Running head: FINAL PROJECT COMPILATION

Final Project Compilation Abdulrahman Alshuaibi Colorado State University EDAE 639 Dr. Tobin Lopes December 15, 2013

FINAL PROJECT COMPILATION

Table of Contents
The Need .................................................................................................................................................... 3 Audience Analysis .................................................................................................................................... 6 Goals and Objectives ............................................................................................................................. 12 Learning Assessment ............................................................................................................................. 13 Content Outline ...................................................................................................................................... 20 Program Evaluation .............................................................................................................................. 25 Diagram of ISD Process ........................................................................................................................ 30 References ................................................................................................................................................ 31 Appendix A ............................................................................................................................................. 35 Appendix B ............................................................................................................................................. 36 Appendix C ............................................................................................................................................. 37 Appendix D ............................................................................................................................................. 38 Appendix E ............................................................................................................................................. 39 Appendix F ............................................................................................................................................. 40

FINAL PROJECT COMPILATION The Need For my instructional design, I want to improve the learning settings for international students who study at King Saud University (KSU), Riyadh, Saudi Arabia. The instructional design was designed for faculty and employees who directly interact with international students, which would make KSU a friendlier learning environment for international students. This

training would focus on the issues that would face foreign students from their perspective and for faculty and employees on how teach, contract, and assess foreign students at KSU. Furthermore, this program would be two-hour sessions in two days for five weeks, including lectures, discussions, visits, storytelling, and mini-ethnography activities and assignments. Moreover, this program is a first program (prototype) of this kind that would be applied at KSU and it will be upgraded as needed. Facts about KSU KSU is the oldest and one of the top universities in Saudi Arabia. It was established in 1957 as the first institute of higher education in the country (KSU, 2013). Indeed, KSU is considered as the top university nationally. For example, many leaders, councils, Mayors, CEOs and professors who work in the government and other top companies have graduated from KSU. Internationally, KSU has a great academic reputation among other Saudi or Arab universities. It was ranked 197 on World University Rankings 2012 (QS Quacquarelli Symonds, 2013), and 151-200 on Academic Ranking of World Universities 2013 among universities around the globe (Shanghai Ranking Consultancy, 2013). In comparison, Colorado State University (CSU) was ranked 365 on World University Rankings 2012 (QS Quacquarelli Symonds, 2013), which was lower than KSUs ranking. Also, CSU was ranked 151-200 on Academic Ranking of World Universities 2013, which was as same as KSU ranking (Shanghai Ranking Consultancy, 2013).

FINAL PROJECT COMPILATION The gap KSU has a great reputation on their international instructors but not regarding international students. On one hand, a survey indicated KSU had a great score 93.30 out of 100

on international faculty satisfaction (QS Quacquarelli Symonds, 2013). Indeed, there were 1,535 international faculty members (31.65% of KSU staff) who worked at KSU in the 2009-2010 academic year (King Saud University, 2012), which represented that KSU was an attractive place to work for foreign professors. On the other hand, the survey indicated KSU had a low score 19.80 out of 100 on international students satisfaction (QS Quacquarelli Symonds, 2013). In fact, there were 1125 international students (2.97% of KSU students) who studied at KSU in the academic year 2009-2010 (King Saud University, 2012), which represented that KSU was an unattractive place to study for international students. Certainly, being a professor is different than being a student in a foreign country. Usually, the professors have more attention and care from the administrators to fill their needs and to ensure their comfort. However, the students would be the least priority for some administrators for different reasons. All in all, this training will address the problem that KSU need to be more attractive place to study for foreign students. Possible solutions There are many ways to make KSU more convenient location for foreign students. First of all, adding more languages would help foreign students. Since Arabic language is the primary language, almost all maps, directories and signs are written in Arabic language only. It would be more convenient to have additional languages, which are spoken by the majority of foreign students, in those materials such as English, French, German, Japanese, Chinese, and Urdu languages. Also, the university could make a special center to assist their international students.

FINAL PROJECT COMPILATION An international students center would provide support, advocacy and assistance for foreign students on different levels academically, legally, and culturally. For example, the center could

help students to pass language or learning obstacles, maintain legal student status, and cope with culture shock. Although those solutions could make for a more appropriate place for foreign students, I think the education and training is the most important solution, which would change the status quo. Training is the key Since KSU wants to attract more international academic reputation, this project focuses on how to make KSU more friendly environment for international students by training KSUs staff. Despite all of the possible solutions above, training staff is the essential way to improve the status quo. The service center could help foreign students within limited boundaries while a cultured staff would make a greater effort. In addition, the staffs are already mostly aware of different cultures in their unconscious but never realize it. They probably couldnt imagine or never experience that awkward situation to be a foreign student and learn in different setting, culture, and language that used to live in. Therefore, this training program will focus on academic, cultural, and language issues from the foreign students prospective. Furthermore, this proposal would get support from many members in the university. Almost any administrator, faculty, or student who wants to improve KSUs academic, diversity, worldwide, and liberation reputations would support this unique project. Since this project is a prototype at KSU, the survey questions might be changed, added, or deleted as needed in order to improve the effectiveness of this project and to adapt with the stakeholders goals.

FINAL PROJECT COMPILATION Audience Analysis The audience would be faculty members and employees who directly interact with international students at KSU. Due to the luck of direct interaction and factual data with the targeted audience, this audience analysis statement is based on a hypothesis analysis from the writers prior knowledge with the expected audience and for being an international student.

