Preparing for Academic Success – Date

Professor: Dr. Alison Cockerill, ND| Email: alison.cockerill@durhamcollege.ca

Course Delivery: Face-to-Face, Wednesdays 2:10-4pm, H Wing H 135. Online

(Hybrid), Completed Asynchronously.
 Today’s Agenda

1. Due dates.
2. Understanding diversity.
i. First think/pair/share.
ii. “Diversity” self-assessment.
iii. “How Others Perceive Me” worksheet.
3. Diversity in the classroom and on campus.
i. Second think/pair/share.
ii. Third think/pair/share.
4. Concluding Remarks.
5. One minute paper.
6. Due dates.
7. Continuing the conversation online.

22
Image from: http://tips4teaching.co.uk/2014/03/18/the-art-of-observing/.
 Due Dates
Due Dates:

• Learning Journals – Nov 27th

• Group Presentations – Nov 27th & Dec 4th

• Quiz #3 Dec 11th

3
 Understanding Diversity
First think/pair/share:
• With a partner (or partners), brainstorm answers to the
following questions:
1. What does diversity mean? (Generate as many
words/concepts as you can that relate to diversity.)
2. How do issues and concepts of diversity apply to our lives at
Durham College?
3. What does multiculturalism mean? Is it different from
diversity and if so, then explain how?
4. What is the difference between a perception and
an assumption?
5. What is a stereotype?

4
Image from: http://www.rde.nsw.edu.au/lxd/2015/04/02/think-pair-share/.
 Understanding Diversity (cont’d)

5
Image from: http://thefederalist.com.
 Understanding Diversity (cont’d)

Instructions:

1. Complete the “Diversity Self-

Assessment.”

• This self-assessment tool is

designed to provide you with
greater insight into your own
perspectives on diversity.

6
Image from: http://www.examiner.com/article/weight-loss-101-discovering-your-strengths-15-reflective-self-assessment-questions.
 Understanding Diversity (cont’d)

Definitions and concepts:

• Multiculturalism: the active process of acknowledging and respecting
social groups, cultures, religions, races, ethnicities, attitudes, and
opinions.
• Perception v. assumption:
– A perception is the way in which something is regarded,
understood, or interpreted.
– An assumption is a thing that is accepted as true or as certain to
happen, without proof.
• Stereotype: an oversimplified set of assumptions about another
person or group.

7
 Understanding Diversity (cont’d)
Definitions and concepts (cont’d):
• The process of perception occurs in three stages:

Selection: We select certain sensory information for

attention.

Organization: We categorize each piece of

information to determine how it is similar to and
different from other pieces of information.

Interpretation: We assign meaning to each piece of

information.

8
 Understanding Diversity (cont’d)

Instructions:

1. Complete the “How Others

Perceive Me” worksheet.

• This exercise is designed to get

you to think about the fact that
perception is a two-way street.
As you may be perceiving
others, so to are they
perceiving you.

9
Image from: https://valleyhope.org/perception/.
 Understanding Diversity (cont’d)

Definitions and concepts (cont’d):

• Stereotyping is a three-part process, too:

Second

Third
First

We identify a
We recall a
group we We apply the
generalization
believe generalization
about people
someone to that person.
in that group.
belongs to.

10
 Diversity in the Classroom and On Campus

• Pedagogically speaking, the

concepts of diversity have been
increasingly applied to student
learning opportunities.
• Courses offered at Durham College
(and other institutions) focus on
concepts and issues of diversity, an
embracing of a more inclusive
curriculum.
– Inclusive curriculum: a
curriculum that offers courses
that introduce students to
diverse people, worldviews,
and approaches.

11
Image from: http://teachingsexed.com/2014/11/12/inclusive-learning-a-cultural-curriculum/.
 Diversity in the Classroom and On Campus (cont’d)

• Gloria Ameny-Dixon argues that an education about

diversity can do the following:
– Increase problem-solving skills through different
perspectives applied to reaching solutions.
– Increase positive relationships through the
achievement of common goals, respect,
appreciation, and commitment to equality.
– Decrease stereotyping and prejudice through
contact and interaction with diverse individuals.
– Promote the development of a more in-depth
view of the world.

