIONS

Two question guided the research and project development:

1. How can an instructor model online communications and behaviors that emulate

acceptance and respect of others, especially by whites who deny that racism exists?

2. How can an online instructor facilitate a democratic online environment and prevent

racial “bullying”?

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Chapter 3 -- Scope and Methodology

THE SCOPE OF THE PROJECT

Southeastern Washington exemplifies middle class rural America; families who

often work hard to make ends meet. The majority is of European descent and identify

themselves as white. The economic crisis that hit right before Obama was first elected

President of the United States of America has increased the stress of survival. Therefore, it

is all the more difficult for many middle class white Americans to identify with the

challenges of those who grow up in different cultural settings or in different community

dynamics. This poses a challenge to educators who pursue a democratic environment that

emulates social justice and meets the needs of our evermore diverse community. When

developing online curriculum (or curriculum for Distance Learning), these challenges must

be considered as well as the challenges posed by the online environment.

It is essential that educators are introduced to best practices that meet the needs of

racially diverse online students, because United States demographics have changed

tremendously the last few decades and will continue to do so. As a result of this nation’s

ever-dynamically rich and diverse population, it is important to remember that many rural,

white Americans have not experienced the barriers and burdens posed by racism. For

many United States residents, college campuses provide an opportunity for all races to gain

a better understanding as to how racism is systematic and poses barriers to those who are

not of Western European descent. For this shift to take place, college instructors must first

be provided an analysis of facts and methodologies, accompanied by an opportunity for

reflection, which is then followed by action. Action is defined as effective online curricular

development accompanied with effective online course facilitation.

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METHODOLOGY OF THE STUDY

To address the needs mentioned above, a qualitative bibliographic analysis has been

completed. The analysis identifies common components of best practices found in research

articles, reports, textbooks, and computer mediated communication (CMC). Findings are

also reported and summarized in a training video. This training video introduces some

components that contribute to effective online curriculum development that meets the

needs of a racially and culturally diverse student body. This faculty training video also

provides college educators an opportunity to reflect on how perspective influences faculty-

student and student-to-student relationships online. The training video will help online

educators create a respectful and empowering environment for culturally and racially

diverse students.

The training video was produced with the help of the Title III Faculty Development

Activity Director/E-Learning Instructional Design Coordinator at Walla Walla Community

College. The narrated slide show is approximately thirty-five minutes in length.

Supplemental materials are provided with the video training. The purpose of this training

video is to introduce college instructors to the components that contribute to developing

online curriculum that can begin to meet the needs of a racially and culturally diverse

online classroom. These curricular components will support the needs specific to rural

Washington State, but could also be valid in other rural regions in the United States of

America.

A qualitative bibliographic research analysis served as the resource for the training

video developed for online college instructors in Washington State. Databases available

online through the websites sponsored by the libraries at Gonzaga University and Walla

Walla Community College were accessed, as well as the following websites: Department of

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Education, Edutopia, Harvard Education Publishing Group, Pew Research Center, Port of

Walla Walla, Public Broadcast Station (PBS), Right Question Institute, The Southern

Poverty Law Center, WorldTrust.org, and YWCA USA. Research articles, publications,

interviews and video clips were gathered from these sites.

World Cat (or World Catalogue) was the primary web-based database utilized

through Gonzaga University’s Foley Center Library and Walla Walla Community College’s

library. Constructivist communication theory and pedagogy were primary key words used

to obtain theoretical and pedagogical research articles and publications. Racial equity,

democratic classroom, online pedagogy, eLearning curriculum were key words and phrases

used to gather research that helped identify the curricular components required to

effectively meet the needs of a diverse student body online.

Research articles, publications, interviews, web sites and video clips were examined

and interpreted. Information was then synthesized to plan, produce, and disseminate a

training video for online college instructors. The purpose of this video is to introduce some

curricular components that will help create a democratic and academically successful

eLearning environment that meets the needs of a culturally and racially diverse student

body.