Moreover, the writer has interacted with the targeted audience in different situations, as a student and a facilitator. The writer has studied and graduated from KSU within 2003-2007; and, he worked as a demonstrator at KSU within 2010-2011. Currently, the writer is an international student at Colorado State University (CSU); and he has been experiencing life as an international student since 2011. Although the writer has some prior knowledge of being an international student, there are some gaps that have to be filled in order to make this project. There are raised questions about the targeted population that essential in making this project. Those questions are related to the learners attitudes, feelings, and experiences regarding the project topic. Prior Knowledge There are many common characteristics in the targeted population. These characteristics will be considered to draw the main outlines of designing this project. Generally, the audience would be males, educated, and speaking Arabic. First of all, the target audience will be males. Except of the Medical College and the University Hospital, all colleges at KSU have two independent departments for men and women. As a university regulation, KSU has two different campuses; one is for males and another is for females. These regulations have created by the KSU administration and the Saudi government in order to provide equal chances for men and women to study or work independently. Since the author is a male, the audience will be men

FINAL PROJECT COMPILATION from the male campus due to those university/ government regulations. Second, the audience would be high educated. Due to the jobs requirements, faculty and staff have to have a university education. Faculty members, for example, have to have at least masters degrees in academic specialization that required by the college or department where faculty members work such as masters in religion, politics, agriculture or other academic fields. Also, the staff members, who work with international students, have to have at least bachelors degree in

specialized fields depending on their positions and profession field such as psychology, business administration, or forging languages. Finally, the targeted audience would understand and use Arabic language. Except of sciences and languages colleges, Arabic language is the primary language at the university. The targeted audience would be able to use Arabic in reading, writing, listening, and speaking to gain the knowledge and express their responses. So, Arabic is the used language in this project. The problem There are different characteristics of the targeted population. There is a need to discover the audiences personal attitudes and details of the targeted population in this project. Those details will be the key of success to create this kind of project because this project aims to change the audiences knowledge on the cognitive and affective domains of Bloom's (1956) taxonomy of learning domains (Clark, 2013). Furthermore, the cognitive domain aims to change the knowledge about international students and diversity. And the affective domain aims to change the attitudes about the topic. Naturally the targeted audience has different individual characteristics. Those differences have to be considered in drawing the learning sessions in this instructional design. Those characteristics are cognitive characteristics (general aptitudes, learning styles, and aptitudes

FINAL PROJECT COMPILATION toward diversity), physiological characteristics (as sensory perception and age), affective characteristics (interests of subject and motivation to learn), and social characteristics

(relationships to peers, feelings toward authority, and racial/ethnic background affiliation) (Smith and Ragan, 2005). Those differences have to be considered in creating this project in order to make the learning sessions more attractive, effective and sustainable. Cognitive characteristics. The audience has different levels on general aptitudes, learning styles, and general world knowledge. First of all, the general aptitudes would reflect on the learners readiness to learn and absorb the knowledge. For example, full-time employees usually are not ready to study and learn due to the lack of motivation. They need to be fully motivated to take that extra work and embed the acquired skills into their work field. Secondly, learning styles help to get audiences attentions. Every learner views, absorbs, and gains the information by different senses. Learners are divided by their preferred learning styles such as, visual, auditory, and kinesthetic (The Trustees of Indiana University, 2012). Visual learners, for example, prefer to use visual objects, read body language, and learn better in by watching. Also, auditory learners like to process information through hearing and speaking, notice different ways of speaking, and summarize the key ideas orally to help to memorize the knowledge. In addition, kinesthetic learners usually use hands-on approach (which to involve the learners in the content by doing things or motor skills) to learn new information, want demonstrates on how to do something rather than verbally explain it, and prefer group work more with others (The Trustees of Indiana University, 2012). Thirdly, the aptitudes toward diversity are critical concepts. In this project, there is a necessity to discover the audiences aptitudes to know what they already have toward the diversity, and what they have to obtain or change. By discovering their aptitudes, the audience would be able to accept changes in the status quo, and

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empowerment international student. For example, the targeted audience could provide additional resources to the international students, and hear their voices to fill their demands and needs. Physiological characteristics. They are necessary to determinate the delivery accessibility and theme. The sensory perception would help to provide learning aids. For example, knowing the sensory perception, such as hear/vision disability, would be considered in the preparation of curriculums accessibility such as, providing Braille materials, hearing aids, or any other supports that learners need. Also, the age would help to determinate how to design the learning sessions. Although all the targeted populations are adults, the age is an important element in designing of this instructional design. The different generations have different ways of thinking, learning, and physical abilities. On one hand, when we age, we become wiser. The age is one of many several frameworks that create the development of wisdom (Bluck and Judith, 2004). The learning session has to involved wisdom in the learning context in order to enrich the knowledge. On the other hand, the age limits some of brains abilities. In general, older learners have slower responses than younger learners because the age affects their memory. This concept has to be considered in creating of the learning sessions to avoid forgetting obstacles and conserve sustainable learning. For example, the instructor could provide memos that have the main points of each learning session to help the learners to remember after the training finish. Affective characteristics. First, the interests of subject would effect on the efficiency of this instructional design. Those attitudes would make this project more interesting, interactive, and applicable. If the learners were interested in the content, they would be more focused and interactive. However, if the learners were not interested, they would be distracted and inactive. For example, the learner would enthuse, engage, and participate in the learning activities when

