to the reader - NorQuest College · Nanaquawetung, Gerard Amani, Lisa Andreas, Orane Rowe, and Elizabeth Routledge and student support facilitators Deanna Malcolm and Krystal McCann

to the readerWe offer you our Inclusion Fusion Event Guide in the belief that by introducing the method and materials we use in planning and hosting our events, you will be encouraged to host your own interactive intercultural events in your organization.

Student’s perceptions of Inclusion Fusion:“… an awesome project. Every student could feel good about being included and welcome…”“I like this project, this project leads people to include, make a friend, and join with other people.”“Our pictures and stories are so different and at the same time so similar – for me this event of celebrating

Inclusion Fusion was a great experience because I met a lot of interesting people there.”“The March 15, 2012 Inclusion Fusion Activity was one of my unforgettable moments here at NorQuest.”

Faculty and Executive member’s perceptions of Inclusion Fusion:“Thank you very much for this experience… These students were great. The guide showed me around with

such confidence in both his actions and speech. The students describing their work also did so with the same intent. One picture stands out, the picture of the women using the Canadian Flag as a wrap/veil… this could initiate and engage a lot of people in conversation with a large number of topics which relate to multiculturalism… I liked it very much because it was very interactive.”

“Thanks so much, it was a great event! And the photos captured the engagement of the students.”

We believe that people in your organization will also feel the excitement of being part of an intercultural event and come to understand the value and benefits of building inclusion by engaging with difference. As often as possible we have made the guide materials to be downloaded and used without changes. For example, the event planning timeline, consent and release forms and the event activity instructions for facilitators, volunteers, and participants are all generic and directly usable.

For clarity, other materials are included as exemplars with our specific details and will need to be modified to reflect your unique Inclusion Fusion event. For example, the event advertising posters reflect the activities we chose to include at different Inclusion Fusions events. You may want to offer another selection of event activities and so will need to change the poster to reflect your choices. Similarly, the thank-you volunteer poster reflects one of our events and yours can be modified to thank volunteers for their help at your chosen events in your own words.

We welcome you to use all the materials as they are or adapt them to your unique event. Our goals in offering the event guide are to help you identify strategies to engage participants in an intercultural event and to give you access to a resource that works well for us in our organization. We would appreciate a reference to the Centre for Intercultural Education at NorQuest where appropriate, and would love to hear about events you plan and your ways of using the materials.

Kerry Louw and Bonnie Nicholas

inclusion fusionproject guide

table of contentsPROJECT OUTLINE

• Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1• Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

• Rationale and Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 • Inclusion Fusion: Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 • Inclusion Fusion: Activities - Conversation Cafe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 - Art of Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 - Map of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 - Speaker’s Corner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 - Create a Banner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 • Inclusion Fusion: Outcomes - Intercultural Communicative and Behavioural Competence . . . . . . . . . . . . . . . . . . . . . 13 - CLB Language Learning and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 • Inclusion Fusion: References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

INCLUSION FUSION: EVENT GUIDES • Inclusion Fusion: Event Planning Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 • Inclusion Fusion: Pre-Event - Advertising Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 - Volunteer Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 • Inclusion Fusion: Event Signage and Forms - Welcome Guests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 - Event is Photographed and or Videotaped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 - Please don’t take my picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 - Consent forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 • Inclusion Fusion: Event Handouts - Instructions for Facilitators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 - Instructions for Student Volunteers and Hosts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 • Inclusion Fusion Event Posters - Instructions for Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 • Inclusion Fusion: Post event - Debriefing for Participants and Volunteers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 - Gathering Perspectives - Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 - Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 • Thank-you Notices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

inclusion fusionproject guide

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acknowledgementsThe Centre for Intercultural Education at NorQuest College gratefully acknowledges Alberta Advanced Education and Technology, whose mandate for working with post-secondary institutions to ensure all Albertans have access to high quality learning opportunities supported our colleges Inclusive Student Engagement (ISE) project.

introductionThe Inclusion Fusion events were a demonstration activity to engage NorQuest students and the college community with the concepts of inclusion and exclusion as part of the reality of student life on campus. The Inclusion Fusion events modelled the use of creating intercultural spaces as an approach to engaging diversity. As a sustainability strategy, this Inclusion Fusion guide was produced to support students, faculty and staff to host Inclusion Fusion events.

The Inclusion Fusion events were possible through extensive collaboration with faculty, staff and students at NorQuest College and with community members. The following participated in planning and implementation of the Inclusion Fusion events:

Cherie Sawaryn, Manager Students Association (Inclusion Fusion Co-host Downtown Campus); Bonnie Nicholas (Inclusion Fusion Co-host Westmount Campus), Amy Abe, Kent Lee, Yuji Abe, Cheryl Whitelaw, Todd Odgers from the Faculty of Foundational and Intercultural Studies.; Katherine Rankin Marketing and Communications, Corey Stroeder Multimedia Developer, Marketing & Web Development; the students from the Youth in Transition and LINC professional programs; NorQuest Student Association council members including Carly Young, Lincoln Nanaquawetung, Gerard Amani, Lisa Andreas, Orane Rowe, and Elizabeth Routledge and student support facilitators Deanna Malcolm and Krystal McCann.

Drumming circle provided by David Thiaw. Art of Inclusion services provided by Michael Wallace.Graphic design and editorial services for the Inclusion Fusion materials provided by Greg Miller and Jason Scheibelhofer, Backstreet Communications.

Thank you all!Kerry Louw (Inclusive Interactions Project Lead)

rationale and backgroundNorQuest College is Alberta’s largest community college, serving over 9000 full- and part-time students each year. NorQuest College is a culturally diverse institution; over half of our students were born outside of Canada and they come from 87 different countries. 11 per cent of our student population is of Aboriginal ancestry and 78 per cent of our students are female.

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inclusion fusionproject outline

inclusion infusion: designInclusion Fusion is designed for a diverse group of students, faculty, administrators and directors to come together to share their experiences, celebrate their common ground and engage with their differences in an awareness-raising event. It is one way we chose to model engagement with diversity, woven together with the thread of voice, to encourage dialogues that raise awareness that differences are a normal part of living in an intercultural community and support diverse members learning to use their voices to share perspectives. It’s an interactive event that creates many opportunities to communicate with each other through such event activities as:

• Conversation Café where participants host and participate in sharing perspectives about inclusion• Speaker’s Corner where participants state their opinions• Art of Inclusion where participants represent their voices by drawing conversations with a partner or

adding their inclusion declaration to a t-shirt or banner• Sign the Banner where participants pledge acts of inclusion• Map of the World where students add a name flag documenting their origin• PhotoVoice where students showcase their photos using a storytelling approach

It is an event for the campus community including students, faculty, administrators, directors and board members to open their minds, expand their intercultural awareness, and take time to talk, learn and share by creating the space for effectively holding conversations about inclusion and exclusion and the sense of belonging. Inclusion Fusion creates opportunities for encouraging the willingness, tolerance of ambiguity and flexibility to enter into conversations about diversity related issues, and offers activities and spaces to practice engaging in intercultural dialogue that talks about the issues of living in our diverse community. Inclusion Fusion is an event planned in the Discrimination Awareness Week tradition at NorQuest College.

When we looked at our college we see a very diverse student body and we questioned whether the students felt included or excluded and whether they felt welcomed. These questions became part of a larger Inclusive Student Engagement project. We used this approach to look at the emotions, self-identifies and beliefs of the students; we collected information through speaker’s corner 2011, art of inclusion 2011, 2012 and photovoice 2012 and explored the interactive behaviour of the college community in encounters with communicative activities through sharing the student photos and stories of what they saw and interpreted as inclusive or exclusive within the college. We also considered the educational outcomes in providing intercultural encounters.

