Advertisement

Using Experiential Learning Cycle to Promote Diversity in the Classroom

  • Andri GeorgiadouEmail author
Chapter

Abstract

This paper aims to explore the design and implementation of a suitable level undergraduate curriculum that enables students and faculty to become acquainted with the theoretical and practical underpinnings of promoting diversity, with an aim to foster accessible and effective environments for all. The analysis identifies the potential pitfalls on the way diversity is promoted in the classroom, which can be addressed by applying the remedies suggested within this paper.

References

  1. Ala-Mutka, K. (2005). A survey of automated assessment approaches for programming assignments. Computer Science Education, 15, 83–102.CrossRefGoogle Scholar
  2. Biggs, J. (2003). Teaching for quality learning at University (2nd ed.). Berkshire: Open University Press.Google Scholar
  3. Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the observed learning outcome). New York: Academic Press.Google Scholar
  4. Docheff, D. (1990). The feedback sandwich. Journal of Physical Education, Recreation and Dance, 61(9), 17–18.CrossRefGoogle Scholar
  5. European Commission. (2003). The costs and benefits of diversity. A study on methods and indicators to measure the cost-effectiveness of diversity policies in enterprises. Retrieved from http://ec.europa.eu/social/BlobServlet?docId=1440&langId=en
  6. Fry, H., Ketteridge, S., & Mars, S. (Eds.). (2009). A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed.). New York: Routledge.Google Scholar
  7. Georgiadou, A. (2016). Reflections from EDI conference. Equality, Diversity and Inclusion: An International Journal, 35(7/8), 467–472.CrossRefGoogle Scholar
  8. Georgiadou, A., Gonzales-Perez, M.-A., & Olivas-Lujan, M. (2019a). Diversity within diversity management: Country-based perspectives Vol: 21. Bingley, UK: Emerald Publishing Limited.CrossRefGoogle Scholar
  9. Georgiadou, A., Gonzalez-Perez, M.-A., & Olivas-Lujan, M. (2019b). Diversity within diversity management: Types of diversity in organizations Vol: 22. Bingley, UK: Emerald Publishing Limited.CrossRefGoogle Scholar
  10. Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the University: New relationships between research, scholarship and teaching (pp. 67–78). New York: Open University Press.Google Scholar
  11. Huba, M., & Freed, J. (2000). Learner centred assessment on college campuses: Shifting the focus from teaching to learning. Community College Journal of Research and Practice, 24(9), 759–766.CrossRefGoogle Scholar
  12. Jacques, D. (2000). Learning in groups (3rd ed.). London: Kogan Page.Google Scholar
  13. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  14. Meyers, C., & Jones, T. (1993). Promoting active learning. Strategies for the college classroom. San Francisco, CA: Jossey-Bass Inc., Publishers.Google Scholar
  15. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
  16. Moon, J. (2002). How to use level descriptors. London: Southern England Consortium for Credit Accumulation and Transfer.Google Scholar
  17. Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317–332.CrossRefGoogle Scholar
  18. Pashiardis, P., & Brauckmann, S. (2008). Introduction to the LISA framework from a social system’s perspective. LISA conference. Budapest, Hungary.Google Scholar
  19. Race, P. (2014). The lecturer’s toolkit: A practical guide to assessment, learning and teaching. London: Routledge.CrossRefGoogle Scholar
  20. Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169.CrossRefGoogle Scholar
  21. Ruthven, K. (2008). Reflexivity, effectiveness, and the interaction of researcher and practitioner worlds. In P. Clarkson & N. Presmeg (Eds.), Critical issues in mathematics education: Major contributions of Alan Bishop (pp. 213–228). New York: Springer.CrossRefGoogle Scholar
  22. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.Google Scholar
  23. Vassilopoulou, J., Kyriakidou, O., Da Rocha, J., Georgiadou, A., & Mor Barak, M. (2018). International perspectives on securing human and social rights and diversity gains at work in the aftermath of the global economic crisis and in times of austerity. European Management Review.  https://doi.org/10.1111/emre.12333
  24. Weber, K., Maher, C., Powell, A., & Lee, H. S. (2008). Learning opportunities from group discussions: Warrants become the objects of debate. Educational Studies in Mathematics, 68(3), 247–261.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Equality Inclusion Diversity CenterLimassolCyprus

Personalised recommendations