INTERNATIONALIZING TEACHING & LEARNING CREATING INTERNATIONALIZED LEARNING ENVIRONMENTS FOR STUDENTS Shelley L. Smith, Instructional Development Service.

Inte

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Shelley L. Smith, Instructional Development Service

Because a global mindset isn’t developed

overnight

What

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ean to

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and Le

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How it started

Land O’ Lakes & Cargill

Why do It? It encourages students to seek out

international and diverse experience It provides students who have had

international experience an opportunity to use and expand their international/intercultural skills & experience

It enhances international student opportunities to contribute and make connections

Not all students will have a chance to study abroad – it may be their only exposure

Ideally, Internationalizing the Curriculum is NOT…

Adding a unit on international or cultural topics

Assigning a book or article on an intercultural subject or by a “culturally different” author

Internationalized Curriculum Has intercultural & international issues &

perspectives integrated throughout the course.

Can cause students to experience culture-bound resistance as they encounter course content.

Moves students toward ethnorelativism by:Integrating theory & practiceProviding cognitive, behavioral & affective learning experiences

Internationalizing can include…

International: regarding national cultures, may be social or political

Cross-cultural: comparative of 2 or more cultures

Multicultural: most often used to refer to domestic diversity (racial, ethnic, religious, etc.)

Intercultural: What happens when people from different cultures interact. It assumes negotiation of meaning across difference.

Potential Impacts

A fully integrated curriculum will affect students and faculty on two levels:

Content: Provides international resources, models, and perspectives

Process: Facilitate growth and development of an international perspective and the skills to use it.

Each is necessary but not sufficient

Process Can Be the Tricky Part Student interpretation and evaluation of

course content may be culture-bound Faculty need to be prepared to engage

with them intellectually, psychologically, and emotionally in the process of learning

It is Transformational Learning in 3 dimensions

Affective: drives student engagement, motivation to learn, and valuing of knowledge

Behavioral: development of the skills and behaviors required to use and apply what is learned.

Cognitive: integration of knowledge into ones world view

In A Culturally Competent Classroom this looks like… An openness to engage and value new

perspectives (affective)

The development of skills for critical analysis of the knowledge and perspectives encountered (cognitive & behavioral)

The ability to observe, participate in, and reflect on the information encountered (cognitive & behavioral)

Inte

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Program Objectives

Develop internationalized academic self

Identify Learning Outcomes Expand Teaching Strategies Develop Materials, Activities, &

Assessments

Dimensions of Internationalizing

Internationalized Content

Teaching & Learning Strategies

PROFESSORDeveloping The Academic Self

PROFESSOR Know thy self

Examine their own cultural identity Identify their own teaching

perspectives & assumptions about teaching and learning

Increase comfort with other cultural styles & perspectives

Develop tolerance of ambiguity Own prejudices & stereotypes

Intercultural Competence (ICC) The capability to shift perspectives and adapt

behavior to accommodate commonality and differenceIn order to successfully accommodate cross-cultural goals, and

Produce effective and appropriate interpretations & actions

It is learned and developmental ReflectionEducationExperience)

Identify Learning Outcomes

Identify & integrate global competencies & learning outcomes that are appropriate for their disciplines and courses

Emphasis on knowledge, skills, & attitudes into their course(s)

Develop Materials, Activities, & Assessments

Diversify course readings/materials to incorporate global, international, and intercultural perspectives

Incorporate activities, assignments and assessments that increase global, international, and cultural knowledge, attitudes, and skills

Expand Teaching Strategies

Gain strategies for creating an open-minded, respectful, and safe learning environment for all students

Develop intercultural communication strategies and skills to enhance their teaching and develop student learning

Comfortable with a broad range of teaching methodologies

Willingness to tackle difficult topics and guide students through difficult dialogues

Awareness of different learning preferences Empathy, humility & patience

Activities & Strategies Modeled

DIE Cases Films Simulations Dialogue IDI + coaching

Cohort #1: January 2007• “Tech Camp” Format• January Break• 5 days• 6 hours per day• Small Stipend• Presentation of Projects

Participants

• Seraphin Chally Abou, Environmental Health & Safety, MIE

• Patricia Borchert, Management Studies, LSBE

• Brenda Butterfield, Psychology

• Dennis R. Falk, Social Work

• Casey LaCore, Office of Civic Engagement

• Paula Pedersen, Psychology

• Junhua Wang, Management Communication, LSBE

• Eileen Zeitz, Spanish Language & Literature

Internationalizing Teaching & Learning: F’ 2010

Four program sessionsSept. 24: Internationalizing the academic selfOct. 22: Objectives-Based and Transformational Course Design with in-session presentation by Paula Pedersen

Nov. 19: Internationalizing teaching and learning strategies and resources with In-session presentations by Denny Falk and Brenda Butterfield

Dec. 10: Presentation of projects and evaluation

Facilitators

Shelley Smith, Instructional Development Services

Gayle Woodruff, Global Programs & Strategy Alliance

Kate Martin, Center for Teaching & Learning

Barbara Kappler, GPS Alliance Thorunn Bjarnadottir, GPS Alliance

UMD Faculty Participants

Moodle Site

Readings Homework Session evaluations Resources

Wrap-Up

Questions?

Comments?

Concerns?