Inclusion Fusion is an awareness raising event that provides opportunities for intercultural competency building of attitudes of curiosity, flexibility and tolerance of ambiguity.

“...because an organization is made up of many different individuals who have different voices and a different sense of what gives them meaning and their life purpose, it takes communication processes where people are genuine and authentic with each other in expressing what they really care about”. (Covey)

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We have established a Model for Action:

INCLUSION = DIVERSITy + ENGAGEMENT

Engagement can be initiated through intercultural encounters, meeting up with diverse people from the college community, listening and talking with them, finding voice and supporting each other’s attempts at sharing perspectives when entering into intercultural communication.

The CEIE goals in the first Inclusion Fusion event were to learn what students felt about inclusion and exclusion on campus and what makes them feel welcome in our college and use this to inform intercultural training inside the college while at the same time provide an activity for diversity awareness, around the United Nations International Day for the Elimination of racial discrimination, March 21. http://www.un.org/en/events/racialdiscriminationday/

It was our goal to fill a gap which the college committee could no longer meet due to changes inside the college the organization. We held the first Inclusion Fusion jointly with the Student Association, Downtown, and LINC teachers, Westmount Campus.

purpose • To hold Inclusion Fusion events at Westmount and the Downtown campus that connect students,

student leaders, faculty and staff with the concept of inclusion as an engagement with diversity.• To produce an Inclusion Fusion toolkit that can be used by programs and faculty members to stage

Inclusion Fusion events in the future.

the eventsIn 2010/11, in partnership with the Students’ Association and LINC teachers, Inclusion Fusion events were held at the Downtown and Westmount campuses to showcase and focus on what inclusion means to students. The events included Signing of the Commitment to End Racism posters as part of the Racism-Free Edmonton initiative, student-led Conversation Circles, a Speaker’s Corner and an arts-based station. Approximately 500 students participated in the event.

In 2012, on March 15th at LINC Westmount and on March 23rd Downtown, we repeated the Inclusion Fusion events. This year, academic students from LINC 5, and YIT students from downtown participated in the workshops, “Welcome in Our College: a student photovoice project”. The students showed their photos and shared their stories at Inclusion Fusion. Other activities included student-led conversation circles, an arts-based station and a map of the students’ heritage. Over 500 students, faculty and administrators participated. Approximately 30 community at large members also joined in.

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This Inclusion Fusion guide is meant for regional campus, faculty, program areas, Students’ Associations and other community groups and organizations to use to hold their own event inclusive events. The guide will support planning and holding the event using our approach to create an intercultural space. It includes promotional and communication resources (e.g. poster templates) that can be used for future events. The guide is available online and can be downloaded to promote Inclusion Fusion Events. We ask that you give recognition by referencing our Centre for Excellence in Intercultural Education at NorQuest College.

We have engaged Student Association members and other student leaders in the planning and implementation of the events. This participation is an example of inclusive practices within a post-secondary education organization. The project activities contribute to the overall Inclusive Student Engagement project by providing an example of a College community engagement strategy for inclusion of diversity.

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Inclusion Fusion events are containers for ‘encounter’ activities that engage participants to use their voices through arts based events and conversations.

conversation cafeConversation Cafés are open, hosted conversations joined into in a round. They use a simple process that helps shift from small talk to conversations on a bigger theme. They work best when a host is present at each ‘circle’. Anyone may participate who follows the ‘processes’ that are explained in the ‘how to facilitate’ section.

objectives: Participants have the opportunity to speak and listen on a theme in an engaging atmosphere to the diverse perspectives that emerge. Conversations work equally well with a group new to each other or one with participants already well known. They embody principles for good conversation:

• Open-mindedness: Listen to and respect all points of view. • Acceptance: Suspend judgment as best you can. • Curiosity: Seek to understand rather than persuade. • Discovery: Question assumptions, look for new insights. • Sincerity: Speak what has personal heart and meaning. • Brevity: Go for honesty and depth but don’t talk too long let others have their turn too

If you would like more information on conversation cafes, we recommend and have referred to http://www.conversationcafe.org.

assumptions/theory inherent in the activity: Conversation Café reflects our Inclusive Student Engagement Model for Action:

INCLUSION = DIVERSITy + ENGAGEMENT

If you would like to read more about our model, we recommend reviewing our Model for Action on the NorQuest College Website under the Centre for Intercultural Education Inclusive Student Engagement Project.

time frame: From 30 minutes to 90 minutes

materials, supplies, handouts:Stone or other ‘talking object’ and our Hosting a Conversation Café printables in this Guide

inclusion fusionactivities

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how to facilitate: • Choose a stone or other talking ‘object’• Invite up to 8 people • Welcome your guests to your conversation group • Choose a topic from the list provided• Set a time to finish

Explain the process:

ROUND 1: • Pass the stone around the circle • The person with it speaks briefly to the topic• No feedback or response

ROUND 2: • Pass the stone again around the circle,• The person with it deepens their own comments or speaks to what has meaning now• No feedback or response

DIALOGUE: • Put the stone in the center• Have an open conversation• Use the stone if there is domination, argument, or lack of focus

FINAL ROUND: • Pass the stone again• Each person says briefly what was meaningful to them

ThANk ThE GROUP FOR PARTICIPATING

tips: Choosing to include Conversation Cafes provides a way to intentionally foster collaborative dialogue and build on sharing knowledge to inform a welcoming community. It provides a stimulating opportunity to engage with others and develops an ability to tolerate ambiguity as the conversation unfolds.

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art of inclusionobjectives: Participants have the opportunity to work along-side or co-operatively with others on art activities to express their feelings about a given theme. The diversity of colors, textures and techniques lend themselves to topics of engaging with diversity and inclusion. Participants have the opportunity to better understand their own and other’s styles and content and adapt their own styles for paired or group effectiveness. Art work can immediately ‘decorate’ the Inclusion Fusion space and acknowledge the participants’ voices.

assumptions/theory inherent in the activity: Art projects facilitate interaction between participants to exchange ideas, promote innovative thinking and encourage experimentation. Making projects, materials and spaces available to participants allows them to develop their talent and participate in the activities related to the promotion of art. Many of the participants have their work displayed in the public collection, and so contribute to the collective. It may also introduce art to those who would otherwise not have the opportunity. Each event offers a variation on the themes and projects - many of which are very approachable and contribute to the vitality of the event.

time frame: From 20 minutes to 90 minutes

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materials, supplies, handouts:Materials are depending on each activity –t-shirts are fun and become wearable art messaging the theme; mandalas are created by a group of 8 and repeat the circle theme of ‘world’ in other activities; paired conversations using line drawings instead of words encourage participation where language levels are diverse; and pastels or charcoal are great for individual projects on a theme. Participants enjoy displaying their work immediately so plan for this to happen.

how to facilitate: Art facilitators and student groups can provide activities, materials and support for participants. Pick the activities and the theme and have lots of materials on hand for participants to create their art of inclusion.

tips: Given the nature of the Inclusion Fusion ‘drop in’ activities for an unknown number of participants it is an opportunity for leaders to practice tolerance for ambiguity, openness and flexibility. Begin with a clear theme and materials and see where the project takes participants.