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he is interested in diversity; otherwise, the he would be bore, isolated, and disengaged. So, there is a need to design this training in the more attractive way for learners to archive the instructional designs goals. Second, the motivation to learn is essence. Since the targeted population is fulltime employees, they need motivations to take additional load with their regular duties. For example, the university could offer to upgrade positions for whom take this course. Social characteristics. First, relationships to peers would help to know whether the learners know each other or not. If they know each other, the training would be designed in more groups activities style; however, individual activities would be applied and icebreakers are needed to break the silent and make them more engaged as a group. Secondly, feelings toward authority would help to recognize the mood of the audience. Some people, especially who are in the high positions, might have difficulties with being under someones authority. This instructional design would make the learning session more collaborative and empowerment for all learners equally without any feels of being impose, coerce, or constrain. Third, racial/ethnic background affiliation would help to determinate the diversity of the targeted audience. There is a need to find the targeted audience demographics in race, color tune, and culture; then, use those facts to state how the diversity of individuals is different from one to another within same nationality, and compare the international students to those differences. For example, the learners can discuss how they have cultural differences in social life, and then make connection between what have been discussed and the international students cultures. Survey Questions To discover the gaps, there are five questions for the targeted audience. Those questions try to fill the gaps in the instructional design. The survey questions are: 1. Have you lived in a different culture? Please describe. 2. Did you work or study where you have forced to use a

FINAL PROJECT COMPILATION foreign language? How did you feel? 3. How do you feel toward diversity and international

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students? Please give examples. 4. Why did you apply for this training and what are your goals? 5. What are your learning preferences? Please choose more than one. (You learn better by reading books, showing visual materials, expressing feelings, listening to real stories, in lecture style, and/ or in small groups activities) (IF you need special services: Braille materials, hearing aids, and hand assistant or wheelchair accessibility). However, the survey was not implemented due to the lack of time and capability to be conducted at KSU. Since this survey is designed to an overseas audience, it was hard to communicate with the stakeholders about proposing this instinctual design and applying this survey to a targeted population. This instructional design is a prototype that developed in CSU and it will be presented to KSUs stakeholders when the write is returning to Riyadh, Saudi Arabia. All in all, this instruction is not the solution to all performance problems but it would help to improve the status quo. This instructional design aims to change the status quo of the international students at KSU. Since KSU wants to improve, they have to change and upgrade their learning environment in order to get more academic reputation and to be more attractive campus for foreign students. This audience analysis tries to illustrate information about the homogeneous and heterogeneous of the targeted population to explore the learners background knowledge and assist instructional needs. The survey questions would fill the gaps in this instructional design and this statement will be updated when any information in this statement has changed or updated.

FINAL PROJECT COMPILATION Goal and Objectives

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After completing the training, the learner will be able to: Goal #1. Recognize the value of diversity efforts on campus. After completing the lesson, the learner will be able to: Objective #1A: Identify one gap where diversity can be addressed in his department through a written report. Objective #1B: Apply diversity practices to his field. Objective #1C: Use critical thinking skills to improve diversity efforts in his field through a presentation in the class.

Goal #2. Gain a better understanding of international students background experiences. After completing the lesson, the learner will be able to: Objective #2A: Demonstrate meaningful relationships across other cultural groups within and outside the classroom/ work environment though a reflection report. Objective #2B: Illustrate the developing skills that allow him to become an ally for international students in KSU campus through a role-playing presentation.

Goal #3. Adapt diversity practices to teaching/ work field. After completing the lesson, the learner will be able to: Objective #3A: Apply skills of multi-cultural communication to their teaching/ work field. Objective #3B: Design a written personal philosophy of responsibility to promote sustainable diversity within KSU campus environment.

FINAL PROJECT COMPILATION Learning Assessment

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This learning assessment is a part of an instructional design project that aims to improve the learning environment for international students who study in King Saud University (KSU) at Riyadh, Saudi Arabia. Faculty members and employees are the learners for this project. The purpose of the learning assessment process is to generate the highest possible quality of student learning (Angelo and Cross, 1993), to insure that the learner has earned the targeted skills or knowledge of this program. In addition, this assessment is based on the learner-centered approach. The learning process in the learning sessions is focus on the learners ability to be independent thinker. The learners will use critical thinking skills to analysis their work surroundings and try to find any problems, then find solutions for it independently while the instructor observes their learning and guides the learners if they need (Angelo and Cross, 1993). This ways would help to make the learning more sustainable. Through the course materials, for example, the learner would search for different problems that might occur in his work field, then identify the problem and look for solutions. In general, the goal of this assessment is to measure the attitude, judgment, and creativity of the learner. The attitudes refer to the learners' appearance of passion, collaboration, and interest of the program. The judgment refers to the learners ability to analyze a condition and reach at logical assumption about the topic. The creativity refers to the ability to accept and create new philosophies and different approaches (Smith and Ragan, 2005). The learning assessments for each object For each object, there are different assessment ways to measure the learners outcomes. Some of the objectives are cognitive, affective, or mixed. This learning assessment will focus on

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the learners cognitive perspective as well as affective contribution. The learning assessments for each objective will be explained in the next paragraphs.

Goal #A. After completing the training, the learner will be able to recognize the value of diversity efforts on campus. Objective #1A: After completing the lesson, the learner will be able to identify one gap where diversity can be addressed in his department through a written report. Objective #1B: After completing the lesson, the learner will be able to apply diversity practices to his field. Objective #1C: After completing the lesson, the learner will be able to use critical thinking skills to improve diversity efforts in his field through a presentation in the class.

Objective 1A The learning assessment will be based on the ability to discover the problems that occurs in the working environment that the learner works in by explaining the problem on written papers. Through the training materials, the learner would observe his department and identify a gap that affects diversity efforts. This assessment was chosen because the written papers have more capacity for learners to take their time to think and explain their findings without boundaries, which will allow the learner to illustrate the big picture of a problem and not just a portion of it. In addition, the written papers are more personal and subjective. Some learners, for example, might work in the same department and the written papers will help to assess each learner individually.

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This assessment will be conducted by the learner as a personal reflection of illustrating a problem in his work field.

