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Compassion, Acquisition, Respect, Evaluation (CARE): Key to Academic Acculturation

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Liying Cheng discusses compassion, acquisition, respect, and evaluation (CARE) and why they are key to academic acculturation.

Image courtesy of interviewee. May 2, 2024

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This video video is a transcription of a speech delivered by a speaker associated with Queens University, discussing their involvement in an initiative aimed at transforming the higher education environment. The speaker reflects on their work with second language learners, including refugees and immigrants, and emphasizes the importance of considering diverse backgrounds in educational settings.

They outline two key areas of their research:

1. **Support for Second Language Students**: The speaker highlights the unique experiences and perspectives that international students and immigrants bring, stressing the need for understanding and accommodating their learning needs in higher education.

2. **Assessment and Evaluation**: They express a commitment to using assessment as a tool to enhance student learning. The importance of compassion, respect, and a collaborative learning environment is underscored, advocating for a shared responsibility in the learning process.

The speaker discusses the concepts of care and respect, particularly in the context of learning from different perspectives and engaging with diverse opinions. They touch on the learning process as a dynamic interaction that encompasses both cognitive and social elements, emphasizing that learning requires adaptation and negotiation from all parties involved.

Furthermore, they introduce the idea of acculturation as a mutual process where both educators and learners contribute to the learning experience. The speaker concludes by stressing the complexity of teaching and learning, asserting that there is no single best approach but rather a need for adaptable, inclusive practices that recognize the varied contexts and needs of learners.

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X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.285 --> 00:04.005
I actually wrote this very short piece for,

00:04.225 --> 00:08.365
my university Queens University human and Equity Office.

00:09.265 --> 00:12.765
And it was around this time, I think it was 2019

00:13.625 --> 00:16.885
and when we really started to talk about this group

00:16.985 --> 00:20.805
of articles called Together We Are, is trying

00:20.865 --> 00:24.365
to change the environment in Higher Education.

00:25.505 --> 00:30.205
And, and I think that short article reflect two piece.

00:30.825 --> 00:35.325
The two major piece of the work I'm working with is,

00:36.025 --> 00:38.525
one is my research related

00:38.555 --> 00:40.045
with the second language students.

00:40.475 --> 00:43.005
This is including refugees, immigrant

00:43.785 --> 00:48.005
and immigrant professionals coming to this country.

00:48.235 --> 00:52.845
This is including international educated teachers, nurses,

00:53.605 --> 00:56.925
engineers, and the medical doctors.

00:57.825 --> 00:59.205
And this is the first piece

00:59.205 --> 01:03.365
because I was working with people who actually don't use,

01:04.145 --> 01:08.605
English as a first language, but that's a broader area,

01:08.825 --> 01:12.325
but mostly, candidates immigrated country.

01:13.065 --> 01:14.845
So people come in

01:15.745 --> 01:19.885
and so we bring in a different values in terms of,

01:20.295 --> 01:22.445
let's say higher education is teaching learning.

01:23.385 --> 01:25.565
And so we come from a different background.

01:25.665 --> 01:29.285
So we see learning and teaching very differently.

01:30.775 --> 01:35.235
The second piece of my work is always related,

01:35.245 --> 01:37.195
assessment and evaluation.

01:38.175 --> 01:41.875
And that piece of work is my devotion

01:41.975 --> 01:46.595
of using assessment to support students' learning.

01:47.295 --> 01:50.835
And I think both of this together put together

01:51.215 --> 01:55.835
and into this work that I called hair.

01:57.155 --> 01:58.455
Uh, it's a short name.

01:58.885 --> 02:02.575
It's also reflected in the, college

02:02.595 --> 02:03.975
of Teachers in Ontario.

02:04.835 --> 02:06.535
We have ethical standard.

02:07.155 --> 02:11.455
And this standard is reflected in,

02:11.685 --> 02:14.175
like four major aspects.

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And that four major aspects is one of them.

02:18.555 --> 02:20.815
One of the key them is care.

02:21.375 --> 02:24.015
I put this together actually, I was hoping

02:24.195 --> 02:26.975
to really theorize it, but at this point,

02:27.635 --> 02:30.015
and the compassion is the ability

02:30.235 --> 02:32.935
to put ourself in others' shoes.

02:33.915 --> 02:38.495
And that compat that capacity is to be able,

02:39.275 --> 02:42.735
for us as human being to have the capacities to feel

02:43.125 --> 02:44.535
what other people feel.

