1. Dana Collette, B.A., J.D.
Management & Law
Vancouver Island University
June 1-4, 2011
Omaha, Nebraska
2011 ISSAM Institute
Transformational Learning: Engaging Education in a Global World

2.  Topic relevance
 Background of research
interest
 Some foundational concepts
 The study
 Specific questions
 References
 Feedback?

3.  Many universities inviting increasing numbers of
international students
 Challenges for students based on language &
cultural difference
 “Critical thinking” skills paramount in western post-
secondary education; argumentation is one type

4.  “Culture” described as roadblock
 Case analysis as a key component
◦ cultural
◦ but, also domestic student challenges
 Workshop model  graphic organizer

5.  Teaching international students
 Western importance of ‘critical thinking’
 Cultural differences in approaches to ‘analysis’
 Universalization
 Equity (aka avoid systemic
discrimination)
 Objectives /instruction /
assessment relationship

6.  “There are three main skills involved in critical
thinking: (1) identifying the reasoning or
arguments of others, (2) evaluating the reasoning
or arguments of others, and (3) creating reasoning
or arguments of your own (Lee, 2002, pp. 2-3 in
Harrell, 2008, p. 352).
 Our notions of ‘critical thinking’ and
‘argumentation” are distinctly western forms of
analysis (Fox, 1994; Lloyd, 1996).

7.  “A graphic organizer is a visual and graphic
display that depicts the relationships between
facts, terms, and or ideas within a learning task.
Graphic organizers are also sometimes referred to
as knowledge maps, concept maps, story maps,
cognitive organizers, advance organizers, or
concept diagrams” (Hall & Strangman, 2002, p. 1).

8.  “UD promotes an expanded goal to make
products and environments welcoming and useful
to groups that are diverse in many dimensions,
including gender, race and ethnicity, age, socio-
economic status, ability, disability, and learning
style” (Burgstahler & Cory, 2008, p. 3).

9.  International students may face
a number of barriers to
academic success, including
language and cultural
differences (Egege & Kutieleh,
2004; Fox, 1994; Lloyd, 1996;
Watkins & Biggs, 2001)

10. 1. Introduction & consent
2. Argumentation Workshop
a) Pre-workshop argumentation & questionnaire
b) Workshop & graphic organizer (sample 1)
c) Post workshop questionnaire (sample 2)
3. Data:
a) Pre-workshop analysis, case reports & exams (coding rubrics –
sample 3)
b) Questionnaires
c) Interviews
d) Teacher journal
4. Data analysis:
a) Quantitative – rubrics & grades
b) Qualitative – questionnaires,
interviews, teacher journal

11.  Differences between take-home & in-class
cases?
 Consistency of fact patterns?
 Improvements in coding rubric
and questionnaires?
 More effective/efficient way to
approach research question?
 Best way to conduct ethical
study involving students?
 Most appropriate qualitative
& quantitative?

12.  Burgstahler, S.E. & Cory, R.C. (2008) Universal Design in Higher Education:
From Principles to Practice. Cambridge, Massachusetts: Harvard Education
Press.
 Egege, S. & Kutieleh, S. (2004) Critical Thinking: Teaching Foreign Notions to Foreign
Students. International Education Journal, 4(4), Educational Research
Conference 2003 Special Issue.
 Fox, H. (1994) Listening to the World: Cultural Issues in Academic Writing.
Urbana, Illinois: National Council of Teachers of English.
 Hall, T. & Strangman, N. (2002) Graphic Organizers. National Center on
Accessible Instructional Materials (online:
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers).
 Harrell, M. (2008) No Computer Program Required: Even Pencil-and-Paper Argument
Mapping Improves Critical-Thinking Skills. Teaching Philosophy, 31(4), 351-374.
 Lloyd, G.E.R. (1996) Adversaries and Authorities: Investigations into
Ancient Greek and Chinese Science. Cambridge University Press.
 Watkins, D. & Biggs, J. (2001) Teaching the Chinese Learner: Psychological
and Pedagogical Perspectives. Hong Kong: CERC.