This assessment will match the objective by filling the object purpose, which is to assess the learners ability to explain a gap that effect on diversity as a personal reflection.

Objective 1B This object aims to determine the learners ability to use the learned material in real situations. The learning assessment will be based on two assessments. First, the instructor will observe the learners application of the diversity practices in his working place by an unexpectedly visit. Second, the instructor will conduct a survey seeking the international students opinion about the learners performance toward them. These two assessments were chosen to assess the learners practices on the field accurately. These assessments would provide clear feedback whether the learner has improved his perspective toward diversity in his performance or not. This assessment will be conducted by doing an unplanned visual observation by the instructor, and collecting data through survey papers about the international students opinions. This assessment will match the objective because both the object and the assessments focus on the learners performance at his work field in a real situation. Objective 1C The learning assessment will be based on the learner ability to use critical thinking skills to develop the diversity efforts in his work field. The learner has to perform a presentation in the class explaining his ideas about improving the diversity status quo in his department. The learners ideas and accomplishment in his presentation will be the factor to assess this object.

FINAL PROJECT COMPILATION This assessment was chosen because the learner would explain his conclusions,

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recommendations, and solutions that the leaner have created to his work field. He could provide his findings with his classmates and get feedbacks from them to refine those findings. This assessment will be conducted by the teacher judgment whether the learner provide a major solution that would improve diversity efforts in his department or not. This assessment will match the objective because the object is based on creating ways to improve diversity; and doing a presentation would reflect those findings.

Goal #2. After completing the training, the learner will be able to gain a better understanding of international students background experiences. Objective #2A: After completing the lesson, the learner will be able to demonstrate meaningful relationships across other cultural groups within and outside the classroom/ work environment though a reflection report. Objective #2B: After completing the lesson, the learner will be able to make a presentation about the developing skills that allow him to become an ally for international students in KSU campus through a role-playing presentation.

Objective 2A (with a complete learning assessment) For this assessment, the learner will explain his experience with other cultural groups through a reflection paper. The learning assessment will be based on the learners experience and engagement with other cultural groups in his department and people outside his department. The cultural group means a harmonized group of people with similar backgrounds, ethnicities, and customs that extending across several generations (Ares, 2006). The cultural practices of people are valuable and authentic resources for learning. Those experiences would help the learner to

FINAL PROJECT COMPILATION get out from his comfort-zone and make meaningful understanding of other cultures. Different people have their own culture practices, social trends, and world events. (Carnegie Mellon University, n.d.). Those differences can influence the habits and expectations about someone, which would lead to a misleading understanding of someones behavior. For example, the learner would make cultural connections with someone in his

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department and outside his department then write a reflection report about his experiences. First, the learner has to make a cultural connection in his department. The learner would make a conversation with another associate in his department who has no close relationships. The learner may introduce himself and starts talking about his associates country, culture, habits, customs, or traditions that may or may not the learners have known about it. Second, the learner has to make a cultural connection outside his department. The learner could engage with other cultural groups activities. He might attend a wedding for foreign people or go to a specialize place for specific cultures and engage with those people in those places, such as, an American caf, a Japanese restaurant, or an African cafeteria in order to taste, feel, and experiment other cultures. Finally, the learner will write a personal reflection paper about his experience. He would write about what he has experimented, what were his feelings, and what he has learned from those connections and link those experiences with the training curriculum. This assessment was chosen because the reflection paper would illustrate the learners attitudes toward others and how he achieve in those out-of-comfort-zone situations. This assessment will be conducted by the learner. He will write the reflection paper and give it to the instructor. This assessment will match the objective because the refection papers aim to discover the learners attitudes toward others and learn about other differences and cultures.

FINAL PROJECT COMPILATION Objective 2B

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The learning assessment will be based on the learners psychology perspective. He would explain how he has developed skills that changed his perspective about others to his classmates in order to promote diversity and the sustainability of diversity. This assessment was chosen because the learner would be able to understand the factors that helped him to pass the different affective levels from denying to being an ally. And, the learner would have sustainable efforts that would keep him promoting diversity. By teaching other, he would spread the diversity meanings and application to others. This assessment will be conducted by the instructor assessment on the learners performance in a role-playing presentation. This assessment will match the objective because the object aim to make the learner productive and the assessment will assess the learners ability to produce learning materials that include components addressing diversity.

Goal #3. After completing the training, the learner will be able to adapt diversity practices to teaching/ work field. Objective #3A: After completing the lesson, the learner will be able to apply skills of multi-cultural communication to their teaching/ work field. Objective #3B: After completing the lesson, the learner will be able to design a written personal philosophy of responsibility to promote sustainable diversity within KSU campus environment.

Objective 3A The learning assessment will be based on the learners ability to provide different ways to communicate with others. The core problem of understanding the international students is the

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lack of appropriate communication skills (Park, 2010). This object will be assessed by a survey on how the learner establishes great and respectable communication with others. The learner is supposed to respect others and try to not insult others culturally. This assessment was chosen because the survey will reflect on how the learner did with others. The people will provide great feedback whether the learner (faculty or staff) execute great communication experience with them or not. This assessment will be conducted by the instructor survey with the international students who engage with the learner of this training. This assessment will match the objective because the survey assesses the international students satisfaction of the faculty/ staff acts. The international students satisfaction is a major goal of this program. Objective 3B The learning assessment will be based on the learners personal development toward diversity. This assessment is like a final project where the learner has to blend all of what he have learned in this training, his experiences, and his affective perspective into a personal philosophy of responsibility to promote sustainable diversity in his department. This assessment was chosen because the learner has to illustrate all of what he has learned to a duty to sustain diversity. This assessment will be conducted by the instructor. This assessment will match the objective because a personal philosophy is like a final project that determines whether the learner has achieved the training goals or not.