02:44.955 --> 02:48.895
And this is, go back to my background is when we have

02:49.935 --> 02:51.015
refugees, immigrants,

02:51.015 --> 02:53.695
and all international students coming to this country.

02:54.835 --> 02:58.815
And they, the way the

02:59.165 --> 03:02.285
Capacity we feel of other people feel should

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really go both ways.

03:05.895 --> 03:09.835
So that's really compassion is the ability to put others,

03:10.495 --> 03:12.955
to put ourself in others' shoes.

03:13.255 --> 03:17.715
AC acquisition is, I'm trying to put

03:18.225 --> 03:19.635
this care word together.

03:20.615 --> 03:22.475
So I use acquisition,

03:22.575 --> 03:25.195
but basically acquisition here

03:25.775 --> 03:27.955
is the same way as learning.

03:28.735 --> 03:32.795
So I refer to acquisition here to both natural

03:33.015 --> 03:34.555
and unconscious learning

03:35.735 --> 03:39.355
and intention learning as both of the learning

03:40.585 --> 03:44.905
happens in academic setting to contribute

03:45.125 --> 03:46.625
to academic success.

03:47.175 --> 03:50.265
Respect is about how we are dealing with differences

03:50.885 --> 03:54.305
and we are dealing with people, people's opinion.

03:54.375 --> 03:58.945
This happens in the, in the classroom a lot is

03:59.725 --> 04:03.105
we, the typical ways we say we have to grade

04:03.205 --> 04:07.225
to disagree, but in the academic, environment,

04:07.225 --> 04:10.225
when we are doing seminars, we do have different ways

04:10.525 --> 04:14.545
of thinking and we bring in our own opinion.

04:15.445 --> 04:19.065
And so what behind this is

04:20.135 --> 04:22.745
people,

04:23.205 --> 04:25.785
how do you say people express themselves differently.

04:26.495 --> 04:30.065
Some people express themselves faster or slower.

04:31.005 --> 04:35.905
One of the things we have to do is being able

04:35.965 --> 04:39.865
to respect other people even if we disagree

04:40.095 --> 04:41.185
with what they say.

04:41.685 --> 04:43.905
So we have to do it in the polite way

04:44.135 --> 04:47.745
because a learning environment, you need to be able

04:47.805 --> 04:51.425
to support each other to respect,

04:51.765 --> 04:53.385
so we can all learn.

04:53.965 --> 04:56.265
And this go back to the acquisition

04:56.795 --> 04:58.065
which I mentioned earlier.

04:58.415 --> 04:59.745
This is a learning theory.

05:00.365 --> 05:04.385
We talk about people learn in the social setting.

05:04.645 --> 05:08.545
So it's more than cognition is also social

05:09.215 --> 05:10.945
cognition happening as well.

05:11.475 --> 05:14.905
Evaluation is one of the area that I do research

05:15.085 --> 05:17.745
and we actually use assessment evaluation,

05:18.485 --> 05:21.465
but the evaluation piece is really the one

05:21.465 --> 05:22.705
that you make a judgment

05:24.085 --> 05:25.745
and when you make a judgment,

05:26.335 --> 05:29.545
it's including a critical thinking process

05:30.705 --> 05:34.725
is not only you judge you also bringing

05:35.365 --> 05:39.225
research evidence into your learning to say

05:39.965 --> 05:44.065
why this is a facts, why this is an opinion,

05:44.285 --> 05:45.825
why this is a perception,

05:46.405 --> 05:49.825
and in what way that I as a learner

05:50.605 --> 05:54.595
or as a teacher, we can make a sound judgment.

05:54.935 --> 05:56.875
And that process is really

05:57.155 --> 05:58.965
What evaluation is about.

05:59.685 --> 06:01.725
I think I have to talk about this.

06:02.025 --> 06:05.005
Um, learning, learning a little bit.

06:05.185 --> 06:08.005
And this is go back to the acquisition piece

06:09.235 --> 06:13.735
and this piece, when we talk about learning,

06:14.635 --> 06:17.975
we have to move really in my area

06:17.995 --> 06:21.215
of research from assessment to evaluation is we have

06:21.215 --> 06:26.175
to move from a behavior ways of looking at the learning to

06:27.215 --> 06:30.855
a cognition, cognitive ways of looking at the learning,

06:31.305 --> 06:35.015
which means learning is about change.

06:35.915 --> 06:39.215
So when you learn, and when we say relearning

06:39.395 --> 06:42.655
and some people say revisiting,

06:43.355 --> 06:45.655
at least we are not repeating ourselves.

