Designing courses that are meaningful to diverse learners and still align them to the goals of a university and its general education requirements is not a mean task. This course redesign project focused on redesigning a course that I was experiencing challenges of teaching it. This paper outlines the process that the instructor used to conduct learner and learning needs analysis, incorporating learners’ input, and course redesign phases adapted from Dee Fink (2013). It also includes a reflection of my struggles and challenges as an Adjunct Instructor in higher education, which was the major motivation behind this course redesign project. My other motivation was from an unpublished research I conducted about the experiences of African born immigrant students at Western Michigan University. My major goal for this project is advancing knowledge and providing new understanding of issues related to course design and instruction for learners from diverse backgrounds. I sought to understand how I can introduce a non-linear approach and spiral pedagogy that is integrated, using spiral and critical ways of learning into my instruction within an environment of traditional Western linear methodologies of passive teaching and learning. The traditional one size-fits-all approach to teaching does not cater for culturally diverse groups. Minority students continue to struggle to learn in higher education because the main model of instruction is based on a linear Eurocentric style of learning that does not integrate spiral or circular learning, diverse languages and codes of communication.
Fredah Mainah, Western Michigan University, Kalamazoo, United States
Mariam Konate, Western Michigan University, Kalamazoo, United States
Stream: Education / Pedagogy
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