FINAL PROJECT COMPILATION Content Outline This content outline statement will demonstrate two sessions of learning sessions in the

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instructional design. The overall structure of the learning sessions in my program would be twohour sessions in two days for five weeks (please refer to the course schedule in Appendix A for more information). This statement explains one week of sessions, two days of two-hour sessions. Those sessions are in the beginning of the training program. Although the learning sessions will be in Arabic, The curriculum in this statement is in English language, and it will be translated to Arabic later after acquiring permits from the publishers (please refer to the content list in Appendix B for more information). Also, this outline is based on assumptions. First, the classroom is similar to CSUs classrooms in equipment, space, lighting, and accessibility. Also, there would be 15 learners. Based on the number of the learners, this outline will be changed to fill the needed time to fill the learners needs. If there 30 learners, for example, the presentations might be expanded to two session instead of one session because there wont be enough time for 30 students to do presentations.

FINAL PROJECT COMPILATION The First Learning Session First Learning Session - Monday 9/15/2014 Title: Introduction About Diversity Time 10:00 10:10 am 10:15 10:45 am 10:50 11:00 am 11:00 11:30 am 11:35 12:00 pm A class divided (movie) Discussion Activity Ice breaker What is Diversity? Description

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Introducing the instructor and the leaners to bond quickly and to work towards focus on the subject. Demonstrating Diversity in handouts and PowerPoint slides. Break Showing chapter 1, 2, and 3. Sharing opinions about the movie.

Homework: Diversity Collage poster. Read Teaching for Inclusion Diversity in the College Classroom e-book: Chapter 8: International Students p.74. Chapter 10: Regionalism in Your Classroom p.92 Chapter 11: Students with Diverse Religious and Political Beliefs p. 95
Figure 1: first learning session outline.

Figure 1 shows the overall learning activities during the first learning session. Ice breakers. Introductory icebreakers are used to introduce participants to each other and to facilitate conversation amongst the participants (Mind Tools, 2013). It is needed to introduce the instructor and the leaners, and to bond quickly and to work towards focus on the subject. Although the learners might know each other, the ice breakers activities will help to break the silent and learners would be more engage in the learning session. Furthermore, there are many interesting ways to do icebreakers activities. Mind Tools (2013) shows examples of icebreakers in different activities that would be used in the learning sessions: The Little Known Fact: Ask participants to share their name, department or role in the organization, length of service, and one little known fact about themselves. This "little known fact" becomes a humanizing element that can help break down differences such as grade / status in future interaction.

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True or False: Ask your participants to introduce themselves and make three or four statements about themselves, one of which is false. Now get the rest of the group to vote on which fact is false. As well as getting to know each other as individuals, this icebreaker helps to start interaction within the group. Interviews: Ask participants to get into twos. Each person then interviews his or her partner for a set time while paired up. When the group reconvenes, each person introduces their interviewee to the rest of the group. Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario for them to work on in a short time. Once the group have analyzed the problem and prepared their feedback, ask each group in turn to present their analysis and solutions to the wider group.

Diversity. In this phase, the learners will start to learn about diversity. There are handouts and PowerPoint slides about diversity that facilities the learning process. First, the Exploring Diversity handout will be handed to the learners to fill. The learners will fill this form; then the learners will be divided into small groups and have a discussion about similarities and differences within their groups. Second, the instructor will start to explain diversity by handouts and PowerPoint slides. He will hand the Definitions of Relevant Concepts to learners, and talk about diversity using the information on the PowerPoint slides. The instructor will illustrate the different aspects of diversity to draw the big picture of the subject. He will illustrate diversity in identity, behaviors, language, religion, assumptions, rules, interacting, beliefs, attitudes, thoughts, sense of self, and ways of expressing emotions (Northern Illinois Public Health Consortium, 2013). The Movie. A class divided shows the story of an experiment on the children in small town and the impact that lesson had on their lives. This movie is about an Iowa schoolteacher who gave her third-grade students a first-hand experience in the meaning of discrimination the day after Martin Luther King Jr. was murdered in 1968 (WGBH educational foundation, 2013). This movie is a great experiment that illustrates how the people with similar race, ethnicity, and religion can be divided based on their eye colors, and getting oppression for that. In this session,

FINAL PROJECT COMPILATION chapters 1, 2, and 3 will be played on the projector. These chapters show how the kids were influenced by the experience. Homework. The learners will require making a personal poster. The Diversity Collage

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assignment will help to discover the learners ethnic background, cultural traditions, and personal values. Also, these posters will be used as an icebreaker for the next session. In addition, the learners are required to read Teaching for Inclusion Diversity in the College Classroom ebook: chapter 8: International students, chapter 10: Regionalism in your classroom, and chapter 11: Students with diverse religious and political beliefs. The Second Learning Session Second Session Thursday 9/18/2014 Title: Introduction About Diversity Time 10:00 10:20 am 10:20 10:45 am 10:50 11:00 am 11:00 11:30 am 11:35 12:00 pm A class divided (movie) Discussion Activity Ice breaker Discussion Description Showing Diversity Collage poster

Sharing options about the readings. Break Showing Chapter 4 and 5. Sharing opinions about the movie.

Homework: Identifying a diversity gap in work in the department. Read Teaching for Inclusion Diversity in the College Classroom e-book: Chapter 12: Non-traditional Students p.106 Chapter 13: Students with Special Physical or Medical Needs p.114 Chapter 14: Students with Learning Disabilities p.133
Figure 2: second learning session outline.

Figure 2 shows the overall learning activities during the second learning session.