06:45.795 --> 06:50.575
So basically if we have a complex, complex

06:50.605 --> 06:53.335
concept, we actually learn the concept

06:53.875 --> 06:54.895
not at the first time.

06:55.475 --> 06:58.975
So it take, the learning happens,

06:59.555 --> 07:03.095
moving from a smaller piece into a piece

07:03.105 --> 07:04.815
where you can make connections

07:05.435 --> 07:08.575
and towards the end you can actually extend your learning

07:08.835 --> 07:10.455
to another context.

07:11.755 --> 07:14.695
So the learning and the relearning

07:14.915 --> 07:15.935
and the unlearning

07:16.075 --> 07:20.415
of the something we were really talking about, the way that,

07:20.715 --> 07:22.055
how our brains work

07:22.315 --> 07:25.995
and how we learn, whether we learn a concept

07:26.255 --> 07:27.275
or we learn skill.

07:27.575 --> 07:30.435
So that's the process we actually go through.

07:31.195 --> 07:34.715
I think that's really go back to my early idea.

07:35.035 --> 07:36.875
I used the word acculturation.

07:37.295 --> 07:39.875
We haven't really get a chance to talk about this word.

07:40.825 --> 07:44.675
Acculturation in academic research is talking about the

07:44.745 --> 07:46.515
culturation on both sides.

07:47.415 --> 07:51.855
Uh, let's say you you are the dominant

07:52.035 --> 07:53.775
to say the target community.

07:53.995 --> 07:56.735
And when we have international students, refugees,

07:56.735 --> 07:58.455
international people coming in,

07:58.805 --> 08:01.375
they bring in their sides of the idea.

08:02.035 --> 08:05.735
So the ation is I, kind of like in the way,

08:06.175 --> 08:09.095
I didn't really put it on, use the word adapt,

08:09.315 --> 08:12.335
but basically is adaptation on both sides.

08:13.195 --> 08:17.895
So basically we both take responsibilities in this learning.

08:18.555 --> 08:21.575
So I learn, I negotiate with you

08:22.115 --> 08:24.535
and you learn the new things as well.

08:25.535 --> 08:29.135
I, I think in academic world,

08:29.445 --> 08:33.615
when we saying dichotomy is we, it seems to be always say,

08:33.615 --> 08:35.695
this is right and this is wrong

08:36.435 --> 08:38.575
and this is a common sense this,

08:39.035 --> 08:40.975
but we are talking about who's common sense.

08:41.995 --> 08:44.375
So the process

08:44.955 --> 08:49.135
of moving from a dichotomy, we realized,

08:49.565 --> 08:51.015
what is good teaching,

08:51.325 --> 08:54.855
what is good learning in the simple ways are accepted

08:55.145 --> 08:56.805
In the very different ways.

08:57.585 --> 09:02.445
And there is no a best way of learning

09:03.225 --> 09:07.105
or teaching it depending on

09:07.765 --> 09:09.865
the type of learners we are talking about.

09:10.285 --> 09:14.185
It depends on the group we are took, putting together.

09:15.145 --> 09:18.785
I haven't really talked too much about the,

09:18.855 --> 09:19.865
talking circle

09:20.745 --> 09:22.705
'cause I don't really feel I'm the expert

09:22.725 --> 09:25.305
to talking about it, but I use it

09:25.925 --> 09:28.185
is when we were putting everybody together

09:29.005 --> 09:30.905
and we respect each other.

09:31.565 --> 09:33.025
We have compassions

09:33.725 --> 09:36.345
and we are willing to, I think

09:36.345 --> 09:39.665
that's a British impression, is to sit much together

09:39.735 --> 09:44.305
with someone is listen to some, listen to those people.

09:45.285 --> 09:49.785
And even if we don't agree, we are willing to be there

09:50.565 --> 09:51.705
and listen to it.

09:52.245 --> 09:56.745
And this is, that's the key importance is to accept the,

09:56.805 --> 09:58.465
the world is not black

09:58.465 --> 10:01.865
and white learning is a process

10:02.885 --> 10:05.545
and learning is a different way of learning

10:06.465 --> 10:08.365
and there is no best teaching

10:08.665 --> 10:12.525
and learning by whichever is standard.

10:13.305 --> 10:14.685
We just need to learn.

10:15.425 --> 10:18.645
We need to teach and learn together.

