Students at Mesa Community College in Mesa, Arizona reflect the general demographics of our service area. While 62 per cent are white, 54 per cent are women, and the average age is 28, these measures are changing rapidly. The number of white students is consistently declining, the per cent of woman is rising and the average age is increasing, Interestingly, the average number of credit hours taken is falling and enrollment has fallen over the past 3 years. The links below flush out this summary and provide excellent detail about our general population.


Student profile 2007
http://www.mc.maricopa.edu/about/orp/statistics/documents/StudentProfileHP2007_REPORT.pdf

Trend in variables 2002 -2007
http://www.mc.maricopa.edu/about/orp/statistics/documents/Profiletrends2003-2007.pdf

Further fast facts about MCC students
http://www.mc.maricopa.edu/about/orp/statistics/documents/FastFacts06-07view.pdf

In my experience, my classrooms reflect these trends, although my online students tend to be whiter, older and more female than the averages for the college.

Develop an articulated plan to address learning style differences, intercultural or generational issues – wow.

Learning style differences

Well, as we read, if there are Listening learners, Seeing learners and Touch / experience learners then a starting point for any articulated plan would be to assess the students’ learning style share the results of that assessment and review the implications of the style to the students’ learning in general and the course in particular. Not to pass the buck, but if this is a key issue, and I think it is, then this should be an institutional commitment and should be conducted not at the classroom level but higher within the organization. So, when students enroll, in addition to other incoming activities and process, a learning assessment should be conducted, shared with the student and processed. The student then arrives at all classes knowing this key information. The assessment can be administered online in the manner that was demonstrated in module 1 and the results recorded. Perhaps students would be assessed as they leave the institution to see if there has been any change or modification in learning style.

Intercultural issues

This is becoming increasingly important. In my area, the rapidly increasing Latino population offers alternative cultural opportunities and challenges. While 9/11 did retard growth in our international programs, we still have a number of international students on campus. As diversity continues to impact our instruction it is very important that planning and delivery be sensitive to various cultural perspectives. I have attached a copy of the MCC mission and values statement – as a community we respect and welcome the diversity inherent in different cultures. The implication section of our reading on Cross Cultural Comparisons of Online Collaboration, if they are scaleable to the larger population suggest several concrete strategies including: systematic awareness of different communication styles, including social information in communications and working to increase the awareness of differences in communication requirements across cultures.

Intergenerational issues

Our reading from teaching online chapter 6 provided a set of assumptions about adult learners that should inform communication and instructional design. Adult learners need to have a clear set of expectations about the nature of the class and the type of delivery of the class. William Draves asserts that: “A readiness to learn, problem orientation and specific time perspective contribute to an internal motivation to learn”(47). This being the case, Adult learners can serve as role models in a properly designed course, provided the course expectations and delivery method are clear and acceptable to the adult learner. I have noted a willingness on the part of adult learners to articulate disagreement with both content and delivery and, while properly channeled, debate and discussion is beneficial if planned in the design and delivery, it can be very, very disruptive if spontaneously generated. Therefore, from the point of view of the boomer or adult learner, it is clear that the plan to include adult learners of all ages must consider what Draves identifies as physical, social and mental characteristics that may be different from their younger counterparts.

Integrated plan

This is a tall order and I must admit, at first blush I thought, this is beyond me. In the end, I would argue for institutional level programming in the first 2 areas described above, a work at the classroom level to implement the Golden Rule in delivery – that is to try to treat all learners with kindness, courtesy and caring.