Inte
rnat
ional
izing
Teac
hing &
Lear
ning
Cre
atin
g inte
rnat
ional
ized
lear
ning e
nviro
nmen
ts fo
r stu
dents
Shelley L. Smith, Instructional Development Service
Because a global mindset isn’t developed
overnight
What
doe
s it m
ean to
inte
rnat
ional
ize Te
achin
g
and Le
arnin
g?
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
rnat
ional
izing a
t um
d
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?