ETHICAL CONSIDERATIONS

Neuman (2011, 7th Edition) mentions that bibliographic analysis must take context

into account. In other words, when communication materials are produced, the purpose

behind that work influences meaning. Analysis from another perspective can find new

value and meaning behind this work, but the researcher must consider the context when

resource materials are included as part of the analysis (p. 380).

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To maintain integrity, Neuman also mentions that research must be properly cited

and referenced. Neuman recommends citing research that is paraphrased, to make it clear

that the author is not taking credit for another’s scholarly work (pp. 545 & 546).

23

Chapter 4 – The Project

INTRODUCTION

Passel and Cohn (2008) report that United States demographics will become

increasingly diverse year by year (p. 17). Colleges throughout the Pacific Northwest in the

United States of America recognize that demographics are changing and will continue to do

so. Demographic changes are increasing the diversity of the region’s population. Diversity

encompasses socio-economic backgrounds, race and cultural heritage, religious

convictions, generational and gender identity – to name a few.

Educational institutions are responding to demographic changes with initiatives and

establishing policies that support the needs of a diverse student body. Of which, faculty

and staff training is an essential element. Therefore, a training video has been developed to

assist online instructors. This training video addresses the first step required in meeting

the needs of a diverse student body online. This training video provides college faculty the

opportunity to reflect on how their personal experience influences perspective when faced

with alternative viewpoints. The training video is titled A Reflection on the Influences of

Perspective and its purpose is to increase understanding as to why culturally responsive

curriculum should be incorporated as part of every instructor’s online coursework.

Training video objectives include: 1. Online instructors will be more sensitive to diverse viewpoints and, therefore, will

increase curricular solutions that empower students and encourage full

participation.

2. Introduce online instructors to the existence of white privilege and how that

influences personal perspective.

3. Online instructors will more readily recognize diversity as an asset and resource.

24

To meet the objectives listed above, the training video: 1. Reviews theoretical framework that explains how “difference” can be a negative

influence on perspective.

2. Provides an opportunity for reflection regarding white privilege.

3. Provides resources for continued reflection.

The training video covers the following:

I. Introduction – Why do educators need to learn about the influence of perspective?

A. The first step in facilitating an effective online learning environment is making

sure that college instructors and staff are aware as to how we respond to those

who grew up differently than we did. For example: Those who identify their

racial heritage as Latino doesn’t necessarily mean that they came from Mexico or

South America. Latino communities thrive throughout the Pacific Northwest and

have developed traditions that are very different than those who grew up in

Mexico or South America.

B. Increased awareness will provide educators an opportunity to explore how we

can be open to those who communicate and act differently. For example: I use

many phrases that were commonly used by dryland wheat farmers of primarily

German descent. One of those phrases is “I will run that over.” Those who have

not heard that phrase before, think that it’s odd that I want to run my car or bike

over an object that I use.

II. Explain Figure 2.1 on page 22, Lehman & Conceicao (2010), “The Elements of

Influence” (Appendix, p. 43):

A. Lehman and Conceicao’s figure 2.1 illustrates how each and every one of us is

influenced by community and culture, including where and when we grew-up.

Community sways our:

1) Perspective – this training focuses on this one element

2) Communication style

25

3) Learning style

4) Response to institutional norms

5) Community engagement

B. We are all impacted by emotion. An example includes: When I am in a bad mood, I

have to be cautious as to how I might interpret an email or text message. The

writer’s mood may be very different from mine, but my mood will influence how

that email or text message is interpreted.

C. Each and every day, we interact and work with a variety of cultures and

communities. I will share a common work day to serve as an example:

1) When I wake up, I’m at home and enjoying my family’s community and I enjoy a

custom that I have witnessed my whole life by savoring my first cup of coffee.

2) I take my dog on a morning walk and we enjoy our neighborhood, the

community that encircles our home.

3) I then go to campus, which is adjacent to the neighborhood where my home is

located.

4) At Walla Walla Community College, I walk to my office in the Transitional

Studies Department, a community within the college.

5) Each group of students or classroom (whether face-to-face or online) is a

community with unique dynamics, because of a combination of influences such

as race, culture, economic status, gender, sexual identity, and religion.

D. The text box located towards the bottom of Lehman and Conceicoa’s diagram sums

it all up: “An individual’s experience is:

1) Subjective (emotional aspect),

2) Objective (intellectual aspect),

3) Social (each group or community affects our demeanor and actions) and/or

26

4) Environmental (place also influences our demeanor and attitude).”

III. An example in exploring self, using the Getting Acquainted Template (Appendix, p.

44):

A. This exercise is provided for two reasons:

1) Demonstrate how relationships can be developed online, because building

relationships is an integral element of effective instruction. Building

relationships builds community, which supports learning (Lehman & Conceicao,

2010, p. 11).

2) Provide an opportunity of reflection to introduce educators as to how our

experiences growing up influence perspective. It is important to know how our

perspective affects how we interact with and respond to those who grew up in a

different community and/or culture.

Hormel, Getting Acquainted Template, 2015

27

B. An Example: Gretchen Hormel Spring 2015

C. Why are we spending time exploring perspective?

1) We not only must get acquainted with online classroom dynamics, influenced by

the students who enroll in our courses each quarter, but must also be aware as

to how we respond to those who grew up differently than we did.

2) Educators must know our sensitivities and must understand how we respond to

difference.

28

IV. Review Ramsay’s diagram (2005, p. 19):

1) It is integral that instructors are aware as to how the environment affects their

demeanor and value system. For example, when I am confused and begin to try

to sort out the details, I know that my voice can be interpreted as stern or angry.

Therefore, I have to consciously keep that tendency in check and try to ask

questions that sound positive and curious.

2) Students need opportunities to safely grow and build self-awareness.

Instructors must model positive inquiry while monitoring student-to-student

dialogue. This will assist students in learning how their communication style

and actions are interpreted by others. For example, students will tease each

other with terms that are considered derogatory. Some of those terms may

include (Source: Wikipedia, List of ethnic slurs by ethnicity): “Jap” --

Predominantly used in the United States and is shortened from the word

Japanese. “Beaner” -- A term for Mexican, but can be used for Hispanics in

general, because it can imply that all Hispanics are the same. “Injun” -- a

29

corrupted version of the word Indian (Native American Indian). If a student

uses a term that can be considered derogatory, it is the online instructor’s

responsibility to ask the student, “Why did you choose that term? Did you know

that some people consider that term offensive? Let’s try to find a replacement.

Okay?”

3) Dominant groups can unintentionally make non-dominant groups feel alienated

and powerless, because dominant groups rarely experience the impacts of

prejudice. A personal example: In the early 1980’s, I was a single mother

working on my Bachelor’s in Education. I did not know any other single mother,

or married for that matter, who was attending the university. I felt extremely

different and, therefore, isolated and alone. There were times when I was

working on my Bachelor’s degree that I questioned whether I belonged and

whether I should continue my studies. I persevered, however, even with that

huge challenge.

4) A personal example of obtaining awareness of white privilege: When I attended

my first Cultural Competency Workshop about six years ago, I was shocked to

hear that I had power because my skin was white. The introductory exercise

that was led by Leticia Nieto was an eye-opener for me. It took me a while to

process that information and have a glimpse of understanding as to how my

upbringing positioned me as an “agent” as opposed to a member of a “target”

group. Yes, my family worked hard and I have always known financial struggle.

However, growing up in a white, Christian, middle class family definitely

provided advantages. Understanding institutional America’s expectations was

one huge advantage and helped me visualize the possibility of going to college,

for example.

30

5) This training includes some links that provide more information about the

impacts of dominance and hidden prejudice (Appendix, p. 46).

