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

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  • 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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