internationalizing teaching & learning  creating internationalized learning environments for...

Internationalizing Teaching & LearningCreating internationalized learning environments for students Shelley L. Smith, Instructional Development Service

Because a global mindset isnt developed overnight

What does it mean to internationalize Teaching and Learning?

How it startedLand O Lakes & Cargill

Why do It?It encourages students to seek out international and diverse experienceIt provides students who have had international experience an opportunity to use and expand their international/intercultural skills & experienceIt enhances international student opportunities to contribute and make connectionsNot all students will have a chance to study abroad it may be their only exposure

Ideally, Internationalizing the Curriculum is NOTAdding a unit on international or cultural topicsAssigning a book or article on an intercultural subject or by a culturally different author

Internationalized CurriculumHas 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 includeInternational: regarding national cultures, may be social or politicalCross-cultural: comparative of 2 or more culturesMulticultural: 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 ImpactsA fully integrated curriculum will affect students and faculty on two levels: Content: Provides international resources, models, and perspectivesProcess: 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 PartStudent interpretation and evaluation of course content may be culture-boundFaculty need to be prepared to engage with them intellectually, psychologically, and emotionally in the process of learning

It is Transformational Learning in 3 dimensionsAffective: drives student engagement, motivation to learn, and valuing of knowledgeBehavioral: 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 likeAn 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)

Internationalizing at umd

Program ObjectivesDevelop internationalized academic selfIdentify Learning OutcomesExpand Teaching StrategiesDevelop Materials, Activities, & Assessments

Dimensions of InternationalizingPROFESSORDeveloping The Academic Self

PROFESSOR Know thy selfExamine their own cultural identityIdentify their own teaching perspectives & assumptions about teaching and learningIncrease comfort with other cultural styles & perspectivesDevelop tolerance of ambiguityOwn 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 OutcomesIdentify & integrate global competencies & learning outcomes that are appropriate for their disciplines and coursesEmphasis on knowledge, skills, & attitudes into their course(s)

Develop Materials, Activities, & AssessmentsDiversify course readings/materials to incorporate global, international, and intercultural perspectivesIncorporate activities, assignments and assessments that increase global, international, and cultural knowledge, attitudes, and skills

Expand Teaching StrategiesGain strategies for creating an open-minded, respectful, and safe learning environment for all studentsDevelop intercultural communication strategies and skills to enhance their teaching and develop student learning Comfortable with a broad range of teaching methodologiesWillingness to tackle difficult topics and guide students through difficult dialoguesAwareness of different learning preferencesEmpathy, humility & patience

Activities & Strategies ModeledDIECasesFilmsSimulationsDialogueIDI + coaching

Cohort #1: January 2007Tech Camp FormatJanuary Break5 days6 hours per daySmall StipendPresentation of Projects

ParticipantsSeraphin Chally Abou, Environmental Health & Safety, MIEPatricia Borchert, Management Studies, LSBE Brenda Butterfield, PsychologyDennis R. Falk, Social WorkCasey LaCore, Office of Civic EngagementPaula Pedersen, Psychology Junhua Wang, Management Communication, LSBEEileen Zeitz, Spanish Language & Literature

Internationalizing Teaching & Learning: F 2010Four program sessionsSept. 24: Internationalizing the academic selfOct. 22: Objectives-Based and Transformational Course Design with in-session presentation by Paula PedersenNov. 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

FacilitatorsShelley Smith, Instructional Development ServicesGayle Woodruff, Global Programs & Strategy AllianceKate Martin, Center for Teaching & LearningBarbara Kappler, GPS AllianceThorunn Bjarnadottir, GPS Alliance

UMD Faculty Participants

Moodle SiteReadingsHomeworkSession evaluationsResources

Wrap-UpQuestions?Comments? Concerns?

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