[As quoted in John Gardner and Betsy Barefoot, Your College Experience:
Strategies for Success, 11th edition (Boston: Bedford St. Martin’s, 2014),
261.]

12
Image from: http://www.lawyersweekly.com.au/news/14825-drivers-of-diversity.
 Diversity in the Classroom and On Campus (cont’d)
Second think/pair/share:
• With a partner (or partners), brainstorm answers to the following
questions:
1. How is inclusivity, diversity, and multiculturalism reflected in
Durham College’s curriculum and in its learning environments?
2. What does it mean to be inclusive? How does it work in
practice?

13
Image from: http://aboutyourtransition.com.au/developing-inclusivity-from-within-a-project-team/.
 Diversity in the Classroom and On Campus (cont’d)

• An inclusive learning environment is one in

which all those participating feel able to
actively engage, feel safe and feel welcome.
Possible characteristics of an inclusive learning
environment include the following:
– clear expectations – flexible
– mutual respect – fun
– student-centred – active
– inspires teamwork – safe
– services and supports
are clearly identified

Definitions from: John Gardner and Betsy Barefoot, Your College Experience:
Strategies for Success, 11th edition (Boston: Bedford St. Martin’s, 2014), 263.]

14
Image from: http://www.ask4research.info/project.php.
 Diversity in the Classroom and On Campus (cont’d)

• Despite efforts to create more inclusive curriculums/learning

environments and promote diversity in post-secondary settings,
discrimination, prejudice, and insensitivity persists.
• Bias: the tendency to hold a certain perspective when there are valid
alternatives.
• Discrimination: the act of treating people differently because of their
race, ethnicity, gender, socio-economic class, or other identifying
characteristics rather than on their merits.
• Prejudice: a preconceived judgment or opinion of someone based
not on facts or knowledge.
Definitions from: John Gardner and Betsy Barefoot, Your College Experience: Strategies for Success, 11th edition (Boston: Bedford St.
Martin’s, 2014), 263.]

15
 Diversity in the Classroom and On Campus (cont’d)

Third think/pair/share:
• With a partner (or partners), brainstorm answers to the following questions:
1. Thinking back on your life, can you recall an occasion when you were harassed for
any reason or when you witnessed harassment? How did it make you feel? How did
you handle yourself?
2. What can students do to combat prejudice on-campus?
3. What can students do to raise awareness about diversity?
4. What is Durham College’s policy against discrimination and intolerance? (Note—Feel
free to use your smartphone or tablet/laptop if available to look up our school’s
policies about discrimination and harassment.)
5. Do you think that colleges should prohibit speech on campus that may be perceived
as discriminatory? What ethical considerations does this raise, if any?

16
 Concluding Remarks
Sexual Marital
Economic
Orientation Status
Status

Take home messages:

Gender Education
Religious Physical
• Diversity is a Age
Beliefs
Identity/
Expression
Abilities

complex and
Job
ever-changing Gender Citizenship Experience
Location
term.
Family
• All of these Ethnicity
Culture/
Heritage Status

concepts relate to Race

diversity.

17
 Concluding Remarks (cont’d)
Take home messages (cont’d):
• There are many resources, experts, and approaches to use in
responding to issues of diversity on-campus and beyond.
• Moving forward as a student, it is important to know:
– what questions to ask,
– where to find the
answers,
– and how to apply
the answers to your
specific context.

18
Image from: https://www.coloradoea.org/members/member-diversity.
 One Minute Paper
One minute paper:

• At Durham College, classes and clubs as

well as day-to-day interactions provide you
with opportunities to explore diverse ideas
and make friends with people from
different countries, cultures, or religions.

• Take a few minutes now and provide a few

examples of the ways that you have already
experienced new ideas and people who are
different from you since coming to Durham
College.

19
Image from: http://www.kristamaurer.com/?attachment_id=512.
 Due Dates
Next Week!

Group Presentations!

20
 Continuing the Conversation Online

More practice activities.

Further discussion about

diversity and your college
experience.

Plus lots more. Let’s log-in and

take a look.

21
Image from: http://www.slu.edu/cross-cultural-center/diversity-awareness-month.