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map of the worldobjectives: Naming where you left, sharing a little personal history, observing the diversity of home countries, reflecting on your journey and the journeys of others, sharing the same space now.

assumptions/theory inherent in the activity: Mapping an aspect of your experience brings it external.. there is a value in making it visible – opens up the space to talk about where I’m from – open curiosity about others, settlement, DMIS, process of ICC, accommodating for diverse language levels

time frame: The actual activity takes just a few minutes – conversations generated from the activity a few minutes to much longer discussions.

materials, supplies, handouts:Laminated map of the world mounted on the wall with a soft backing e.g. on insulation board, color paper flags made ahead and pins attached, fine felt pens for names to be added to flags

how to facilitate: . Create a space for the activity and if possible for conversations to occur around the activity. It is an easy one to facilitate as it takes little language skill and it’s a great one for participation from literacy or new language learners.

tips: The map can be left up as a statement of who belongs in the space and reminder of the diversity.

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speaker's cornerobjectives: Participants voluntarily state their opinions about feeling welcomed, one way of collecting information on the topic - what students thoughts, available to anyone at the event, had to think about the main point they wanted to make and say it clearly

assumptions/theory inherent in the activity: • Serves as a reminder of the notion of free speech• Move from passive attendance of an event to more

active (or interactive with speakers and audience)• Opportunity to be spontaneous and get visibility • Share ‘voice’ - one avenue for expression• Can serve to remind the organization of the

importance of views of its members…• Importance of face to face community interaction• Builds on the case of active citizenship as means

of shaping an org

time frame: Turn taking can be established for an event – from 2 to 5 minutes seems appropriate depending on the number of participants and the topic. Focus on the speaking and listening that takes place - where people can meet and begin to ‘notice’ each other’s points of view.

materials, supplies, handouts:Provide a video camera and a cameraman/woman (or method to record). Options vary from cubicle, an open space or stage based on the intention for the activity.

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how to facilitate: Create a space and, if recording, try to locate it where it is quiet; provide a video recorder if data collection if important; find a host to explain the activity and some informers/encouragers to encourage people to share their ideas.

tips: Pre-event - For example, recordings and notes and could be prepared with a workshop on public speaking or an example-see ‘speaking out’ a practical 15 minute documentary with different perspectives and 6 key ideas (www.speakerscornertrust.org/library/videos/speaking-out )

Post event - could be a learning experience for speakers – if the video is made available to them could be done in a class lesson on effective presentations, one minute talks, types of debates etc… (see youthamplified.com)

Other ideas a mobile speaker’s corner design competition and building it / holding it in conjunction with pre training in public speaking and then post debriefing with video and remarks added.

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create a bannerobjectives:

• To make a commitment to inclusion• To evaluate personal beliefs around inclusion

in order to be responsible for personal actions

assumptions/theory inherent in the activity: A commitment provides a clear focus of energy, a common framework for action, a collective means of developing active citizenship over time.

time frame: Can do some pre-event-work with students talking about making differences specific to student pop. Map out ideas to achieve a welcome environment.

Post - collaborate on their goals: how they can support each other, how organization can support them individually and as a group e.g. “here’s what I’m doing and how you can help along the way”

For example meet throughout the year to work in a strategic manner to improve outcomes. The banner stays with school community as a visual reminder of the commitments.

materials, supplies, handouts:Banner to be mounted on the wall with a soft backing e.g. on insulation board, poster paper or roll or cloth backdrop with stickies or Velcro attached, and fine felt pens. An example is an outline of a participants hand with their commitment written inside.

how to facilitate: Provide a banner or materials to construct a banner. Hosts can encourage different ways to participate. For example, some participants stand back and reflect before writing. While others have an idea ready.

tips: Provide a space for conversations that grow out of making a public commitment. Hang the banner in a public space as a visual reminder of participants commitments. Statements can be selected from the banners as themes of inclusion throughout the year.

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exemplars of sign the banner commitments:“We are all people and came from the same place and will end up at the same place.”“We are all the same.”“Respect all people.”“The value of life lies not in the length of days. Importance is happy every day.”“Smile.”“Love each other.”“Peace and love.”“Respect each other.““Suspend judgment and apply no conditions to care for someone.“

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inclusion fusion: outcomesintercultural communicative and behavioural competence outcomes preface

Inclusion Fusion’ generates enthusiasm, energy and empowerment and is grounded in an understanding of our Model for Action:

Inclusion = Diversity + Engagement

The event raises awareness while creating an inclusive space for engaging with diversity. The word ‘fusion’ was chosen to emphasize the inclusion of different people and ideas encountering each other – in this case a gathering where participants are drawing, writing and talking about feeling welcome in the college. They are also showcasing their photos and stories about inclusion and exclusion from their PhotoVoice project.

Intercultural competency development includes attitudes of respect (valuing others), openness (working with judgment) and curiosity/discovery (tolerating ambiguity).

“When we expect other people to behave like we do but they don’t a cultural incident can occur and when this happens we react, for example with anger or worry. When we become aware of these reactions we may find that it’s our own expectations that cause the cultural incidents. When this happens we may become motivated to learn more about others and the differences between us. We may begin to expect others to behave like themselves and then there are fewer cultural incidents. (Storti, C.).”

Accordingly, intercultural competency development also includes knowledge of self (cultural self-awareness) and others (cultural and socio-linguistic awareness) as well as the skills to listen observe and work with our judgments, leading to outcomes of effective and appropriate communication and behaviour in intercultural situations. (Deardorff, D.).

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intercultural communicative and behavioural competence outcomes aspect step intercultural competence outcomes for participantsattitudes 2 Asks simple or surface questions about other cultures

3 Asks deeper questions about other cultures and seeks out answers to these questions.

attitudes 1 Expresses openness to most, if not all, interactions with culturally different others

2 Begins to initiate and develop interactions with culturally different others.

knowledge 1 Identifies own cultural rules and biases

2 Recognizes new perspectives about own cultural rules and biases

knowledge 1 Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to values and communication styles

2 Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to values and communication styles

skill 1 Identifies components of other cultural perspectives but responds in all situations with own worldview

2 Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions

skill 1 Identifies some cultural differences in verbal and nonverbal communication

2 Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences.

Adapted from the INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC, AACUExcerpted with permission from Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

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language learning and essential skills outcomes for student leaders and participantspreface

While Inclusion Fusion is meant to be an engagement opportunity for staff and students the event also offers language learning opportunities for participants. Activities for Inclusion Fusion were designed to be accessible to all NorQuest students, therefore including both literacy and English as alternate language (EAL) students who are at the beginning proficiency of the Canadian Language Benchmarks (CLBs).

The CLB is “a descriptive scale of communicative proficiency” for new Canadians whose first language is not English. Divided into three proficiencies (beginner, intermediate, and advanced, and then further into twelve levels (four within each proficiency), the CLBs are a national competency standard for the four skills of listening, speaking, reading and writing. Each of the four skills has four competency areas: interacting with others, comprehending and giving instructions, getting things done, and comprehending and sharing information.

As students are studying with the plan to eventually be in the job market, we have also looked at the Essential Skills (ES) framework for learning outcomes for this project. Unlike the CLBs, the Essential Skills were not developed specifically for language learners but instead for all Canadians, and especially Canadians with literacy needs. The ES are enabling skills that are necessary to carry out a wide variety of everyday life and work tasks, and “provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change.” Increasingly, the ES are being integrated into language instruction.The Benchmark descriptors are cumulative; that is, someone at Benchmark 3 for listening is expected to be able to do everything at Benchmarks 1 and 2, in addition to beginning to master the learning outcomes for Benchmark 3.