6) The three elements of an effective multi-cultural curriculum include: (a) build

relationships (b) be open and understanding about difference and (c) allow

difference to become a learning opportunity for yourself and students (Bonk &

Zhang, 2006, p. 250).

7) And (8) are the reasons why this training session was produced. The four

elements of a successful culturally responsive curriculum are: (a) inclusive

curriculum -- example: providing an opportunity to get acquainted, such as the

template that I shared earlier in this training; (b) diverse perspectives

represented -- example: when sharing examples of a community, make sure that

a number of cultures and communities are included; (c) broaden repertoire of

teaching methods -- for example: How can your online classroom connect to

community? Is there an opportunity for students to interview someone in the

community and share what they learned with the class; and (d) meet the needs

of multiple learning styles -- example: a link is provided so that students can

access a Solomon Learning Style Questionnaire provided at North Carolina State

(Appendix, p. 46). This questionnaire helps students identify whether they are

primarily a: Active & Reflective Learner, Sensing & Intuitive Learner, Visual &

Verbal Learner, or Sequential & Global Learner.

31

V. Conclusion:

Meeting the diverse needs of our online students requires that we be mindful as to

how we respond to difference. The author is using Allen’s (2011) Six Questions Dedicated

to Mindfulness (Appendix, p. 46), along with a Mindvalley blog (2015), Tattoos in the

Workplace, as a review:

A. This is Jasmine from Malaysia. While looking at this

picture, please reflect on the following questions:

1) What preconceived notions do I have about this person

based on social identity characteristics? Does she have any

differences and/or similarities to any traits or values that I

may have?

2) What might be the sources(s) of those preconceptions?

3) Will my preconceptions facilitate or impede communication?

4) Am I open to learning about this person and myself during this interaction? Why or

why not?

5) Am I willing to be changed as a result of this interaction or experience? Am I willing

to adjust my curriculum as a result of what I learn from her?

6) What communication tools can I use to try to create genuine communication? For

example, the “Get Acquainted Template” that has been provided.

B. About Jasmine:

1) Jasmine works in the Finance Department for a highly successful international

enterprise, Mindvalley.

2) Mindvalley Blog, October 16, 2014 – “Dubbed ‘the first online university for

personal growth’, Mindvalley Academy, the successful multimedia platform and

flagship website by education media company Mindvalley Media, has garnered 1

32

million members since its launch in November 2013 with over 300,000 active

students taking courses online….”

C. Whatever term is used: perception, preconceived notion, stereotype, or assumption.

Educators must be aware as to how it may influence our instruction. Online

curriculums require that instructors be all the more intentional in building

community, which will enhance the learning environment. Recognizing how our

perceptions influence our response to difference, to diversity, is the first step.

VII. Links to Additional Resources:

A. Released in 2015, the film Cracking the Codes: The System of Racial Inequity,

presents a number of personal testimonies that help explain how conscious and

unconscious bias influences perspective. Information about this film can be

accessed at: http://crackingthecodes.org/

B. Yesenia Hunter resides in Yakima, Washington and is a Humanities Washington

speaker. She spoke at the Walla Walla Public Library on April 22, 2015. During that

presentation, she shared how survival and place influenced her personal

perspective. She also shared how she is connecting to heritage with the tradition of

Fandango. Video Clip of Yesenia Hunter: https://vimeo.com/11665983

C. Mindvalley.com (2015). Tattoos in the workplace.

http://www.mindvalley.com/blog/social/tattoos-in-the-workplace/

D. Mindvalley.com (2015). About mindvalley.

http://www.mindvalley.com/blog/announcements/mindvalleyacademy-com-hits-

1-million-members/

D. Leticia Neito (March 13, 2009). A Day with Leticia Nieto – A skill-based workshop

on practical strategies for organizational change and cultural competency. St.

