1. Unpacking Transformational Pedagogy to Motivate and
Retain Minority Students in STEM programs
Dr. Collins
Implications: we must build and improve capacity to retain
and increase underrepresented, undergraduate STEM population
Step 1:
develop a culturally responsive pedagogy
Step 2:
Foster STEM identity and talent development
-without any judgmentà
most important thing
sitting listening to Dr. Collin’s talk, a spectator started
asking her questions. She was as Asian ethnicity and was starting to challenge
Dr. Collin’s on her opinionà
individualist vs. collectivist culture
Background:
The pedagogy involved in communicating the “official
knowledge” will serve as a motivational tool
There are not enough young professionals to answer …
1.
how to be more self aware
2.
model that
3.
informal conversations among colleuges
Activating Strategy (Opening)
1.
make personal connections
2.
develop common ground for discussion
let students make personal
connections, develop support
Instructional Strategy (Work Session)
1.
discover and engage new knowledge
2.
internalize new knowledge
3.
translating new knowledge
Summarizing Strategy (closing)
1.
foster a plan of action
2.
acknowledge external hindrances
2. Thinking out of the Box: Using
International Service Learning to Facilitate Students’ Personal & Academic
Growth and Development.
Eniabitobi Kuyinu
Service learning- deep immersion into a
different culture
Diversity,
opportunity
Help develop leaders- how can I use
what I have to better society, how can it go beyond just me
ISL expands the horizons of the
students involved. Crossed cultural appreciation and skills are best learned by
a combination of classroom study and direct
encounter with the people of another culture
ISL helps student realize that problems
are global in character, and their solutions require a more complex type of
processing it also helps balance the concept of “brain drain”
ISL more effective when it is passion
centered, needs to be rigorous appropriate academic study
Theoretical underpinning
U
curve model
W
curve model
Program Design
Questions- what kind
of communities do we want to work in? how is it going to impact the community?
Is it mutually beneficial?
Well
defined learning objectives
LANGUAGE
The longer and more in depth the
service is the greater the impact
Types of international service
learning:
Teaching- literacy, numeracy skills,
ESL
Health
care
Community
development- build houses, build roads, working at shelters
Models of ISL
Groups
or individual study model
Group study, group
ervice- in this pattern students engage in the same set of studies and perform
the same type of service
Group study,
individual service- here students are engaged in the same set of studies but
are performing different type of service
Individual study,
group service- students may be engaged in the same service project but are
using the experience
Individual study- the
student and the teacher decide the learning goals and methods and the student
performs the regulated service in an agency chosen by the college or by the
student
Alternating
learning service-
The multidiscipline
village- different students from different departments come together and put
together a project
Pre-departure preparation
Pre-trip orientation-
need to know basic info about country being visited (health care systems,
health care beliefs/practices), immigration and customs process, living
facilities, cultural definitions, food prep methodsà group presentation
on this before they go, guest speakers
Reflection is a very
critical part of the thought process
Partner selection-
establish effective relationships
Know your students, your resources,
agencies and programs
Discussion starters
Steps to Successful
Partnerships
Identify potential
partners- schools , youth service orgs, non profit, businesses
Funding
Private foundations
and trusts, personal fund raising, civic organization support, scholarships,
university development office
Ethical Issues
Must be aware of
different perspectives on informed consent in different cultures
Continuity
of care provided after the ISLP group departs
Students need to reflect before,
during, and afterwardsà
most important part
