Engaging Students in an Intercultural Class

[Coming Soon]

Good learners are engaged learners-when learners actively engage in class, learning sticks! What are some strategies you use to encourage and support engagement in your intercultural class? Here are 5 strategies we have put together for you to consider:

1. Encourage students to talk about their beliefs and (international) experience.
   Students feel empowered when their voices are heard and valued by the professor and their peers. Intentionally include questions such as:

   • “How does this relate to your previous experience working in the field?”
   • “Does anyone have relevant experience from other parts of the world?”
   • “Would anyone like to share how things may be different where you are from?”
2. Make it clear that you value all respectful comments. 
   • Invite different viewpoints intentionally-“Does everyone agree with this perspective?” “Now that we have talked about how this is beneficial, what about some downsides we need to pay attention to?”
   • Step in if some students seem to be making distasteful remarks- “What you said made me feel uncomfortable. You may not mean it, but it could be interpreted as saying…”
   • Thank students who contribute to sharing their ideas and disagreements-“Thank you for sharing your experience/Thank you for sharing what you know about this topic!”
3. As a professor, when responding to students: 
   • Address students by name (and if necessary, ask about the correct pronunciation).
   • Give students time to answer a question before moving on.
   • Credit students’ comments during your summary (“As xxx said…”).
   • Make and maintain eye contact.
   • Avoid stereotypes. An example to avoid-a professor announced, “I know that people from your country usually have trouble with numbers, so I will be glad to give you extra help.”
   • Avoid singling out students as spokespersons. It is unfair to ask students to speak for their entire race, culture, or nationality. An example to avoid-a professor singled out a student in the class to ask, “Do you think the theories are accurate for your own race?”
4. Incorporate Universal Design for Learning (UDL) Principles: allow students to have conversations/exchange ideas in different ways: 
   • Gallery Walk: this activity allows students to contribute their ideas verbally and in written format. After working in their home groups and putting up their posters, students can walk around the classroom, discuss with other groups and ask questions.
   • Socratic Seminar: this activity can hold your students accountable to the readings you assign them, as not only do they need to read the materials, they also should engage deep level thinking and come up with their own questions in order to participate in the seminar. Here is an example of a class of 8th grade students participating in Socrative Seminar.
   • Entrance Ticket Questions: this activity allows students to ask questions anonymously. Before officially starting class, hand out post-it notes to students and ask them to write down a question they may have about the previous class/this course and collect the notes back. Go over the notes during break and address them at the end of the class. Remember to tap into your students’ knowledge if you believe some of them may know the answer. For example, if one student is asking about the due date for one of the assignments, say, “Can anyone help me answer this question?”
   • Silent Dialogue: this activity allows students to engage in conversations using markers and chart paper, or mobile devices and websites such as Padlet. List key questions to be discussed and ask students to walk around the room and write down their ideas if you are using markers and chart paper (similar to “Galley Walk”), or type and post their opinions if you are using Padlet. Guide the reflection and/or Q&A after the discussion is finished.
5. To engage students online, you can try the following: 
   • Communicate with multiple tools in Brightspace, such as the Discussion Board, Announcement, embedded audio and video, as well as explanatory screencast videos. Discussion boards can be used for students to reflect on how their professions may be different across diverse cultures-this is a good tool for them to express their growing global perspectives and learn from their peers.
   • Design assignments to provide active learning opportunities. For example, ask students to conduct interviews with people working in the field and post their reflections in the discussion board section. Case studies and data analysis are two other examples of active learning. At the same time, using different means to represent the instructions of assignments is also recommended. For example, a screencast of audio and visual representation of the instructions can help students better understand what is required for the assignment.
   • Model your expectations by giving exemplary answers to questions. Students will be more likely to follow your example when they compose and post their own answers.
   • Give timely and specific feedback. Students are more engaged in discussions knowing their professor is present and attentive, and when you give timely and specific feedback, students will know exactly what to improve the very next time they are working on assignments. Adjust your feedback according to students’ linguistic ability by avoiding jargons and idioms and paraphrase your message if necessary.

Moreover, conveying your expectations clearly could minimize students’ misinterpretation of the instructions (Simon, 2018). Take discussion boards as an example, specify the number and the frequency of the posts and replies, due dates for each item and provide a detailed rubric in the instruction.

References:

Davis, B. G. (1993). Tools for teaching (1st ed.). San Francisco, CA: Jossey-Bass.

Desire2Learn. (2015). 7 Tips for Increasing Student Engagement In Online Courses. Retrieved from https://www.d2l.com/blog/7-tips-for-increasing-student-engagement-in-online-courses/

Dimitrov, N., Dawson, D. L., Olsen, K. C., & Meadows, K. N. (2014). Developing the Intercultural Competence of Graduate Students. Canadian Journal of Higher Education, 44(3), 86-103. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1049386&site=ed-live&scope=site 

Simon, E. (2018). 10 Tips for Effective Online Discussions. Retrieved from https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions