Teaching Diversity: Using a Multifaceted Approach to Engage Students

Auerbach, Arthur H.

doi:10.1017/s1049096512000406

Cited by 9 publications

(8 citation statements)

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“…For instance, case studies can be effectively integrated with simulations; after students become familiar with a case, they then take on a specific role in a simulation (e.g., Crossley-Frolick 2010; Fliter 2009). Additional studies show that many other active learning activities can engage students and improve student learning, including case studies without simulations (Craig and Hale 2008; Krain 2010), discussion (Pollock, Hamann, and Wilson 2011), enhanced lectures (Huerta 2007), experiential learning (Bardwell 2011), writing (Çavdar and Doe 2012), and combining two or more active learning activities (e.g., Auerbach 2012; Powner and Allendoerfer 2008).…”

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confidence: 99%

“…Simulations and role plays are the most common active learning activities in introductory courses (Archer and Miller 2011), and these are also used in upper-level, graduate, and online courses (e.g., Baylouny 2009; Brynen 2010; Parmentier 2013). Since 2006, simulations and role plays have been featured in one or two tracks at the annual APSA Teaching and Learning Conference; a recent issue of The Journal of Political Science Education focused exclusively on simulations (Asal et al 2013); and many articles show faculty how to integrate these activities into their classes (e.g., Auerbach 2012; Wedig 2010). Role plays are common in all subfields, including American politics (e.g., Baranowski 2006; Rinfret, 2012), comparative politics (e.g., Baylouny 2009; Biziouras 2013), international relations (e.g., Loggins 2009; Oros 2007), and even political theory (Ahmadov 2011; Schaap 2005).…”

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Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Bromley

2013

APSC

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Although political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because students have diverse learning styles-comprised of their discrete learning preferencesengaging them in a variety of ways is important. This article explores six active learning techniques: simulations, case studies, enhanced lectures, large group discussion, small group work, and in-class writing. Incorporating these activities into an introductory, writingintensive seminar on globalization and surveying students about their engagement with course activities, I find that different activities appeal to students with different learning preferences and that simulations are not students most preferred activity. Bringing a broader range of active learning strategies into courses can improve teaching for all students, no matter their learning style. P olitical science lends itself to a wide range of active learning activities. Unlike traditional teaching methods, where students more passively take in information through at-home readings and professor-delivered lectures, active learning demands more-and more engaged-student participation. Active learning helps students not only learn content but also develop critical thinking and writing skills (Bonwell and Eison 1991). These activities require instructors to offer opportunities "for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject" (Meyers and Jones 1993, 6; emphasis in original ). Indeed, the annual National Survey of Student Engagement includes increasing active and collaborative learning as one of only five benchmarks of effective educational practice (NSSE 2012). In the United States, millennials (the generation born after 1980) account for more than 75% of all undergraduates and more than 85% of full-time undergraduates (US Department of Education 2012); because this generation is more likely to attend college, more ethnically and racially diverse, and more likely to embrace technology than previous generations (Taylor and Keeter 2010), engaging them in more interactive ways is critical. Because students have diverse learning preferences, a broad range of active learning activities can help engage them in their learning.In political science, often we focus on a single active learning activity: simulations. These include mock conventions, assemblies, debates, and other collaborative activities when students take on roles and make decisions accordingly. Simulations and role plays are the most common active learning activities in introductory courses (Archer and Miller 2011), and these are also used in upper-level, graduate, and online courses (e.

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Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Bromley

2013

APSC

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“…Given their overall characteristics, films may be especially effective in teaching complex subject matters such as ethics or diversity (Auerbach, 2012; Biktimirov & Cyr, 2013). As the call to teach diversity at business schools grows louder (Aranda, Wynne, & Milano, 2012), the next section will focus on how educators can benefit from using films in the classroom when dealing specifically with this topic.…”

Section: Adjusting Education To a Visually Literate Worldmentioning

confidence: 99%

“…This mixture would mitigate the lack of or even negative impact that just using films may have on some topics where vocal or visual stereotypes could impair the discussion of the diversity topic. Past research shows that another added benefit of films as compared with traditional pedagogy is that they evoke greater emotional response and positive change in perceptions or attitudes about diversity groups (Auerbach, 2012; J. Lee et al, 2009).…”

Section: Using Films To Teach Diversitymentioning

confidence: 99%

“…This creates a potential gap between the simplified delivery or supply by instructors and the varied demand from students of how marketing is taught and learned. Visual communication, especially the use of films, may help educators bridge this divide and can be especially useful when teaching complex topics such as aesthetics (Richards & Pilcher, 2018), ethics (Biktimirov & Cyr, 2013; O’boyle & Sandonà, 2014), or diversity (Auerbach, 2012).…”

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Using Films to Achieve Diversity Goals in Marketing Education

Chang

2019

Journal of Marketing Education

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Visual communication, especially films, can be an effective way to teach complex topics. The use of films in business schools, however, has been limited even though demand for such content is increasing. This article takes a focused look at how educators can take advantage of films to teach diversity in business. Despite the importance of diversity in business and marketing education, there is not enough written materials such as case studies to teach it. Even when they do exist, written content may not be adequate in communicating the issues involved in diversity because of difficulties related to representing a given diversity group only using text. This article discusses how films can help overcome the limitations of text-only representation of a specific diversity group—intellectually disabled workers. The empirical study shows that film can be more effective than text in eliciting consumer responses such as emotions and a positive attitude to an identified disabled personality as well as to the employer brand. This article also provides practical steps that educators can take in gradually integrating visual materials such as film to their traditional method and contents of instruction when teaching diversity in business.

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A study on the effects of background film music valence on para-social interaction and consumer attitudes toward social enterprises

Chang

Kim

2022

Journal of Business Research

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Teaching Diversity: Using a Multifaceted Approach to Engage Students

Cited by 9 publications

References 16 publications

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method

Using Films to Achieve Diversity Goals in Marketing Education

A study on the effects of background film music valence on para-social interaction and consumer attitudes toward social enterprises

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