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Diversity is the nature of being human. Students are similar and different from one another in a variety of ways. Teachers must be prepared to teach a diverse group of students. Teaching diverse learners is a co-learning process (Robson 2007) where teachers must take into account different experiences and academic needs of a wide range of students in their teaching plan.
Literature on teaching diverse learners indicates that when teachers use knowledge about the social, cultural, and language student backgrounds then academic learner achievement can increase (Banks et al 2005, Alder 2000, Ginsberg et al 2000, Gay 2010, and Gay 2013). Gay’s model of culturally responsive teaching focuses on culture as an essence of education, reflecting on curriculum, instruction, administration, and strategies of teaching and learning (Gay 2010, 2013). Culture defines how we think, behave, teach, and learn. It is therefore important for teachers to know their student experiences and backgrounds to make learning encounters more relevant and effective to them. At the same time, teachers need to become more conscious of themselves as a cultural beings and cultural actors in the process of teaching, and interacting with students (Gay 2010, 2013). This paper explores Gay’s model and the study’s results of faculty and diverse student perceptions of teaching and learning practices.
Methods: This paper utilizes both quantitative and qualitative methods to explore different aspects of teaching experience and learning needs. Quantitative data include questionnaires for faculty and students. Qualitative data include vignettes- short videos to illustrate acceptable/best practices of a registered nurse in some selected sensitive situations.
Results: The preliminary results are based on a current sample of IEN students from 5 universities and colleges of Ontario, Canada. Even though data collection is not completed yet, the initial results have provided better understanding about the level of preparedness of the nursing faculty to teach diverse learners. In response some immediate interventions to improve teaching and measuring effectiveness of the culturally-responsive teaching model has been implemented and being measured.
Conclusion: Continuous faculty professional development is needed to update teachers/educators with research findings, evidence-based practice, healthcare environment, and characteristics of learners for learner focused teaching and learning.
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