Student leaders require a higher level of language; at the same time, participation in an event like this will lead to deeper learning. At Westmount, student leaders for Inclusion Fusion were in LINC 5, which means they are working at Benchmark 5 in reading and writing and 6 in listening and speaking. Descriptors in this table have been adapted from the 2012 revised Canadian Language Benchmarks and from the Essential Skills self-assessments as these have general competencies that are not tied to specific occupations as do the Essential Skills profiles.The classes providing leadership for the event will have more directed opportunities to develop their language competencies and understanding of Essential Skills. The Essential Skills have complexity levels ranging from 1 (basic) to 5 (complex) but the complexity level depends not just on the proscribed task, but also on other factors such as the context, the linguistic demands of the task, the length of time required, etc.

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language learning and essential skills outcomes clb language skill / essential skill clb learning outcome for participantsCLB Listening

1

understand individual greetings, introductions and goodwill expressionsunderstand very short, simple instructionsunderstand very simple information and questions about highly familiar, concrete topics

2

understand an expanding range of basic courtesy formulasunderstand a range of expressions used to make and respond to requestsunderstand simple information and questions about familiar, concrete topics

3

understand simple social exchanges, including styles of greetings, introductions, and leave-takingunderstands an expanded range of instructionsunderstands short, simple, descriptive communication about a person, object, situation, scene

4

understand short social exchanges containing introductions, casual small talk and leave-takingunderstand common, sequentially presented instructions and directionsunderstand short communication intended to influence or persuade othersunderstand short descriptive of narrative communication on a range of topics of immediate personal relevance

ES Oral Communication all

levels

ask routine questions to obtain informationfollow simple oral instructionslisten to others without interruptinguse appropriate body language while having a conversation

clb language skill / essential skill clb learning outcome for participantsCLB Speaking

1

use and respond to basic courtesy formulas and greetingsmake and respond to simple requests related to immediate personal needsgive basic personal information in response to direct questions by a supportive listenerask for basic personal information

2

make and respond to simple requests related to common everyday activitiesgive expanded basic personal information to a supportive listenerask for basic personal informationgive basic descriptions of concrete familiar objects in a few short words or phrases

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3

use a range of courtesy formulas and greetings in very short, casual, face-to-face interactionsmake and respond to an expanding range of simple requests related to everyday activitiesask for and give information about immediate needs and some feelings related to common everyday activitiesgive simple descriptions of concrete objects, people, or experiences in a few short sentences

4

use a range of courtesy formulas and some casual small talk in short, one-on-one or small group interactionsmake and respond to a range of requests and offersask for and give information about needs and feelings related to common, everyday activitiesgive brief descriptions of personal experiences and situations


2get information from short simple business or service noticesunderstand the main idea and some specific details in very simple, short texts

3 & 4

understand short, simple, clearly sequenced instructionsget information from short business or service textsunderstand the purpose, main idea, key information and some details in simple short texts

ES Reading read and understand familiar names, words, and simple sentences

ES Document Use all levels

use key words or visual characteristics to find information in a document

clb language skill / essential skill clb learning outcome for participantsCLB Writing 1 & 2 write a few words to complete a short, guided text or answer simple

questions to describe a personal situation

ES Writing all levels

write simple listswrite notes in point form

ES Continuous learning

all levels

learn new thingsask questions when something is not understood

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clb language skill / essential skill clb learning outcome for participantsCLB Listening

5

understand the gist and some details in moderately complex common and predictable social exchanges (that may express interests, likes, dislikes, preferences)understand simple to moderately complex directions and instructionsunderstand information on familiar or relevant topicsunderstand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations

6understand short group interactions and discussions on familiar topicsunderstand descriptive or narrative monologues or presentation on generally familiar and relevant topics

ES Oral Communication

5+

communicate with others to resolve minor conflicts, such as customer complaintsexpress opinions and ideas clearly and conciselytrain or give clear instructions to a co-workergive a brief presentation to a small group


5

participate in basic social conversations for a range of purposes (such as expressing feelings)give sequential instructions for everyday activities and processesgive and respond to informal requests, permission, suggestions and adviceask for and receive information related to routine daily activities in one-on-one interactionsagree and disagree and give opinions in small group discussions or meetingsgive presentations about sequences of events; incidents in the past, present or future, or to describe scenes, pictures, or daily routines

6

participate in routine social conversations for an expanding range of everyday purposes (such as expressing opinions and making suggestions or arrangements)give instructions for a broad range of everyday activities and processesgive and respond to informal and formal suggestions and indirect requestsask for and give information in some detail; express opinions, feelings, ability and certainty one-on-one and in small group discussions and meetingsgive detailed presentations about sequences of events, incidents in the past, simple processes, or descriptions or comparisons of people, places, etc.

20

clb language skill / essential skill clb learning outcome for participantsCLB Reading 5 understand moderately complex personal and public social messages

(such as those conveying invitations)understand moderately complex, step-by-step instructions and instructional texts for multistep procedures related to everyday proceduresunderstand moderately complex descriptive or narrative texts on familiar topics

ES Reading scan a short document and understand its meaningread and follow directionsread a paragraph to find a key peace of meaningread and correctly follow written instructions

ES Document Use use a checklist

clb language skill / essential skill clb learning outcome for participantsCLB Reading

5

convey personal messages in short formal and informal correspondencewrite short business or service correspondence write a paragraph to relate a familiar sequence of events, description of a person, object or routine

ES Reading write test that is a paragraph or longerprepare written material using templatesuse correct grammar and spellinginclude details and examples to support my writingtailor writing to a specific audienceexpress opinions in writing

clb language skill / essential skill clb learning outcome for participantsCLB Reading

5

understand moderately complex personal and public social messages (such as those conveying invitations)understand moderately complex, step-by-step instructions and instructional texts for multistep procedures related to everyday proceduresunderstand moderately complex descriptive or narrative texts on familiar topics

ES Reading scan a short document and understand its meaningread and follow directionsread a paragraph to find a key peace of meaningread and correctly follow written instructions

ES Document Use use a checklist

21

clb language skill / essential skill clb learning outcome for participantsES Numeracy estimate the time required to complete specific tasks

ES Digital technology

use word processing programs to produce simple documents and perform simple formatting of text

ES Continuous learning

ask for feedback and/ or advice from classmateslearn by observing more experienced classmatesidentify and understand skill strengths and areas improvement is neededapply lessons from past experience to new situationstry new ways of doing thingsrecognize a preferred learning style (visual, auditory, kinaesthetic)take responsibility for learningmaintain skills by practicing what has been learned

ES Working with others

work independently to complete taskswork with limited direction or supervisiontake initiative by doing what needs to be done before being askedfocus on work even when there are distractionsask for help or advice from classmates or instructors when neededwork cooperatively with a partner or team to complete taskscoordinate individual work with the work of colleagues to complete group projectscomplete a fair share of tasks when working with a partner or teamfollow directions from a partner or team member as requiredgive directions to a partner or team member as requiredparticipate in making group decisions by contributing ideas and suggestionscontribute to making decisions cooperatively and settling differences respectfully

ES Thinking Skills use knowledge and past experiences to help make decisionsdecide which of several options is most appropriateexplain my a particular decision was madecomplete tasks as instructed by their level of importancedeal with interruptions so they don’t interfere with the work schedule

Canadian Language Benchmarks: English as a Second Language for Adults (2012) http://www.hrsdc.gc.ca/eng/workplaceskills/LES/definitions/definitions.shtml http://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/assessment.shtml

22

inclusion fusionreferences

Association of American Colleges and Universities (2011). Intercultural knowledge and competence value rubric, retrieved January 11, 2012 from http://assessment.aas.duke.edu/documents/InterculturalKnowledge.pdf.

Bennett, J., Bennett, M. Developing intercultural sensitivity: an integrative approach to global and domestic diversity, The Intercultural Communication Institute. Portland, Oregon

Bennett, M. J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In Education for the Intercultural Experience, (ed.). R. Michael Paige. pp. 21-71. Yarmouth, ME: Intercultural Press.