FINAL PROJECT COMPILATION Ice breakers. The learner will bring their personal posters into the class. Those posters will be

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used as an icebreaker activity. Every learner will have one minute to state his name and explain his poster. This activity will bond the learners more because every leaner would remember other classmates with their posters, specially similarities or differences of posters objects. Reading Discussion. The learners have to read chapter 8, 10, and 11 from Teaching for Inclusion Diversity in the College Classroom e-book (University of North Carolina at Chapel Hill, 1997). The learners will share their opinions about regionalism in the classroom, students with diverse religious and political belief, and international students. The Movie. The chapters 4 and 5 of the A class divided movie will be displayed. These chapters show how this experience changed the kids in the experiment in their adulthood. This activity might make the learners think about their experiences in childhood and adulthood. Movie Discussion. In this activity, the learners would express their emotions and thoughts about the chapters and related to their self-world-view. The learners might think about changing their self-world-view toward diversity. Homework. The learners will require making a written report. They have to identify a diversity gap in work in their department. This assignment will help the learners to investigate their department form the minority lens Also, the learners are required to read Teaching for Inclusion Diversity in the College Classroom e-book: chapter 12: non-traditional students, chapter 13: students with special physical or medical needs, chapter 14: students with learning disabilities.

FINAL PROJECT COMPILATION Program Evaluation

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This program evaluation plan describes the formative and summative ways of evolution of my instructional design. The evaluation process is actually not just collecting data. It has more steps like analyzing data, and reporting results. These methods of evaluation would help to draw a clear image about the program learning process and make connections between the instructional designers, instructors, learners, and stakeholders in order to fit everyones demands and needs (Smith and Ragan, 2005). Since the ADDIE model has been used in my instructional design, the evaluation phase is an important part of the ADDIE model that will be conducted through two ways of implementations, formative evaluation and summative evaluation. These ways of evaluation can be used for ensuring the learners can truly achieve the new performance standards once they have finished their training and returned to their jobs; and ensuring that the institutions requirement or object is truly being met (Clark, 2010; Smith and Ragan, 2005).

Figure 3: ADDIE Model, Diagram by: Steven J. McGriff, Instructional Systems, College of Education, Penn State University.

Figure one shows how the evaluation processes related to other phases in the ADDIE model. There are two types of evaluation. Both types are necessary to maintain the instructional design. The differences between the formative and the evaluation are that the formative

FINAL PROJECT COMPILATION evaluation provides insight about every stage in the ADDIE model (like checking on what the learners actually perform, or what the instructor need to add to the curriculum), while the summative evaluation assesses the whole instructional design. In other words, the formative evaluation is a method for reviewing the worth of a portion of the program while the program activities in progress; however, the summative evaluation measures the outcomes at the end of the program (Clark, 2010). The Formative Evaluation

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The formative evaluation of the program is conducted through different tools. These tools measure the efficiency, productivity, and obstacles of a portion of the program. The used tools in the formative evaluation are observation, the muddiest point, random individual face-to-face interviews, and checklists. These formative evaluations will be used differently in the program as explained below. Observation. Observation is an important source of information that instructional designers can use to maintain continuous improvement of their programs. Observations can take place in almost any settings. They can focus on student performance during a single activity or multiple learning activities. According to Institute of Electrical and Electronics Engineers (IEEE) (2013), there are great advantages of using observation in educational settings. Observation 1) establishes what people actually do, not what they say they do, 2) may be accomplished via trained observers or automatic cameras, and 3) helps pinpoint problem areas. For my project, observations will be used in general and specific focus. The general observation will be used to determinate any incident that not supposed to happened. And the specific observation will be used to investigate about that incident to find solutions for it. For

FINAL PROJECT COMPILATION example, if the observer noticed that the learners seems not hearing the instructor, the observer

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will look to the causes like the learners far from the instructor, or the instructor voice tone is low. Then, solutions to that incident will be provided. The observation will be conducted randomly through unexpected visits to the learning settings as needed. The collected data will be integrated in designing future sessions. The Muddiest Point. The muddiest point technique tries to get about what learners find least clear or confusing about particular topic or an assignment. This technique comprises of enquiring learners to jot down a quick response to one question: What the muddiest point in ________? The muddiest point might be a lecture, a discussion, or a homework assignment that might confuse the learners (Angelo and Cross, 1997). This tool will be used twice during the program. It will be used in the second week and the fourth week of the program. The first use will be to make sure that learners have no struggles with the program, and the second use will be to insure that learners have no problems with the program. Also, this tool may be used whenever the leaners seem straggling with something in the program. This tool would help to make a clear connection between the instructor and the learners and collect data about the learners concerns and obstacles that would be considered in future sessions. The observation will be conducted randomly through unexpected visits to the learning settings as needed. Please refer to Appendix C for an example. Random Individual Face-to-Face Interviews. Individual interviews allow instructional designers to collect data about the learners understanding of a subject, or any feedback about their progress. According to IEE (2013) the advantages of using interviews are to collect high responses rates, and provides accurate details

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in short time. For this program, a random learner will be interviewed between five to ten minutes after each session. The questions will be asked in open-ended answers. These will truly illustrate the learners vision with no boundaries. The collected data and suggests will be included in designing future sessions. Please refer to Appendix C for an example. Checklists. The checklists will be used to check how the learning sessions are well being prepared. This checklist should be used to help you gather all necessary materials for the learning sessions like location and (relaxed environment, seats, lights, visual and sound system, and room accessibility) and materials (media, learning equipment, and handouts). The checklist will be used in the beginning of the sessions to ensure everything has been prepared. The collected data will be integrated in designing future sessions especially in preparing for materials, learning equipment of the program. Please refer to Appendix D for an example. The Summative Evaluation The summative evaluation of the program is conducted through a paper-based survey. Surveys will illustrate the learners opinion, expectations, and suggests about the program. The survey will be conducted by the time the program ends. The collected data will be deeply analyzed with the previous collected data through the formative evaluation, stakeholders notes, and the main program plan (A-D-D-I stages). The result of that analyzing will be reviewed with the stakeholders and a base for next programs. Please refer to Appendix E and Appendix F for examples.

