developing global citizens: increasing faculty engagement in intercultural learning
TRANSCRIPT
DEVELOPING GLOBAL CITIZENSINCREASING FACULTY ENGAGEMENT IN INTERCULTURAL LEARNING
Jason D. Patent, Ph.D. / UC Berkeley | Charles A. Calahan / Ph.D. Purdue Univ.
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Learning outcomes
1. Gain new perspectives on “global citizenship”2. Gain awareness of challenges and opportunities in engaging faculty in intercultural learning3. Generate specific ideas and plans for engaging faculty
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Roadmap for today
1. Basics of global citizenship2. Case study of successful faculty engagement from Purdue University3. Workshopping solutions at your tables
GLOBAL CITIZENSHIP
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What is a “global citizen”? One possible working definition
A global citizen is someone who is able to work effectively with people from different cultural
backgrounds.
The catch: Universities weren’t designed to produce global citizens.
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Bloom’s Taxonomy of Learning
1. Cognitive — Thinking2. Affective — Feeling3. Psychomotor / Behavioral — Doing
Universities excel at #1.Global citizenship, as we’ve defined it, requires
all three.
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Common (U.S.–Centric) “Global Citizenship” Memes
“Globalization is shrinking cultural differences.”
“Human beings are all basically the same.”“The world is flat.”
These are just assertions, and are taken on faith.They are not supported by empirical data.DIFFERENCES ARE REAL, BROAD AND DEEP
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Truths About Humans
1. Thinking is overwhelmingly unconscious (Daniel Kahneman: Thinking, Fast and Slow)
2. Unconscious thinking is dominated by our most primitive mental mechanisms
3. We trust our unconscious mechanisms, even though these mechanisms are often not worthy of our trust
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Different Colors?
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Which is Longer?
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Which is Longer?
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Which is Longer?
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The Rod and Frame
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Müller-Lyer Illusion
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Müller-Lyer Illusion
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Layers of Culture
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Take-Home Messages
1. Perception is unreliable because of the structure and function of the brain.
2. Even perception is shaped by culture.3. Each of us is a member of a very large number of cultures.4. Therefore we are in desperate need of awareness.5. There are tools for this beyond the traditionally “academic”
Kolb’s Cycle of Learning
Experience
Reflect
Analyze
Experiment
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“Intercultural Competence”
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Process for Learning
1. Assess (pre-)2. Experiential learning (repeat and repeat)3. Assess (post-)
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Tools for assessing
1. The Kozai Group / Aperian GlobalA. Global Competencies Inventory (GCI)B. Intercultural Effectiveness Scale (IES)
2. Intercultural Development Inventory (IDI)3. Informal assessments
PURDUE UNIVERSITY
A PROMISING CASE STUDY
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Keys for Intercultural Faculty Development
1. Provide supporting resources: time, training, money … etc.2. Identify the “real” issues: 3 deficits, integration or intercultural, ESL/EFL3. Backward Design: What do our graduates look like as Global Citizens?4. Adopt a Theory and Model to guide your work5. Realize it is an “organic process” across multiple campus silos6. It does require a financial investment and commitment
WORKSHOPPING SOLUTIONS
Your Job, Part 1
1. At your tables, discuss and list your specific challenges engaging faculty in developing global citizens.
2. Select the top three challenges and rank them, 1-3. Criterion for ranking is “challenge most important to be able to overcome.” You have 10 minutes.
Your Job, Part 2
At your tables, for each of the top 3 challenges, suggest 2-3 avenues to explore for overcoming the challenges. Begin with #1. You have 10 minutes.