Martin’s University, Lacey, WA, Master of Arts in Counseling Psychology and co-

33

author of Beyond Inclusion – Beyond Empowerment

http://beyondinclusionbeyondempowerment.com/about/

VIII. The Impacts of Dominance and Prejudice:

A. Frontline on PBS: A Class Divided (1980).

http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/crusade.html

B. Peggy McIntosh, Founder and Co-Director of the National SEED Project on Inclusive

Curriculum, Seeking Educational Equity & Diversity: Unpacking the Invisible

Knapsack: https://youtu.be/DRnoddGTMTY

C. Film (2015): Cracking the Codes: The System of Racial Inequity

www://crackingthecodes.org and affiliated with world-trust.org

IX. Resources Included in the Appendix

A. Getting Acquainted Template (p. 43)

B. Lehman & Conceicao’s Figure 2.1, The Elements of Influence (p. 44)

C. Ramsay’s Monocultural Multi-Cultural Diagram (p. 45)

D. Impacts of Dominance and Prejudice (p. 46)

E. Link to Solomon Learning Style Questionnaire at North Carolina State (p. 46)

F. Allen’s 6 Questions for Mindfulness (p. 46)

34

Chapter 5 – Summaries and Conclusions

Demand is steadily increasing for online professional and personal growth

opportunities nationwide. Educational institutions across the United States of America are

responding to that demand, including college campuses throughout the Pacific Northwest.

As a result, educators and communication researchers have worked hard to determine how

to successfully engage online students, as well as maintain curricular rigor. It is difficult,

however, to find comprehensive research that focuses on meeting the needs of a racially

and culturally diverse online student body. Therefore, a qualitative bibliographic analysis

has been completed. The analysis identifies common components of best practices found

in research articles, reports, textbooks, and computer mediated communication (CMC).

A training video was produced as part of this work and introduces some

components of best practice for online post-secondary instruction in Washington State. It

is titled The Influence of Perspective and it is hoped that it will contribute to the

development of effective online curriculum that meets the needs of a racially and culturally

diverse student body. The training video provides college educators an opportunity to

reflect on how perspective influences faculty-student and student-to-student relationships

online; the training video introduces instructional methods that can create a respectful and

empowering online environment for racially and culturally diverse students.

LIMITATIONS OF THE STUDY

It was challenging to find research that strictly combined online curricular

development strategies with strategies that contribute to a democratic learning

environment. A democratic learning environment allows members of an online classroom

the opportunity to explore diversity in an open and respectful space. This requires positive

35

inquisition skills, as well as keen self-awareness amongst faculty and students. In the

classroom, it is paramount that instructors consciously model these skills and closely

monitor student-to-student interaction.

Constructionist theory and pedagogy provided the theoretical base for research and

exploration. Constructionists analyze the process of incorporating intellectual, social, and

material relationships when a group comes together in a common cause – in this case,

enrolling in an online course. Reading and writing is an integral learning tool and is all the

more integral in an online learning environment. Cognitive growth is obtained through

organizational skill development, successfully incorporating new information with

experience and knowledge, as well as defining relationships with that research and

information.

RECOMMENDATIONS FOR FURTHER STUDY

Constructivist theory and pedagogy is only one approach, however, and research

should be expanded. It is recommended that educators explore further how CMC

interplays with interpersonal development and cognitive development. This may provide

more insight as to how educators can better meet the needs of a racially and culturally

diverse student body. This is integral, since Pacific Northwest demographics, along with

the entire nation, is becoming more racially and culturally diverse year by year.

CMC technology continues to change at a rapid pace. As a result, more tools are

becoming available that can enhance an online educational setting. Reading and writing

has been one primary tool for online dialogue through the years. However, recording

capabilities and video cameras are now accessed readily. As a result, face-to-face contact

can become an integral part of online instruction. How can this be utilized in a positive and

productive way? How can curriculum development best incorporate these tools?

