Reflective Experiences in Collaborating to Teach a Diversity Course: An Illustration of the U-curve Hypothesis

By Lorie Cook-Benjamin.

Published by The International Journal of Diversity in Education

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Article: Electronic $US5.00

Illustrating the U-curve Hypothesis, this paper elaborates on the collaboration of two faculty members as they co-taught a diversity course. One faculty member was a visiting instructor in the Fulbright Scholars Program, while the other had instructed the course for at least four years. Two general questions are addressed in the paper: 1) How closely did the two instructors follow the stages of the U-curve Hypothesis? and 2) What, if any, course changes resulted from the cross-cultural interaction?

Keywords: Teacher Education, Diversity, Reflection, U-curve hypothesis, Collaboration

The International Journal of Diversity in Education, Volume 12, Issue 4, pp.11-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 212.940KB).

Dr. Lorie Cook-Benjamin

Assistant Professor, Teacher Education Department , College of Education and Technology, Fort Hays State University, Hays, Kansas, USA

Lorie Cook-Benjamin is an assistant professor teaching on campus and virtual diversity and curriculum and assessment courses. She is also an advisor to Honors Program students in the Department of Teacher Education at Fort Hays State University in Hays, Kansas.