Connections for Learning: An Innovative Program to Support Culturally and Linguistically Diverse Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/335391
Category:
Full-text
Type:
Presentation
Title:
Connections for Learning: An Innovative Program to Support Culturally and Linguistically Diverse Students
Author(s):
Nash, Robyn E.; Frohman, Rena; Lemcke, Pamela M.
Lead Author STTI Affiliation:
Non-member
Author Details:
Robyn E. Nash, PhD, MHSc, BA, RN, RCNA, r.nash@qut.edu.au; Rena Frohman, MA, GradCertArts, BA; Pamela M. Lemcke, RN, MLdsp, RCNA
Abstract:
Session presented on Saturday, July 26, 2014: Cultural, academic and social challenges can present significant obstacles to culturally and linguistically diverse (CALD) students' achievement of personal and professional goals. This paper reports on the Connections for Learning Program (CLP), a collaborative, co-curricular initiative that supports undergraduate and postgraduate CALD students in the Faculty of Health at QUT. As expressed in the UNESCO Guidelines on Intercultural Education (2006), 'intercultural education cannot be just a simple 'add on' to the regular curriculum. It needs to concern the learning environment as a whole, as well as other dimensions of educational processes' (p. 19). Hence, the Connections for Learning Program team has intentionally designed the CLP to offer students a suite of learning opportunities that value-add to their course experience. The CLP's learning focus is underpinned by the value placed on the lived history that students bring to the learning experience. The program is oriented to minimising the linguistic challenges which can make learning more complicated, sometimes referred to as demystifying the 'hidden rules of academia', and enabling students to grow personally and academically. The CLP comprises a suite of student-focussed strategies and capacity-building initiatives for academic staff and clinical supervisors. Based on a needs analysis undertaken in 2009, the Program addresses three focal areas of student need - Academic, Professional and Socio-cultural through four key strategies: Language and Literacy, Workplace Preparation, Staff Development and Community Outreach. The model underpinning the CLP draws upon the four pillars of intercultural education: Learning to know; Learning to do; Learning to live together and Learning to be (UNESCO, 2006). Engagement in the program has been substantial with more than 4,500 students participating in one or more CLP activities over 2010-2012 period. Quantitative and qualitative data, gained through an action research framework, indicate that the CLP is having positive, sustained impact on academic and clinical outcomes. As an example, more than 70% of students identified in 2011 and 2012 as 'at-risk' of failing particular courses went on to pass these courses. These results are supported by feedback from clinical staff which highlights students' improved abilities to engage constructively with clinical practice. Through its 4-pronged strategy and deliberative focus on creating safe, active learning environments, the CLP provides students with a powerful means to experience the 'joy of learning' (Wang et al, 2008). This is a strong catalyst for their engagement in the process and achievement of successful outcomes.
Keywords:
inclusive learning and teaching; student diversity
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleConnections for Learning: An Innovative Program to Support Culturally and Linguistically Diverse Studentsen
dc.contributor.authorNash, Robyn E.en
dc.contributor.authorFrohman, Renaen
dc.contributor.authorLemcke, Pamela M.en
dc.contributor.departmentNon-memberen
dc.author.detailsRobyn E. Nash, PhD, MHSc, BA, RN, RCNA, r.nash@qut.edu.au; Rena Frohman, MA, GradCertArts, BA; Pamela M. Lemcke, RN, MLdsp, RCNAen
dc.identifier.urihttp://hdl.handle.net/10755/335391-
dc.description.abstractSession presented on Saturday, July 26, 2014: Cultural, academic and social challenges can present significant obstacles to culturally and linguistically diverse (CALD) students' achievement of personal and professional goals. This paper reports on the Connections for Learning Program (CLP), a collaborative, co-curricular initiative that supports undergraduate and postgraduate CALD students in the Faculty of Health at QUT. As expressed in the UNESCO Guidelines on Intercultural Education (2006), 'intercultural education cannot be just a simple 'add on' to the regular curriculum. It needs to concern the learning environment as a whole, as well as other dimensions of educational processes' (p. 19). Hence, the Connections for Learning Program team has intentionally designed the CLP to offer students a suite of learning opportunities that value-add to their course experience. The CLP's learning focus is underpinned by the value placed on the lived history that students bring to the learning experience. The program is oriented to minimising the linguistic challenges which can make learning more complicated, sometimes referred to as demystifying the 'hidden rules of academia', and enabling students to grow personally and academically. The CLP comprises a suite of student-focussed strategies and capacity-building initiatives for academic staff and clinical supervisors. Based on a needs analysis undertaken in 2009, the Program addresses three focal areas of student need - Academic, Professional and Socio-cultural through four key strategies: Language and Literacy, Workplace Preparation, Staff Development and Community Outreach. The model underpinning the CLP draws upon the four pillars of intercultural education: Learning to know; Learning to do; Learning to live together and Learning to be (UNESCO, 2006). Engagement in the program has been substantial with more than 4,500 students participating in one or more CLP activities over 2010-2012 period. Quantitative and qualitative data, gained through an action research framework, indicate that the CLP is having positive, sustained impact on academic and clinical outcomes. As an example, more than 70% of students identified in 2011 and 2012 as 'at-risk' of failing particular courses went on to pass these courses. These results are supported by feedback from clinical staff which highlights students' improved abilities to engage constructively with clinical practice. Through its 4-pronged strategy and deliberative focus on creating safe, active learning environments, the CLP provides students with a powerful means to experience the 'joy of learning' (Wang et al, 2008). This is a strong catalyst for their engagement in the process and achievement of successful outcomes.en
dc.subjectinclusive learning and teachingen
dc.subjectstudent diversityen
dc.date.available2014-11-17T13:51:20Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:51:20Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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