Bennett, M. J. (2004). Becoming interculturally competent. In J.S. Wurzel (ed.). Towardmulticulturalism: A reader in multicultural education. Newton, MA: Intercultural Resource Corporation.

Boecker, Malte C.,& Jäger Matthias. Intercultural Competence: The key in the 21st century? Bertelsmann Stiftung Institute and based on models of intercultural competence of Darla Deardorff

Brown, J. and Isaacs D. (2005). The World Café. San Fransisco: Barrett-Koehler Inc.

Canadian Language Benchmarks: English as a Second Language for Adults (2012)http://www.hrsdc.gc.ca/eng/workplaceskills/LES/definitions/definitions.shtmlhttp://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/assessment.shtml

Cook-Greuter, S.R. (2005). AQ as a scanning and mapping device, AQAL Journal of Integral Theory and Practice, 1(3), pp 3-17.

Covey, Stephen R. (1990. The Seven Habits of Highly Effective People. Fireside Press

Deardorff , D.K. & Bowman, K.M. Beneath the Tip of the Iceberg: Improving English and Understanding of U.S. Cultural Patterns, Michigan ELT, 2011 http://www.press.umich.edu/titleDetailDesc.do?id=273948

Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Unpublished dissertation, North Carolina State University, Raleigh, NC.

Deardorff, D. K. (2009). Implementing Intercultural Competence Assessment. In The SAGE Handbook of Intercultural Competence, (ed). Darla K. Deardorff, pp. 477-491. Thousand Oaks, CA: Sage.

Ford Jeffrey D., Organizational change as shifting conversations, Journal of Organizational Change, vol.12 No. 6, 1999, Ohio State University

Gudykunst, W. B. (1994). Bridging differences: Effective intergroup communication (2nd ed.). London: Sage

Hammer, M. R., Bennett, M. J. & Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory, International Journal of Intercultural Relations, 27(4), pp. 421-443.

Hammer, Mitchell R. (1999). “A Measure of Intercultural Sensitivity: The Intercultural Development Inventory” in S.M. Fowler, ed. Intercultural Sourcebook: Cross-Cultural Training Methods. Vol. 2 Yarmouth, ME: Intercultural Press

Lustig, M.W., & Koester, J. (2003). Intercultural competence: Interpersonal communication across cultures (4th ed.). Boston: Allyn & Bacon.

Mathison, S. (2008). Seeing is Believing: The credibility of image based research and evaluation. In C.C. S.I. Donaldson, What counts as credible evidence in applied research and evaluation (pp. 181-196). London: Sage.

Moon, M. (2008). Bottom-Up Instigated Organization Change through Constructionist Conversation, Journal of Knowledge Management Practice, Vol. 9, No. 4, December 2008, California State University

Nykiforuk, C.I.J., Vallianatos, H., Rawson, D., Nieuwendyk, L.M., Raine, K.D., Spence, J.C., Schopflocher, D., & Plotnikoff, R.C. Photovoice as a method for revealing community perceptions of the built and social environment. International Journal of Qualitative Methodology. Accepted for publication, 2011 publication date (expected in June issue).

Pettigrew, T. F., & Tropp, L. (2000). Does intergroup contact reduce racial and ethnic prejudice throughout the world? In S. Oskamp (ed.), Reducing prejudice and discrimination. Mahwah, NJ: Lawrence Erlbaum.

Hofner Saphiere, D., Kappler Mikk, B. and DeVries, B. I., Communication Highwire: Leveraging the Power of Diverse Communication Styles. Nicholas Brealey Publishing and Intercultural Press, 2005

Storti C. The Art of Crossing Cultures. Nicholas Brealey Publishing and Intercultural Press, 2001

Storti, C. (1997). Culture matters: The Peace Corps cross-cultural workbook. Washington, DC: Peace Corps Information Collection and Exchange.

Thiagi , Six Phases of Debriefing, Play for Performance: February 2004http://www.thiagi.com/pfp/IE4H/february2004.html#Debriefing

http://photovoice.ca/http://www.photovoice.org/http://www.norquest.ca/pdf/ourquest/fast_facts/NorQuest%2ByThe%20Numbers.pdf

Canadian Language Benchmarks: English as a Second Language for Adults (2012)http://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/assessment.shtml

Canadian Language Benchmarks: English as a Second Language for Adults (2012)http://www.hrsdc.gc.ca/eng/workplaceskills/LES/definitions/definitions.shtmlhttp://www.hrsdc.gc.ca/eng/workplaceskills/LES/tools_resources/assessment.shtml

23

inclusion fusion: event planing timelinesix months to a year ahead

Determine the format, feasibility, and scope of the event. Talk to your advisory committee / department chair / manager and get approval . Create an estimated budget and determine if there are funds available to support the event. Select the date, and before confirming it, clear the date with important participants and double-check

for conflicts with other major functions. (It works well to select a date around the UN International Day for the Elimination of Racial Discrimination - March 21st)

Send a save-the-date notice to key people. Recruit event team; be sure to include representatives from your target groups. Draw up preliminary guest list categories (internal and external). Begin collecting email addresses for

save-the-date mailing. Confirm your theme around Inclusion and Encouraging Student Voice. Select and reserve a facility. Get all necessary administrative approvals. Plan promotion and publicity.

three to six months ahead Write copy, design and get approval of printed invitations and all other printed materials. Finalize and get approval of the guest list from the event team. Make contact with event partners; talk to other instructors to see if they would like to involve their classes. Keep campus officials, deans, and administrative officers informed of your plans, and ask for their support. Decide on music and art activities and book guest artists-in-residence – double check the activities with the

theme to ensure that the idea of inclusion, exclusion in student voice are honored. Begin creating a logistical outline to document all arrangements as they are decided on and confirmed. Send out save-the-date notices.

two months ahead Develop a floor plan with facilities. Discuss arrangements for coffee and food. With the event team, decide on specific activities for the event. Make a list of materials and supplies needed for each activity. Order props, foods or arts and crafts supplies. Plan the decorations and color scheme. Begin publicity. Send out invitations and an itinerary to dignitaries 4 – 6 weeks prior to event. Finalize decor and facility arrangements. Inform other staff of volunteer opportunities.

event guidesinclusion fusion

24

Enlist other staff and student representatives to assist. Double-check the extra help needed. Create and order event information posters and advertising posters. Order any ceremonial items needed such as international flags. Continue internal publicity on schedule. Begin preparing pre-event handouts for instructors.

two to four weeks ahead Make direction and welcome signs. Recruit volunteers to staff registration or assist as escorts and greeters, etc. Record and acknowledge RSVPs as they are received. Prepare volunteer packages for student volunteers. Prepare and send out pre-event activities for instructors. Send detailed instructions to all program participants with tickets, parking permits, and maps. Finalize details with caterer, bake sale volunteers, coffee providers. Remind guests no speeches will be required. Enlarge a diagram of the room to be used in set-up. Create a production schedule outlining all deliveries, cues, and timing for the event. Make sure security and facilities are aware of the event. Create the volunteer charts for each activity. Prepare PowerPoint presentation for students to deliver to classes, inviting them to the event. Arrange for PowerPoint presentations in select classes. Arrange for large “This event will be photographed and / or videotaped” signs.

one week ahead Print out the guest list for student hosts. Prepare the briefing packet and send along with the guest list. Make name tags. Have pairs of students deliver the PowerPoint presentation to select classes. Send out an email invitation to all instructors for their classes. Brief the greeters, escorts and volunteer activity leaders and photographers on their duties. If students are

taking on these roles, they will need class time to rehearse or role play. Student leaders can make samples to seed each activity.

Gather all decoration items, art supplies and designate one person to be in charge of transporting them to the event site.

Plan an arrival briefing for VIPs if necessary (with full names, titles, business and professional affiliations, a photograph if possible so they can be recognized and other specifics) for official hosts.

Confirm catering. Prepare your event box with any supplies, such as extra name tags, tape, string, zip ties, staplers, clip boards,

baskets, pegs for peg boards, volunteer treats, cameras etc. you may need. Have student volunteers make 12 x 8 coloured letters that spell “INCLUSION FUSION”. Buy snacks for conversation tables (small, individually wrapped chocolates are good.) Pick up any decorating items needed: balloons, ribbon, etc.

25

the day of the event Arrive early! Bring the logistical outline, production schedule, instructions, directions, phone numbers, coffee and catering

orders, volunteer charts, name tags, table assignments, guest lists, and the event supply box with you. Check facilities and other arrangements against your logistical outline. Set up event venue with decorations, activity instruction cards, activity materials, draws, etc. Conduct sound and equipment checks. Make sure student volunteers have checked in, have their name tags, know the schedule, and are ready Have a secure place for student coats and bags. Set up the registration table. Be sure it is ready no later than 30 minutes prior to the start of your event. Set out the “This event will be photographed / videotaped” signs at the entrance(s) to the event. Follow your production schedule; have at least two team members available to troubleshoot. Take photos. Relax, smile and enjoy!

after the event Send thank you notes to staff, volunteers, vendors and special guests. Collect art and organize photos. Conduct event debriefing to determine success or ways to improve in the future. Report the numbers of participants and volunteers and feedback of the event. Survey attendees or ask students to journal if appropriate. Organize files with notes for next year’s team lead.

26

DATE:

TIME:

PLACE:

view student photos & meet the photographers at the Welcome in Our College: Photovoice Project

share your ideas with other students at the Conversation Café

create a conversation pieceat the Art of Inclusion Centre

show us where you are from at the Map of the World

give a hand to inclusionat the Random Acts of Kindness Banner

27

inclusion fusion: volunteer schedule

time:instructor(s):classes:




Registration Desk/ Welcome Go-to person

1.

2.

3.

1.

2.

3.

1.

2.

3.

1.

2.

3.Lend a Hand/ Banner Signing Go-to person

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.Where are you from? (Map of the World) Go-to person

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.Speaker’s Corner Go-to person

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.Art Project Go-to person

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.Conversation Cafe Go-to person

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.

1.

2.

3.

4.

5.

6.

7.

8.Draws/Coffee/Candies/Bake Sale Go-to person

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

1.

2.

3.

4.

Cleanup at the end of event: EVERYONE

students scheduled to be absent on the day of the event:

28

WELCOMEGUESTS!WELCOMEGUESTS!

please come to the inclusion fusion event. one of our hosts will be

happy to show you around.

29

WELCOMEWELCOME to

this event is being videotaped or photographed.

don't take my pictureplease






























31

This form confirms your agreement with NorQuest College regarding your participation in the NorQuest College Photovoice Project.

I give NorQuest College permission to use the photograph(s), I submitted and the story or stories I wrote for use:

in college reports, presentations, publications on the NorQuest website in college public spaces, for example the library, cafeteria, or student centre at LINC in college public spaces, for example the library or student centre Downtown

I agree to release NorQuest College, its employees and representatives, from all claims, actions, and costs with respect to the release and use of my photographed or videotaped images or written materials.

I understand that NorQuest College will not sell the photographed or videotaped images of me, not sell photographs of my art or reproductions of my art, and not sell the photographs taken by me. NorQuest College will not have the right to alter images of me, my stories, or images taken by me.

I am of legal age and have read this consent form and fully understand its contents

Name (printed) Witness (printed)

Signature Signature

Date Date

10215 – 108 Street NW Edmonton, AB T5J 1L6 Telephone (780) 644-5915 Facsimile (780) 644-5929

consent and release form for use of photo and images

for participants at photovoice

32

This form confirms my agreement with NorQuest College regarding participation in the NorQuest College Photovoice and Inclusion Fusion Event in which I may be photographed, interviewed or videotaped.

I give NorQuest College permission to use the photograph(s) interviews and videotape of me for use:

in college reports, presentations, publications on the NorQuest website in college public spaces, for example the library, cafeteria, or student centre at LINC in college public spaces, for example the library or student centre Downtown

I agree to release NorQuest College, its employees and representatives, from all claims, actions, and costs with respect to the release and use of my photographed images or written materials.

I understand that I keep my artistic rights and NorQuest College will not sell the photographed images of me, not sell photographs of my art or reproductions of my art, and not sell the photographs taken by me. NorQuest College will not have the right to alter images of me, my stories, or images taken by me.

I am of legal age and have read this consent form and fully understand its contents.

10215 – 108 Street NW Edmonton, AB T5J 1L6 Telephone (780) 644-5915 Facsimile (780) 644-5929

Name (printed) Witness (printed)

Signature Signature

Date Date

consent and release form for use of photo and images

for participants at inclusion fusion

33

facilitatorsinstructions for

what is inclusion fusion?This event is a celebration of inclusion.

“Fusion” means:

• Inclusionofdifferentpeopleandideastogether• acombinationofdifferentpeopleandideas• changingandcomingtogetherasone

Students are drawing, writing about how they feel included and welcomed at our school.

Our class took pictures and wrote stories about inclusion for the PhotoVoice Project.

We hope that everyone feels welcome at our school. We don’t want anyone to feel excluded here.

We have students from all over the world, and we hope that everyone feels that they are part of our school.

34

conversation caféWhAT:

Groups of 5 to 8 people sit in a conversation circle and discuss issues around welcoming and inclusion.

Why:

Conversation Cafe invites people to take part in discussions in an informal setting. Used among interested people, to meet and build relationships with new people and groups, build shared understanding about interesting topics.

six principles for good conversation: 1. Open-mindedness: Listen to and respect all points of view.

2. Acceptance: Suspend judgment as best you can.

3. Curiosity: Seek to understand rather than persuade.

4. Discovery: Question assumptions, look for new insights.

5. Sincerity: Speak to what has personal heart and meaning.

6. Brevity: Go for honesty and depth but don’t talk too long let others have their turn too.

supplies:• small smooth stones (enough for each group)

• bowl and treats (eg. small, individually wrapped chocolates) in center of each group

• chairs and small tables to make conversation circles

hOW:

• provide training before the event for student volunteers

• make a schedule for student volunteers who can take turns hosting a conversation circle

• have onene student volunteer to lead the conversation

• student leaders need to be flexible, as conversations don’t have defined endings

• have an object (such as a small stone) that is passed around to help manage turn-taking around the circle

• facilitators can circulate and encourage everyone to participate

35

student hostsWhAT:

Two students (greeters) are assigned to be at the reception / welcome table during the event. Other students are assigned to act as hosts for invited and drop-in guests during the event.

Why:

This is a chance for students to practice their speaking skills with people they may not know very well. Guests are given an opportunity to interact one-on-one with a student, and to have a chance to see and participate in all the activities during the event.

supplies:• signage, candy, name tags (if using)

• list of invited guests, pencil, clipboard

hOW:

• provide training before the event for student leaders

• make a list of invited guests, with photos if possible

• pre-assign students to act as hosts, so that the students working at the welcome / reception desk know who to find to act as host

• if that person is not available, the greeters will just move to the next student on the list

• instructors can circulate and invite drop-in guests to have a tour of the event with a student host

36

speaker's cornerWhAT:

A space for students to have their say about how they felt (or didn’t feel) welcome and included at the College

Why:

Speaker’s corner creates a space where free speech (and sometimes public debate) can happen. People can observe or take part. Participants form opinions and find a place at speaker’s corner to express them. This expression can build confidence which enables more skill in speaking up and out.

supplies:• a video camera and a quiet place to set it up

• consent forms for participants to sign before they are videotaped

hOW:

• student leaders to encourage participants to have their say

• an instructor to supervise this activity

• If you are using speaker’s corner to collect data about inclusion, ethics approval is necessary in advance of any data collection.

• participants must sign consent forms before being videotaped

37

sign the bannerWhAT:

Students can trace their hands and write their commitment to how they will use their hands to welcome people and help people feel included.

Why:

Sign the banner invites people to add their individual commitments to an inclusive community by writing a personal action statement. Tracing their hand or using a pre-fab hand ‘cut-out’ makes the activity quite simple. Participants at literacy levels, and above, can describe how they will ‘lend a hand to inclusion’. For example, ‘shake hands’, ‘wave’ and ‘hold hands’ are all appropriate. When each banner is full it can be put up and added to the others already completed – creates a wall of color with a message of inclusion.

some ideas for lending a hand:• Put something you no longer need on craigslist.com for free

• Listen to someone who needs to talk. Just listen to them.

• Do something nice for someone when they are ill --wash their dishes, cook a meal or tidy up their house.

• Buy a phone card and give it to a homeless shelter for them to give to someone

• Guide children - hold their hands

• Make a friend – shake hands

• Look after our earth - pick up a can or plant a flower

supplies:• coloured paper to make posters

• sharpies for tracing hands and writing comments

• tables and chairs for students to sit and work

• sample poster (made by student leaders at their training session)

hOW:

• Student leaders invite participants to trace their hands and write their commitment on their hand

• sample poster can be used for inspiration; student leaders can initiate conversation about how we can use our hands to welcome and include people

• literacy students / students who are at a beginning proficiency may need help to talk about and then write down their ideas.

here's what to do:1. Go to your event.2. Talk with the event leaders.3. Volunteer for one hour.4. Switch with your volunteer partner. 5. Enjoy activities for the other hour.

some ways to help: • Askstudentstojoinin.• Helpthemwiththeflaginstructions.• Helpthemplacetheflagonanangle.• Chatwiththestudentse.g.abouthowthe map is ‘pinned’ or how diverse the college is.

thank you for volunteering!

VOLUNTEER VOLUNTEER at where are you from?

have fun at

here's what to do:1. Go to your event.2. Talk with the event leaders. 3. Volunteer for one hour.4. Switch with your volunteer partner. 5. Enjoy activities for the other hour.

some ways to help: • Askstudentstojoinin.• Helpstudentsorganizethematerials.• Helpthemtotracetheirhand.• Talkaboutwaysto‘lendahand’.• Someexamplesare:shakehandswithsomeonenew,wave. hellotoaneighbor,plantaflower,recycleacan.


VOLUNTEER VOLUNTEER at sign the banner

have fun at


some ways to help: • Askstudentstojoinin.• Helpthemreadthestory.• Introducestudentstothephotographer.• Talktostudentsaboutwhattheyseeinthephoto.


VOLUNTEER VOLUNTEER at talk to the photographerslook at their photographs

have fun at


some ways to help: • Invitestudentstojoinin.• Helpstudentsorganizethematerials.• Remindthemtotrynottotalkwhiledrawing.• Remindthemtofinishupafterthe12minutes.• Afterwards,helpstudentstalkabouttheirdrawing.• Helphangupthepictures.


VOLUNTEER VOLUNTEER at draw a picture with a partner

have fun at

here's what to do:1. Select a stone.2. Invite up to 8 people.3. Welcome your guests to your conversation group.4. Set a time to finish.5. Select a topic. 6. Explain the process:

1. round 1:• Passthestonearoundthecircle

• thepersonwithitspeaksbrieflytothetopic

• nofeedbackorresponseisgiven

2. round 2: • passthestoneagainaroundthecircle,

• thepersonwithitdeepenstheirown comments or speaks to what has meaning now

• nofeedbackorresponse

HOSTINGHOSTING a conversation cafe

3. open round - a dialogue: • putthestoneinthecenter

• haveanopenconversation-notfollowingthecircle

• usethestoneifthereisdomination,argument, or lack of focus

4. final round: •whenit’stimetofinish,pickupthestoneagain

• passthestonearoundthecircleagain

• thepersonwiththestonesaysbrieflywhat was meaningful to them

thank the group for participating!


have fun at


some ways to help: • Askstudentstojoinin.• Helpthemreadthequestions.• Helpthemtoplanananswer.• Askthemtostepuptotherecorder.• Invitethemtospeakup!Togivetheiropinion.


VOLUNTEER VOLUNTEER at speaker's corner

have fun at

44

TREATbuy a TREATEATto EAT

enjoy some free coffee or tea.

here's what to do: 1. Help yourself to free coffee or tea.2. If you want, you can buy some baking.3. Enjoy your coffee break!

you are welcome to sit and relax!

have fun at

45

PICTURE draw a PICTURE PARTNERwith a PARTNER

here's what to do: 1. Sit with a partner.

2. Choose 1 paper and some crayons.

3. Start to draw on the same paper.

4. Respond to what your partner draws.

5. Once you begin, try not to talk. Use your picture to share your ideas with your partner!

6. Have a conversation without words about ‘being welcome’.

7. Use lines, colours, shapes and patterns.

8. Try not to talk until your picture is done!

9. Then, talk about your drawing with your partner.

you are welcome to draw!

46

here's what to do: 1. Take a form. 2. Write your name, classroom and email address.3. Put your form in the box.4. Be present for the draws. 5. You might win a prize!

good luck!

ENTERENTER the

DRAWDRAW

47

here's what to do:1. Choose a table to sit at.2. A host will welcome you.3. The host will explain the process.4. The host will suggest a topic.

some topics to discuss: • Theplanyoumadeforhelpingincludeothers?• Whatdoesitfeelliketobeastudentatyourschool?• Whatdoyouneedtobecomfortableatyourschool?• Othertopicsyoucanaddtothelist?

you are welcome to join in!

DISCUSS DISCUSS your IDEASIDEAS

participate in conversation café

48

WHEREWHERE areFROM?you FROM?

here's what to do: 1. Choose a pin. Print your first name on the coloured paper like this:

2. Cut off the extra paper.

3. Find your home country on the map of the world. Put your pin upwards at a 45° angle so everyone can read your name.

you are welcome to include your name!

karen

karen

karen

49

here's what to do:1. Sign the consent form.2. Read the question below.3. Plan your answers.4. Step to the recorder.5. Speak Up! Give your opinion.

some topics to discuss: • Thinkaboutwhenyoustartedschool.• Howdidyoufeel?•Whatwouldmakeyoufeelcomfortableandincluded?

you are welcome to speak up!

STATESTATE your

at speaker's cornerOPINIONOPINION

50

TALKTALK with thePHOTOGRAPHERSPHOTOGRAPHERSlook at the photographs

here's what to do:1. Look at the picture.2. Read the story.3. Talk to the photographer.4. Share your ideas about the photos and stories.

you are welcome to look at some or all of the pictures!

Participants took pictures that show welcoming, inclusion or exclusion around their campus.

51

some topics to discuss: • Whatdoesitfeelliketobeastudentatyourschool?• Whatdoyouneedtobecomfortablehere?• Thinkaboutwhenyoustartedschoolhere.• Howdidyoufeel?

