Pasted below is a sample assignment for a proposed class on diversity training. I look forward to your feedback!
Regards,
Larry
ELP 510 - Fall Term 2012 - Larry Williams
This project is a potential project for a group of adult learners who wish to (or are assigned to) improve their diversity and cultural understanding skills. The project will involve an ice breaker activity to get things started, then a short introduction to the project by the facilitator. After the project introduction the students will read several case studies, then discuss possible solutions to the problems posed in the case studies. Once done, they will post their recommendations, review and comment on recommendations from their classmates, post their reflections, and then assess themselves and their group project teammates.
The description below is written from the perspective of the instructor, with the italics describing the flow of the course and/or the instructor’s actions.
Intro and Icebreaker
Welcome to the diversity and cultural understanding skills class! We’re happy to have you join us today. This course will help you develop and hone your skills in diversity and cultural understanding. The benefits of this class include:
- Improved communication skills
- Improved conflict mediation skills
- Deeper understanding of members from other cultures, backgrounds
- Greater appreciation for diversity in your community
To get started, we have an activity that will allow you to get to know one another. After the activity, we’ll divide you into small groups (up to 4 people) and then provide the instructions for the group projects. We feel working on these projects as a group are important, as many projects in the real world require multiple points of view and inputs for resolution.
After the icebreaker activity - of which there are a variety to select from - the instructor then divides the group into smaller groups, and then provides the case studies and instructions.
Group Assignment, Instructions, and Group Work
Each group has received a case study, based on an actual event. Your group is responsible for reading the study, discussing possible options for better ways of handling the problem posed in the case study, and then posting these on the class blog.
The case studies are assigned, and the groups separate and begin discussing the case studies. If this was an in-person class, the instructor would walk around the room, providing input or asking/answering questions to the groups when appropriate. If this is an online class, the instructor could pose additional questions or monitor the asynchronous or synchronous student chats.
The time for discussing the case study problems is now closed. Please submit your group’s recommendations to the class website. Once done, review at least two other groups’ postings and provide input. Think about questions such as do you agree with their recommendation? What would you have done differently? Do the members in your team feel the same way you do? Why or why not? Have your own cultural biases come into play when reviewing the case study or the recommendations from the other groups? After providing input for at least two other groups, write a reflection pieces (1-2 pages) which addresses these questions.
The learners then upload their work, and review the postings from other groups. Then they add their responses, and then prepare their reflection papers, which are submitted to the instructor.
Wrap up and Assessments
Thank you for your submissions! From the look of the postings and responses, a lot of thought went into the discussions and your submissions. I’m pleased so many of you took the course seriously and provided such great recommendations.
In addition to your reflection paper, we would like for you to complete an assessment of your performance on this project, as well as the performance of your teammates. Here is the link to the evaluation:
https://www.surveymonkey.com/s/QG699PV
If the session is done in-person, paper copies would then be distributed to the learners.
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