FINAL PROJECT COMPILATION The Stakeholders

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The stakeholders are the university administrators. I will include them in the sessions as guest speakers, and as observers. Most of the high administrators have traveled overseas to get their graduate education. So, they can participate and talk about their experiences as international students in foreign countries. In addition, the stakeholders will be invited to set into some sessions. They will be invited to see the leaners presentations to see how this program effect of the learners and met the stakeholders goals. The stakeholders will be asked about what they have seen and what their notes are. The stakeholder response will illustrate their view of this program and it will help the program to maintain their goals.

FINAL PROJECT COMPILATION Diagram of ISD Process

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FINAL PROJECT COMPILATION References Angelo, T. A., Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. 2nd ed. (P.3-11) San Francisco: Jossey-Bass Publishers. Angelo, T. A., Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. 2nd ed. (P.154-158) San Francisco: Jossey-Bass Publishers. Ares, N. (2006). Challenges in operationalizing cultural practices in classroom and peer communities. International Journal of Educational Research, 45(6), 404-419. Bluck, S., & Glueck, J. (2004). Making Things Better and Learning a Lesson: Experiencing Wisdom Across the Lifespan. Journal of Personality, 72(3), 543-572. doi:10.1111/j.0022-3506.2004.00272.x Carnegie Mellon University. (n.d.). Recognize Who Your Students Are. Retrieved from http://www.cmu.edu/teaching/designteach/design/yourstudents.html Clark, D. (2010). Evaluation in Instructional Design. Retrieved from: http://www.nwlink.com/~donclark/hrd/sat6.html Clark, D. (2010). Types of Evaluations in Instructional Design. Retrieved from: http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html Clark, D. (2013). Bloom's Taxonomy of Learning Domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html Institute of Electrical and Electronics Engineers (IEEE). (2013). Collecting Course Data from Multiple Sources. Retrieved from:

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http://www.ieee.org/publications_standards/publications/subscriptions/prod/mdl/how_to_ collect_data.html

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Instructional Design Central. (2012). Instructional Design Models and Methods. Retrieved from: http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm#addi e King Saud University. (2012). Facts & Statistics. Retrieved on September 8th, 2013 from: http://old.ksu.edu.sa/AboutKSU/Pages/Factsandstatistics.aspx King Saud University. (2013). About KSU: history. Retrieved on September 8th, 2013 from: http://ksu.edu.sa/en/about-ksu/history Linge, J. (n.d.). A real world guide to diversity in the workplace: Training leader's guide. Bensenville, IL: LearnCom. Mind Tools (2013). Ice breakers: Easing group contribution. Retrieved from: http://www.mindtools.com/pages/article/newLDR_76.htm Northern Illinois Public Health Consortium. (2013). Reflecting Cultural Diversity in Communication Activities and Materials. Retrieved from: http://www.illinoispandemicflu.org/understanding-your-audience/cultural-diversity Park, Y. (2010). Instructional design implications for non-native English speaking graduate students: Perceptions on intercultural communicative competences and instructional design strategies for socially engaged learning. (Doctoral dissertation). QS Quacquarelli Symonds. (2013). Colorado State University Rankings. Retrieved on September 8th, 2013 from: http://www.topuniversities.com/node/2289/ranking-details/worlduniversity-rankings/2012 QS Quacquarelli Symonds. (2013). King Saud University Rankings. Retrieved on September 8th, 2013 from: http://www.topuniversities.com/node/9746/ranking-details/world-universityrankings/2012

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Shanghai Ranking Consultancy. (2013). Colorado State University. Retrieved on September 8th, 2013 from: http://www.shanghairanking.com/World-University-Rankings/ColoradoState-University.html Shanghai Ranking Consultancy. (2013). King Saud University. Retrieved on September 8th, 2013 from: http://www.shanghairanking.com/World-University-Rankings/King-SaudUniversity.html Smith, P. L., Ragan, T. J. (2005). Chapter 4 instructional analysis: Analyzing the learners. In Instructional design. 3rd ed. (p.57-74). Hoboken, N.J.: J. Wiley & Sons. Smith, P. L., Ragan, T. J. (2005). Formative and summative evaluation. In Instructional design. (3rd Ed). (P. 326-351) Hoboken, N.J.: J. Wiley & Sons. Smith, P. L., Ragan, T. J. (2005). Instructional design. 3rd ed. (P. 103-124) Hoboken, N.J.: J. Wiley & Sons. Svitak, A. (2012). Five Ways to Empower Students. Retrieved from http://www.edutopia.org/blog/empower-students-adora-svitak The Trustees of Indiana University. (2012). Three Learning Styles. Retrieved from: http://blc.uc.iupui.edu/AcademicEnrichment/StudySkills/LearningStyles/3LearningStyles .aspx University of North Carolina at Chapel Hill. (1997). Teaching for inclusion Diversity in the college classroom. Retrieved from: http://cfe.unc.edu/pdfs/TeachforInclusion.pdf WGBH Educational Foundation. (2013). A class divided. Retrieved from: http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html

