ASSESSING STUDENT AND INSTRUCTOR LEARNING IN A CULTURAL DIVERSITY COURSE
This dissertation is presented as a qualitative study in which I utilized interviews to explore with students and instructors how student’s attitudes and behaviors changed during and subsequent to their participation in a multicultural education course, with a particular emphasis on articulating aspects of the course that facilitated these positive changes. Data were collected through instructor interviews and course assignments. The research study is presented in a two-part study. The first part of the study involved reading and coding reflection papers of former students randomly selected. The second part of the study was comprised of doing one-on-one interviews with former and current instructors of the IDS 159 course. Data was analyzed using a complex coding and re-coded system that entailed analyzing data on to an excel spreadsheet. This process was used to try to ascertain emerging themes and patterns. The study revealed that change, however slow the process, does occur in these classes, especially when commingled with appropriate activities and strategies. The necessary curriculum reform involves making sure that the curriculum for the course is solid, instructors understand the role of the course, and allowing opportunities for instructors to discuss, problem solve, and plan for the course as a group.
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:cutural diversity multicultural education
Date of Publication:01/01/2005