Promoting Equity in Higher Education

00:00:00 - I actually wrote this very short piece for, my university Queens University human and Equity Office. And it was around this time, I think it was 2019 and when we really started to talk about this group of articles called Together We Are, is trying to change the environment in Higher Education. And, and I think that short article reflect two piece.
00:00:36 - one is my research related with the second language students. This is including refugees, immigrant and immigrant professionals coming to this country. This is including international educated teachers, nurses, engineers, and the medical doctors. And this is the first piece because I was working with people who actually don't use,
00:01:08 - but mostly, candidates immigrated country. So people come in and so we bring in a different values in terms of, let's say higher education is teaching learning. And so we come from a different background. So we see learning and teaching very differently. The second piece of my work is always related,
00:01:38 - And that piece of work is my devotion of using assessment to support students' learning. And I think both of this together put together and into this work that I called hair. it's a short name. It's also reflected in the, college of Teachers in Ontario. We have ethical standard.
00:02:11 - like four major aspects. And that four major aspects is one of them. One of the key them is care. I put this together actually, I was hoping to really theorize it, but at this point, and the compassion is the ability to put ourself in others' shoes. And that compat that capacity is to be able,
00:02:43 - what other people feel. And this is, go back to my background is when we have refugees, immigrants, and all international students coming to this country. And they, the way the Capacity we feel of other people feel should really go both ways. So that's really compassion is the ability to put others,

Integrating Care and Respect in Learning

00:03:13 - AC acquisition is, I'm trying to put this care word together. So I use acquisition, but basically acquisition here is the same way as learning. So I refer to acquisition here to both natural and unconscious learning and intention learning as both of the learning
00:03:45 - to academic success. Respect is about how we are dealing with differences and we are dealing with people, people's opinion. This happens in the, in the classroom a lot is we, the typical ways we say we have to grade to disagree, but in the academic, environment, when we are doing seminars, we do have different ways of thinking and we bring in our own opinion.
00:04:20 - people, how do you say people express themselves differently. Some people express themselves faster or slower. One of the things we have to do is being able to respect other people even if we disagree with what they say. So we have to do it in the polite way because a learning environment, you need to be able
00:04:51 - so we can all learn. And this go back to the acquisition which I mentioned earlier. This is a learning theory. We talk about people learn in the social setting. So it's more than cognition is also social cognition happening as well. Evaluation is one of the area that I do research and we actually use assessment evaluation,
00:05:21 - that you make a judgment and when you make a judgment, it's including a critical thinking process is not only you judge you also bringing research evidence into your learning to say why this is a facts, why this is an opinion, why this is a perception, and in what way that I as a learner
00:05:54 - And that process is really What evaluation is about. I think I have to talk about this. learning, learning a little bit. And this is go back to the acquisition piece and this piece, when we talk about learning, we have to move really in my area of research from assessment to evaluation is we have

Understanding Learning: Change and Collaboration

00:06:27 - a cognition, cognitive ways of looking at the learning, which means learning is about change. So when you learn, and when we say relearning and some people say revisiting, at least we are not repeating ourselves. So basically if we have a complex, complex concept, we actually learn the concept
00:06:55 - So it take, the learning happens, moving from a smaller piece into a piece where you can make connections and towards the end you can actually extend your learning to another context. So the learning and the relearning and the unlearning of the something we were really talking about, the way that, how our brains work and how we learn, whether we learn a concept
00:07:27 - So that's the process we actually go through. I think that's really go back to my early idea. I used the word acculturation. We haven't really get a chance to talk about this word. Acculturation in academic research is talking about the culturation on both sides. let's say you you are the dominant to say the target community. And when we have international students, refugees,
00:07:58 - they bring in their sides of the idea. So the ation is I, kind of like in the way, I didn't really put it on, use the word adapt, but basically is adaptation on both sides. So basically we both take responsibilities in this learning. So I learn, I negotiate with you and you learn the new things as well. I, I think in academic world,
00:08:33 - this is right and this is wrong and this is a common sense this, but we are talking about who's common sense. So the process of moving from a dichotomy, we realized, what is good teaching, what is good learning in the simple ways are accepted In the very different ways. And there is no a best way of learning
00:09:07 - the type of learners we are talking about. It depends on the group we are took, putting together. I haven't really talked too much about the, talking circle 'cause I don't really feel I'm the expert to talking about it, but I use it is when we were putting everybody together and we respect each other. We have compassions

Embracing Diverse Perspectives in Learning

00:09:36 - that's a British impression, is to sit much together with someone is listen to some, listen to those people. And even if we don't agree, we are willing to be there and listen to it. And this is, that's the key importance is to accept the, the world is not black and white learning is a process and learning is a different way of learning
00:10:15 - and learning by whichever is standard. We just need to learn. We need to teach and learn together.

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