• Theplanyoumadeforaninclusivecommunity.• Howstoriesshapeyourlife?

you are welcome to join in!

DISCUSSDISCUSS your IDEASIDEASat conversation café

52

SIGNSIGN theBANNERBANNER

here's what to do:1. Plan your action to lend a hand. 2. Trace your hand on the poster.3. Write your action on the hand that you traced on the poster.

some people are planning to: • Guidechildren-holdtheirhands• Makeafriend–shakehands• Lookafterourearth-pickupacanorplantaflower

you are welcome to share your idea!

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SIGNSIGN theBANNERBANNER

here's what to do:1. Plan your action for a racism free Edmonton. 2. Write your name on the banner.3. Write your action next to your name.

some people are planning to: • Teachchildrenbyexample.• Makeanewfriendfromadifferentculture.• Learnaboutracism.

you are welcome to sign on!

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here's what to do:1. Read the information.2. Check the boxes.3. Print your name.4. Write your signature.5. Add the date.

thanks for giving your consent!

SIGNSIGN theCONSENT FORMCONSENT FORM

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post eventinstructions for

debriefing for students and volunteerssix phases of debriefingPeople don’t learn from experience; they learn from reflecting on their experience.

… conduct a debriefing discussion to help your participants reflect on their experiences, relate them to the real world, discover useful insights, and share them with each other. Debriefing also helps you to wind down the learning activity, reduce negative reactions among the participants, and increase insights.

… use a six-phase model to structure debriefing questions. Here are some guidelines for each phase of this model.(Thiagi)

phase 1: how do you feel?• This phase gives the participants an opportunity to get strong feelings and emotion off their chest. It makes it easier for them to be more objective during the later phases.

• Begin this phase with a broad question that invites the participants to get in touch with their feelings about the activity and its outcomes. Encourage them to share these feelings, listening actively to one another in a nonjudgmental fashion.

phase 2: what happened?• In this phase, collect data about what happened during the activity. Encourage the participants to compare and contrast their recollections and to draw general conclusions during the next phase.

• Begin this phase with a broad question that asks the participants to recall important events from the training activity. Create and post a chronological list of events. Ask questions about specific events.

phase 3: what did you learn?• In this phase, encourage the participants to generate and test different hypotheses. Ask the participants to come up with principles based on the activity and discuss them.

• Begin this phase by presenting a principle and asking the participants for data that supports or rejects it. Then invite the participants to offer other principles based on their experiences.

phase 4: how does this relate to the real world?• In this phase, discuss the relevance of the activity to the participants’ real-world experiences.

• Begin with a broad question about the relationship between the experiential learning activity and events in the workplace. Suggest that the activity is a metaphor and ask participants to offer real-world analogies.

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phase 5: what if?• In this phase, encourage the participants to apply their insights to new contexts. Use alternative scenarios to speculate on how people’s behaviors would change.• Begin this phase with a change scenario and ask the participants to speculate on how it would have affected the process and the outcomes of the activity. Then invite the participants to offer their own scenarios and discuss them.

phase 6: what next?• In this phase, ask the participants to undertake action planning. Ask them to apply their insights from the experiential activity to the real world.• Begin this phase by asking the participants to suggest strategies for use in future rounds of the activity. Then ask the participants how they will change their real-world behavior as a result of the insights gained from the activity.(Thiagi)

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Perspectives were compiled from post-event student journals used as a reflective activity questions asked can be similar to those asked in the debriefing activity.

student perspectives“I like this project, this project leads people to include, make a friend, and join with other people.”

“I think the Inclusion Fusion project was an awesome project. I had lots of fun there in the main floor of NorQuest College’s building. I had the opportunity to get in many conversations there and it was good for my English.”

“In my mind, Inclusion Fusion was very good activity. Every student could feel good about being included and welcome at NorQuest College. It was good opportunity for all students practice or improve communication skill. I saw many students really enjoy being there. For me it also was good opportunity improve and practice my speaking. I think holding activites like that are very important for students.”

“I think the best part of the day is drawing. Most students drawed their country’s flag and Canadian flag at same paper. Lots of pictures are achieved by two or more students, they blended different graphs that symbolize different culture together. I think they wanted to show integration in Canada.”

“The Inclusion Fusion project and its culmination yesterday are great events at NorQuest College with paramount meaning of all students. Our pictures and stories are so diferent and at the same time so similar ... For me this event of celebrating Inclusion Fusion was a great experience because I met a lot of interesting people there.”

“The March 15, 2012 Inclusion Fusion activity was one of my unforgettable moment here at NorQuest. It was a very helpful activity especially to my communicating skills. That activity also helped to boost my confidence in communicating English.

perspectivesgathering

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The following media article was included to demonstrate the influence an Inclusion Fusion Event can have in an organization and as reminder of the importance of an intentionally chosen guest list (internal and external).

media perspectivesThe beautiful mix of cultures which makes NorQuest a warm and welcoming college was visible on March 14, 2012 at the Westmount Campus and on March 23, 2012 at the Edmonton Downtown Main Building.

Inclusion Fusion began last year when the Centre for Excellence in Intercultural Education, the Students’ Association and LINC Westmount partnered up to provide students with an eclectic space to share their voice.

“Inclusion Fusion is an activity under the Inclusive Student Engagement ISE project. The main focus of the event is really on students and it’s a pretty cool one so people want to come and participate,” says Kerry Louw, facilitator for the Centre for Excellence in Intercultural Education and project-team lead for Inclusive Student Engagement.

“ISI is an applied research project which explores how Student Services staff can enhance the interaction with diverse students to foster inclusivity,” she says.

With all students welcome to participate in a variety of activities, Inclusion Fusion certainly provides an inclusive venue for them to interact in. Some Inclusion Fusion activities included a photo-voice project where students showcased their photos and shared their stories, student-led conversation circles, an arts-based station and a map where students pinned their name and flags on their country of origin.

NorQuest President and CEO, Dr. Jodi L. Abbott, attended the March 14th event at the Westmount Campus. “Jodi’s participation – coming out and talking one-on-one with the students meant so much to them,” says Kerry.

An Inclusion Fusion manual is currently being developed. Kerry further explains “Capacity building is always a part of the Centre’s focus so we are developing this manual that other people can utilize to have their own Inclusion Fusion event.” The manual is expected to be posted on the CEIE website in June, 2012.

inclusion fusionempowers student voice media perspective

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THANK YOU VOLUNTEERS!

photographers: Your photos looked awesome and you did a great job of presenting them. Congratulations!

conversation café leaders: You encouraged others to join in and talked and listened to all who took part. Great job!

the art on inclusion: You helped students with their projects. Thank you!

map of the world: You really did a great job of helping others add their names to the map. Thanks for working so hard!

give a hand to inclusion: You helped many students add their hands and messages very well. Thank you!

guest welcome and hosting: You were great at making guests feel welcome and included. Thank you students for your kindness and efficiency!

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photographers: Your photos are very interesting and you did a great job of presenting them. Congratulations!

conversation café leaders: You encouraged others to join in and talked and listened to all who took part. Great job!

lend a hand to inclusion: You helped many students add their hands and messages. Super work! Thank you!

guest hosts: You were great at making guests feel welcome and included. Thank you students for your kindness and efficiency!

media interviews: You were a great spokesperson in the media for our college. Thanks!

THANK YOU VOLUNTEERS!

Documents

to the reader - NorQuest College · Nanaquawetung, Gerard Amani, Lisa Andreas, Orane Rowe, and Elizabeth Routledge and student support facilitators Deanna Malcolm and Krystal McCann