Christina Page<\/p>\n\n\n\n
Educational Consultant, Diversity and Inclusion: Teaching and Learning Commons<\/p>\n\n\n\n
\u201cNo culture has ever developed all human\npotentialities; it has always selected certain capacities, mental and emotional\nand moral, and shifted others. Each culture is a system of values which may\nwell complement the values in another\u201d\u200a\u2014\u200aRuth Benedict<\/em><\/strong><\/p>\n\n\n\n As educators, we are often asked\nto define our teaching philosophies. Usually we include beliefs and practices\nthat shape the unique educators that we are becoming. How might we think about these philosophies\nand practices if we considered the fact that our views on education are deeply\nshaped by cultural values \u2013 many of which we may not even be completely aware\nof? <\/p>\n\n\n\n I was jolted into considering my\nown culturally-based educational practices several years ago. Before coming to\nKPU, I worked on a team of educators in Southeast Asia. As we worked together, I\nsoon learned that we had been shaped by vastly different approaches to teaching\nand learning. To work together on common\nprojects, we had to dive deeper into our educational philosophies: What does it\nmean to teach and learn well? And how are\nour ideas about education shaped by our cultural environments? <\/p>\n\n\n\n As I brought the knowledge I gained in Southeast Asia to KPU, I began to wonder how to support students and faculty in understanding how cultural differences in education impact students\u2019 transition to KPU. \u00a0As a Learning Strategist, I have focused conversations with students from across KPU about their learning processes and experiences as they learn the academic cultures of their disciplines.\u00a0One thing I have often heard from internationally-educated students is that the learning environments at KPU are unexpectedly different than their former high schools and universities. <\/p>\n\n\n\n At the same time, I met many faculty who were deeply concerned that their students were not succeeding in their new learning environment. Despite their efforts explaining requirements, many students struggled to meet the basic expectations of their assignment or course. Several faculty members shared that this challenged their confidence as instructors, and that their passion was being replaced by frustration. What was happening? Were students coming to KPU that were underprepared for success?<\/p>\n\n\n\n As I heard from students and faculty, and considered what I heard in light of my own experiences encountering culturally diverse educational philosophies, I wondered if the challenges of students and faculty in fact had the same cause. We experience gaps in our understanding because of different expectations about how post-secondary education works, based on the way we are shaped by experiences in our own cultural contexts. <\/strong><\/p>\n\n\n\n Consider how you might respond to the following questions:<\/ins> What is the role of an instructor in a post-secondary classroom? Do students show respect for the instructor by focusing on listening and reflecting, or by questioning and participating in critical discussion? Should students focus on learning foundational principles and memorizing correct answers, or should their learning be<\/ins> focused on evaluating information and creating original work, even in the first year of post-secondary education? Our cultural contexts and life experiences deeply shape our answersto these questions.<\/p>\n\n\n\n Often, our first instinct is to answer these questions based on our own experiences \u2013 after all, it is only natural to assume that our experiences are common or shared. How do we begin to understand the experience of education in a culture quite different from our own? My work in this area has been informed by my own cross-cultural experience, but most importantly, by the generosity and willingness of KPU students to share their experiences with me.<\/p>\n\n\n\n The international students I\u2019ve come to know at KPU have varied experiences. Some come here directly from secondary school, while others come having already completed a bachelor\u2019s degree. Others are in their transition to a second career, bringing their previous professional experience with them. Many express their appreciation for the support they receive from their instructors. A common theme shared by most students, however, is that the transition to learning at KPU comes with a steep learning curve as they navigate an educational environment with vastly different norms and procedures than the ones they had previously experienced. Challenges often experienced by students include:<\/p>\n\n\n\n KPU students have been some of my best teachers in\nunderstanding the international experience, and what I can do to support their\nsuccess. I am grateful for the student\nleaders who have been willing to share with me, and even more grateful that\nmany of these students are participating in a project to share their\nexperiences with the wider KPU educators\u2019 community. These students are\nparticipating in a project called Getting to Know Your International Students<\/em>,\nand are sharing their knowledge in the following ways:<\/p>\n\n\n\n Consider this post as an invitation to join me in the\njourney of Getting to Know Your International Students<\/em>. If you have five\nminutes to invest, watch the videos for a small taste of what you can\nexperience in the workshop.<\/p>\n\n\n\n Transitions and Surprises<\/em><\/strong><\/p>\n\n\n\n\n\n\n\n <\/p>\n\n\n\n Differences in Assignments and Plagiarism<\/em><\/strong><\/p>\n\n\n\n\n\n\n\n If you\u2019re ready to dive deeper, please join me for an online\nlearning experience.<\/p>\n\n\n\n