1. Teaching Tips for a Multicultural Classroom: Fostering Sensitivity Towards Our International Students Richard S. Velayo, Ph.D. PACE UNIVERSITY Third Annual Faculty Institute New York, NY 10038 May 27, 2004

2. The Challenge How may we, as educators, foster “sensitivity” towards our international students? What are the three important areas by which our sensitivity to cultural differences can enhance learning?

3. What prompted my interest?... Society for the Teaching of Psychology (Div 2, APA) Division of International Psychology (Div 52, APA) International Content in Introductory Psychology Textbooks Growing number of international students in both the undergraduate psychology and at the MA in Psychology programs Associated pedagogical strategies in teaching online in which cultural differences in classroom dynamics are not as apparent.

4. Commitment to Diversity Changing student body demographics What is a multicultural classroom and what are its implications to classroom teaching? Important areas to consider: 1.Language differences 2.Classroom dynamics* 3.Approach to assignments* 4.Navigation of Hierarchy*

5. Classroom Dynamics Differing models of university education –“Professor as Authority, Student as Empty Vessel” More common issues –Adapting to unfamiliar discourse customs –Overcoming self-consciousness about accent and lack of fluency –Anxiety and fear of being wrong

6. Classroom Dynamics Suggestions –Use different kinds of questions and media for questioning –“Cold call” with care –Wait up to 10 seconds after asking a question –Check for clarification and provide opportunities for restatements

7. Assignments Written and Oral Assignments –Explicit guidelines are necessary (Do not assume these are self-explanatory) e.g., French vs. American students –Varying Models of Performance Structure and delivery of oral presentations Sample papers or articles for written work –Academic honesty and Plagiarism

8. Assignments Suggestions –Explicitly state course and instructor expectations –Use a multitude of ways to assess learning –Model sample oral presentations and written work –Try to emphasize organization, affirming body language, sincerity, and enthusiasm

9. Navigation of Hierarchy The English language – lack grammatical ways to indicate hierarchy –e.g., use of “you” for everyone Stricter linguistic and behavioral codes for showing respect in other cultures Expressions of comfort level by teachers towards students and in the classroom Gender-related issues

10. Navigation of Hierarchy There is greater negotiation of hierarchy in the U.S. that may be confusing. Suggestions –Be aware of potential difficulties –Explicitly acknowledge our styles and motivation –State expectations in matters such as terms of address and classroom behavior

11. “Multicultural Classroom”: Realizing Its Potential Inquire and express curiosity Incorporate multiculturalism in the curriculum by getting students involved Provide “explicit” guidelines for assignments and other course requirements and expectations. Explicit discussions of multicultural “issues”

12. Case Scenario no. 1 Igor, a 21-yr. old student who recently immigrated from the Ukraine, is a freshman student in Dr. Jan Smith’s World History class. He often speaks his mind during classroom discussions, often arrives several minutes late, and lately, has not been submitting his written assignments on time. He verbally expresses his thoughts well especially during classroom discussions, but his classmates find him to be opinionated, dismissive and arrogant. He has been caught cheating during an exam and has plagiarized a portion of one of his research papers. He often questions Dr. Smith’s about his grades and feels that he deserves better.

13. Case Scenario no. 2 Hao, a 19-year old Chinese national, recently changed her major from psychology to accounting upon the “encouragement” of her parents. She is shy, quite, and often sits with her friend Ling, who also speaks Mandarin. They often work on assignments and prefer to be together in teams. She tends to do very well on objective tests but rarely participates in classroom discussions. She also feels very anxious and threatened when having to present orally in class, often looking down or reading her notes verbatim when presenting. Class participation and oral presentations comprise a significant part of the final grade for the course.

14. Looking Ahead… Evolution of distance learning modalities and the “internationalization” of the curriculum Textbooks and other instructional resources that cater to a more multicultural perspective Greater infusion of international sources of information to course content Motivational techniques in teaching a culturally diverse learning contexts Language translation technologies Pedagogically fair assessment of learning

15. The End