Learning activities | Assessment | Resources
Student Diversity
Introduction
CSU has an incredibly diverse student cohort which brings great richness to the university environment. This diversity can also present challenges for curriculum design, teaching and learning strategies unless you understand the implications for the learning environment.
In order to design effective and learner centered curriculum, knowing who your learners are is crucial. This module will support your achievement of the following subject objectives:
- Describe the characteristics and educational needs of the student cohorts they teach and identify appropriate learning outcomes and learning and teaching strategies;
- Design assessment activities and criteria in alignment with CSU assessment policies and the diverse CSU student cohort.
As Tinto argues (2009), students' characteristics are largely beyond our institutional control. However this is clearly not the case for the settings in which we place our students in. These settings, be they classrooms, labs, online forums or residences are directly under our control and are, if we wish, subject to change by our actions.
Knowing your student cohort is the first step in ensuring appropriately designed curriculum design and support strategies.
Learning Activities
Learning activity details
Reflect on the following diagram and the ways in which you think student diversity will impact on their experience in your classroom and your teaching strategies.
Now check your understanding of the diversity of the CSU cohort by completing the following quiz:
Further information on CSU student progress and cohort demographics is available from the Planning and Audit website.
Given the diversity of cohorts at CSU we cannot make any assumptions regarding our students' skills, knowledge or attitudes. In some cases, student diversity may intensify transition issues faced by first year students. Your awareness of the range of socio cultural capital, experiences and preparedness of your students will help you shape a learning environment that supports and encourages all students.
The First Year Principles developed through Kift's Australian Learning and Teaching Council's Senior Fellowship (2009) includes student diversity as an important component.
Watch the student diversity video available at http://www.fyecd2009.qut.edu.au/resources/fyecd2009_movie.jsp
Now read and complete the Diversity sections of the Teacher and Program Coordinator checklists to reflect on practical strategies you might employ in your teaching.
More than 22% of CSU students come from low socio economic status (LSES) backgrounds, which can have a significant effect on the learning experience. There is often a socio cultural incongruity between LSES students and the high SES institutions in which they study. CSU was a key partner in the national study that developed guidelines for the effective teaching and support of students from LSES backgrounds.
Read the Guidelines for Teachers and reflect on your own teaching experiences with students from LSES backgrounds. Which of the guidelines resonate most with you? Where (if anywhere) will you need to alter your teaching strategies to support CSU students?
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Assessment
Note: This assessment only relates to students who are enrolled in the subject EEL416 Learning and Teaching at CSU.
There is no formal assessment in this module, however the activities you've completed will assist you in completing all three assignments.
Resources
Explore
Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report for ALTC Senior Fellowship Program. Retrieved from http://fyhe.com.au/wp-content/uploads/2012/10/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-091.pdf
Tinto, V. (2009). Taking Student Retention Seriously: Rethinking the First Year of University. Keynote delivered at the FYE Curriculum Design Symposium5th and 6th February 2009, Queensland University of Technology (QUT), Kelvin Grove Campus. Retrieved from http://www.fyecd2009.qut.edu.au/resources/SPE_VincentTinto_5Feb09.pdf