36

CONCLUSIONS

Research indicates that seven components make up a democratic online learning

environment. They include: (1) culturally competent staff (2) presence (3) emotional

intelligence (4) communication skills (5) understanding the obstacles to valuing difference

(6) critical thinking and (7) a diverse and dynamic learning environment that includes

problem solving. Instructors must incorporate these components to effectively meet the

needs of today’s and tomorrow’s students.

Component five, Understanding the Obstacles to Valuing Difference, is an important

first step in meeting the needs of a culturally and racially diverse student body. This is all

the more integral, due to the fact that rural America’s demographics are changing at a

slower pace. As a result, many rural regions continue to be primarily white. Therefore,

many rural areas have less experience in understanding the impacts of perspective and the

impacts of prejudice. Therefore, it was determined that it is vital to provide educators an

opportunity to learn how their backgrounds influence their actions, including curriculum

development. Awareness is the first step in meeting the needs of a diverse student body.

Therefore, a training video, The Influence of Perspective, was produced as a result of this

research.

37

Research *References marked with an asterisk indicate studies included in the meta-analysis.

*Allen, B. J. (2011). Difference matters – communicating social identity (Second Ed.). Long

Grove, IL: Waveland Press, Inc.

*Bonk, C. J. and Zhang, K. (2006). “Introducing the R2D2 model: Online learning for the

diverse learners of this world.” Distance Education. Aug 2006; 27, 2; ProQuest

Education Journals, pp. 249 – 264.

Chambers, M. M. (2012). “Beyond relevance: Cultural competency for teachers in a

changing world.” The Journal of Multiculturism in Education, 8, October 2012, pp. 1 –

19.

Frontline on Public Broadcasting Station (PBS). An Unfinished Crusade: An Interview with

Jane Elliott (2002). Retrieved from:

http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/crusade.html

Fry, S. (2014). An Introduction to Culturally-Responsive Pedagogy. Walla Walla Community

College Professional Development video library.

Jones, J., Miller, D., Palmer, S. & Simmelink Johnson, S. (2014). Culturally-Responsive

Teaching: An Exploration in Understanding, Walla Walla Community College

Professional Development video library.

*Lehman, R. M. and Coneicao, S. C. O. (2010). Creating a Sense of Presence in Online Teaching

– How to “Be There” for Distance Learners. San Francisco, CA: John Wiley & Sons,

Inc.

McIntosh, P. (2008). Video: Unpacking the Invisible Knapsack. Retrieved from:

https://youtu.be/DRnoddGTMTY

38

Mindvalley.com (2015). Web article, Tattoos in the workplace. Retrieved from:

http://www.mindvalley.com/blog/social/tattoos-in-the-workplace/

*Muir, D. J. (2001). Adapting online education to different learning styles. Presented at the

National Educational Computing Conference, “Building on the Future,” July 2001.

Retrieved from: U.S. Department of Education, ERIC: IR021098.

*Neito, L. (2009). Workbook: “A Day with Leticia Nieto – A skill-based workshop on

practical strategies for organizational change and cultural competency.” A

Sherwood Trust leadership development held at Whitman College, Walla Walla, WA.

March 13, 2009.

*Passel, J. S. and Cohn, D. (2008). U.S. Population Projections: 2005–2050. Washington, D.C.:

Pew Research Center. Retrieved from: www.pewresearch.org

*Palloff, R. M. & Pratt, K. (2003). The Virtual Student: A profile and guide to working with

online learners. San Francisco, CA: Jossey-Bass.

Phillips, Curtis (2013). Techniques to Understand Your Student Population. Walla Walla

Community College Professional Development video library.

*Ramsay, N. J. (2005). Teaching effectively in racially and culturally diverse classrooms.

Teaching Theology and Religion. 8, 1, pp. 18-23. ISSN 1368-4868.

*Shutkin, D. (2004). Thinking of the other: Constructivist discourse and cultural difference

in the field of educational technology. The Journal of Educational Thought. Spring

2004, 38, 1: ProQuest Research Library. Pp 38 – 93.

39

*Thorpe, M. (2002). Rethinking learner support: The challenge of collaborative online

learning.” Open Learning, 17, 2, pp. 105 - 119. Institute of Educational Technology,

UK.

*Velluzi, N. (2015). WWCC measures student success. Walla Walla Union-Bulletin, March 8,

2015, p. A4.

*YWCA USA Resource Library (Summer 2014). Strategies for Building Cultural Competence.

Can be accessed in YWCA USA’s staff intranet at: www.ywca.org

*Walla Walla Public Schools. Board Policy No. 3207, Prohibition of harassment,

intimidation, and bullying. Adopted July 22, 2008. Retrieved from:

http://www.wwps.org/images/district_info/school_board/policies/Series%20300

0%20-%20Students/3200-3247%20-

%20Rights%20and%20Responsibilities/3207%20-

%20Prohibition%20of%20Harassment,%20Intimidation%20and%20Bullying.pdf

*Worldtrust.org (2015). Film: Cracking the Codes: The System of Racial Inequity.

Information can be retrieved at: http://crackingthecodes.org/

40

APPENDIX

41

42

Hormel, Getting Acquainted Template, 2015

43

Ramsay, 2005, p. 19

44

IMPACTS OF DOMINANCE AND PREJUDICE – RESOURCES FOR INCREASED

UNDERSTANDING AND AWARENESS 1. Released in 2015, the film Cracking the Codes: The System of Racial Inequity, presents a number

of personal testimonies that help explain how conscious and unconscious bias influences

perspective. Information about this film can be accessed at: http://crackingthecodes.org/

2. Yesenia Hunter resides in Yakima, Washington and is a Humanities Washington speaker. She

spoke at the Walla Walla Public Library on April 22, 2015. During that presentation, she shared

how survival and place influenced her personal perspective. She also shared how she is

connecting to heritage with the Fandango tradition. Video Clip of Yesenia Hunter:

https://vimeo.com/11665983

3. Mindvalley.com (2015). A web-article that provides an opportunity to reflect on the influence of

perspective: Tattoos in the workplace. Retrieved from:

http://www.mindvalley.com/blog/social/tattoos-in-the-workplace/

4. Mindvalley.com (2015). A web-article that serves as follow-up for the reflection opportunity

provided above: About Mindvalley. Retrieved from:

http://www.mindvalley.com/blog/announcements/mindvalleyacademy-com-hits-1-million-

members/

5. On March 13, 2009, Sherwood Trust sponsored “A Day with Leticia Nieto – A skill-based workshop

on practical strategies for organizational change and cultural competency,” at Whitman College

in Walla Walla, WA. Leticia Nieto works at St. Martin’s University in Lacey, WA, Master of Arts in

Counseling Psychology. She is also co-author of Beyond Inclusion – Beyond Empowerment. More

information can be retrieved here: http://beyondinclusionbeyondempowerment.com/about/

LINK TO SOLOMON LEARNING STYLE QUESTIONNAIRE AT NORTH CAROLINA STATE

This electronic questionnaire helps students identify whether they are primarily an: Active & Reflective Learner, Sensing & Intuitive Learner, Visual & Verbal Learner, or Sequential & Global Learner (or a combination thereof). The survey takes approximately 30 minutes to complete: Educators and students can retrieve the survey here: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

BRENDA ALLEN’S “SIX QUESTIONS FOR MINDFULNESS” (2011, P. 9): 1. What preconceived notions do I have about this person based on social identity characteristics?

Does s/he have any differences and/or similarities to any traits or values that I may have?

2. What might be the sources(s) of those preconceptions?

3. Will my preconceptions facilitate or impede communication?

4. Am I open to learning about this person and myself during this interaction? Why or why not?

5. Am I willing to be changed as a result of this interaction or experience? Am I willing to adjust my

curriculum as a result of what I learn from her?

6. What communication tools can I use to try to create genuine communication?