FINAL PROJECT COMPILATION Appendix B references: American Library Association (2013). Strategic planning for diversity. Retrieved from: http://www.ala.org/advocacy/diversity/workplace/diversityplanning American Library Association Strategic. (2013). Civility & diversity. Retrieved from: http://www.ala.org/advocacy/diversity/workplace/civility American Library Association. (2013). Bias in the workplace. Retrieved from: http://www.ala.org/advocacy/diversity/workplace/bias Boise State University. (n.d.). Student diversity and inclusion: training materials. Retrieved from: http://sdi.boisestate.edu/training-materials/ Fralick, M. (n.d.) Appreciating diversity. Retrieved from: http://www.collegesuccess1.com/DiversityM.htm

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Taylor, S. (2013) Achieving leadership and organizational high performance: using D&I tools to reach greater success. University of North Carolina at Chapel Hill. (1997). Teaching for inclusion Diversity in the college classroom. Retrieved from: http://cfe.unc.edu/pdfs/TeachforInclusion.pdf University of St. Thomas (2013). Conference program: Session handouts. Retrieved from: http://www.stthomas.edu/mcf/sessions/handouts.html

FINAL PROJECT COMPILATION Appendix A Course Schedule Sessions Days Monday 9/15/2014 Thursday 9/18/2014 Monday 9/22/2014 Thursday 9/25/2014 Tiles First Week 1 2 Introduction about diversity. Diversity and personal bias. Diversity Collage poster. Read chapters 8, 10, and 11. Assignments

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Identifying a diversity gap in work in the department. Apply diversity practices to the field. Read chapters 12, 13, and 14. Improving diversity efforts at the field. Read Inclusive Meeting Norms.

Second Week 3 Diversity practices. Improving diversity practices at work.

Monday 9/29/2014 Thursday 10/2/2014

Cultural groups.

Cultural groups.

Third Week Demonstrating meaningful relationships across other cultural groups Read 12 Inclusive Behaviors. Making a presentation for how to be an ally for international students Read 30 Tips of Dignity & Respect Fourth Week Read How to Build a Cultural Competence Education Curriculum Apply skills of multi-cultural communication. Read Collaborative Problem-Solving for Equity and Justice: A 6-Step Model Making personal philosophy draft. Read Negotiating Difficult Conversation

Monday 10/6/2014 Thursday 10/9/2014

Presentations. Multi-cultural communication. Fifth Week

9 10

Monday 10/13/2014 Thursday 10/16/2014 Monday 10/20/2014

Responsibility to promote diversity. Personal reflections on diversity.

Personal philosophy - final draft.

End of course. ** Grades and evaluation posted to the administrators.

FINAL PROJECT COMPILATION Appendix B. Listing codes ACD 1. ACD 2. ACD 3. HW 1. ACT 1. ACT 2. ACT 3. ACT 4. ACT 5. VID 1. PR 1. PR 2. PR 3. PR 4. PR 5. PR 6. EX 1. EX 2. EX 3. EX 4. EX 5. EX 6. EX 7. EX 8. EX 9. EX 10. EX 11. EX 12.

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Content List Titles Academic Articles Definitions of Relevant Concepts. Definitions of Racism. Teach for Inclusion. Homework Diversity Collage. Activities Exploring Diversity. Exploring Culture. Exploring Stereotype. Inventory. Talk to the hand. Videos A class divided. http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html Presentations Ethnic-Identity-Development. Achieving Leadership and organizational high performance. Promoting Cultural Awareness (Imagine Inclusion P.13) Culture. Iceberg. Commitment Curve. Extras (for next sessions) Problem solving model. School transformation. Negotiating Difficult Conversation. The Maslow Connection. Valuing-Diversity-p12-13. Creating Inclusive Organizations Aligning Systems. How to Build a Cultural Competence Education Curriculum. Bias and Cultural Competence (For sustainability). 30 Tips of Dignity & Respect. Ten Bias Danger Signs. Twelve Inclusive Behaviors. Inclusive Meeting Norms.

FINAL PROJECT COMPILATION Appendix C The Muddiest Point Please answer the question below. Write a certainty response about what you really feel or know. This paper wont be graded. No name needed. What the muddiest point regarding applying Diversity in your workplace?

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___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________ Thank You

Face to Face Interviews Please ask the learner these questions about these areas. Write the learners responses. This paper wont be graded. No name needed. Whether the learning sessions are well-being delivered or relevant to them. _____________________________________________________________________ _____________________________________________________________________ The extent to which they understand the topic/ subject. _____________________________________________________________________ _____________________________________________________________________ Their opinion about the way the learning sessions are provided. _____________________________________________________________________ _____________________________________________________________________ What else they would like to see included, how to improve this lesson. _____________________________________________________________________ _____________________________________________________________________ How they improved or change after the lesson (cognitive or emotional perspectives). _____________________________________________________________________ _____________________________________________________________________ Thank You

FINAL PROJECT COMPILATION Appendix D

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FINAL PROJECT COMPILATION Appendix E This is a modified form adapted from A Real World Guide to Diversity in the Workplace by Linge (n.d.). Training Session Evaluation

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Thank you for attending this training on how to recognize, promote, and personally contribute to the value of workforce diversity. Please provide your evaluation of this training by circling your rating for each statement.
Strongly Agree Agree Uncertain Disagree Strongly Disagree

The program objectives were explained The dimensions of diversity was well defined How diversity improves a workplace was described This training is applicable to my job Stereotyping was well defined I understand what my personal commitment should be I know who to contact if I need information This program helped me learn what I need to know This program met my expectations The opportunity to participate was sufficient The facilitator connected the information to my job I found the questions and discussions helpful The program facilitator was well prepared I would recommend this program to others

1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5

I would improve this program by:

FINAL PROJECT COMPILATION Appendix F

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Session Evaluation Form

1999 Coastal Training Technologies Corp.