I have used a course portfolio strategy to track revisions and materials for several courses. For example, I have portfolios for EEC 222w, EEC 365/366, and EEC 412 that include intentional course redesign; old and new course syllabi; powerpoint presentations; and reflections about changes to instruction.
During AY11, I continued with ongoing course preparation and revision for EEC 222w. This activity is documented by old and new course syllabi and powerpoint presentations. For Fall 2010 semester, I required a book by I. Barrera and R. M. Corso. (3rd edition. 2003. Paul H. Brookes Publishing Co.) The book, Skilled Dialogue: Strategies for Responding to Cultural Diversity, presented the idea of a “third space,” where persons of differing cultures meet to find commonalities and celebrate differences.
I surveyed students about their experiences and openness to using eTextbooks. Of 88 respondents, only 25% reported they had used an eTextbook in the past; 37% said they would consider using an eTextbook over a regular print textbook; and 60% noted they would consider using an eTextbook if the price of the eTextbook was 50% less than the regular textbook. About 30% of those who had used an eTextbook in the past reported that the experience met their expectations and 50% noted that the eText was interactive.
Based on student feedback, I felt that the book, Skilled Dialogue, was “over their heads” because they did not have enough personal experience with differing cultures to use in learning and reflection.
For Spring 2011 semester, I decided to not require a textbook, but to recommend several written resources, to create an expanded MSU LibGuide, and to add an assignment for students to spend time with a Cultural Partner.
The Cultural Partner project called for each student to purposefully select a cultural partner to meet for a minimum of 9 hours. During this time, the students were to interview their partner and to spend time in fun activities together (e.g., basketball games, special campus events, coffee/tea, etc.). I provided the students with a long list of possible interview questions that they could incorporate into their time with the cultural partner. During this experience, each student was directed to consider their values related to this experience, self-concept/self-confidence during this experience, power interactions, oppressive behaviors toward this group prior to Cultural Partnership experience plus a description of changed behaviors, his/her communication goals, applications to the student’s life now, and applications to the student’s life in his/her future career. After completion of a minimum of 9 hours in a cultural partnership, the student wrote an interview transcript, as well as a reflective analysis paper to address the Cultural Partnership experience. Students were asked to described unexpected outcomes, how conflict resolution was utilized during the course of the Cultural Partnership, and opportunities to empower others.
In Fall 2011, I decided to work with Pearson publishing to create a customized textbook with chapters from three other books. The result was a less expensive textbook (without color photos, etc.). I also acquired two extra copies and placed them on Reserve in the library. Each year, the library records use data. In 2013, for example, the copies were used a total of 32 times.