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Cross-Cultural Engagement Training for Faculty: A Model for Faculty Preparation CIEE Annual Conference, Shanghai, November 2012. Presenters: Steven T. Duke, Wake Forest University (dukest@wfu.edu) David Taylor, Wake Forest University (taylordf@wfu.edu) Michael Vande Berg, MVB Associates
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Cross-Cultural Engagement Training for Faculty: A Model for Faculty PreparationCIEE Annual Conference, Shanghai, November 2012 Presenters: Steven T. Duke, Wake Forest University (dukest@wfu.edu) David Taylor, Wake Forest University (taylordf@wfu.edu) Michael Vande Berg, MVB Associates (mvandeberg@mvbassociates.com)
Institutional Profile • Wake Forest University • Private, Winston-Salem, NC – 4730 u.g. • Six semester-long faculty-led programs, with rotating set of faculty (1-2 faculty per year) • “House” programs in London, Venice, Vienna • Direct-enroll programs in Chile, France, Spain • 15-18 summer faculty-led programs • ~ 700 students abroad, 50% on faculty-led
Faculty Selection • Faculty apply to lead semester programs through the Provost Office • Faculty propose summer programs through the faculty Committee on Study Abroad • The Center for International Studies cannot hand-pick faculty to lead programs based on intercultural learning or skills, we need to work with those who are available and willing to teach abroad
Faculty Training: Logistics Wake Forest faculty receive training/orientation for their responsibilities • Document on expectations of faculty • Timeline document for Communications • Health and Safety training • Mental Health training • Student Orientations • Budgets and financial aspects
Quality Enhancement for SACS • In 2006, Wake Forest submitted a 10-year reaccreditation “Quality Enhancement Plan to SACS (Southern Association of Colleges and schools): “Beyond Boundaries: Preparing Students to Become Global Citizens” • Three study abroad support courses were created, and offered beginning in Fall 2007 • Goal of preparing students to become global citizens has focused on intercultural competence
What was Missing for Faculty: Intercultural Preparation Faculty realized that they lacked resources and guidance on best-practices for helping students with cross-cultural learning • Faculty Study Abroad Committee always looks for cross-cultural elements, such as interaction with the locals, in new programs • “Why here?” is commonly asked • But how do we introduce culture? What are the best practices for cross-cultural engagement?
Our Solution: A Workshop • WISE (Workshop on Intercultural Skills Enhancement) was created by faculty for faculty • WISE is a practitioner’s workshop intended to help faculty learn strategies and design activities that can help students develop intercultural skills and awareness • A steering committee of six faculty worked with CIS to design the content and contact speakers • WISE first offered in Feb. 2009, just six months after we started the initiative
WISE as Workshop • We learned a lot along the way • WISE 2009 had 57 attendees • Wake Forest faculty and staff could attend at no cost • The workshop fee was $295 and included one night of accommodation plus dinner, coffee and snacks • WISE 2009 began at 1pm on Friday, ran through 8pm, then Saturday from 8:30 to 11:45 am • WISE 2010 increased attendance to 75 • WISE 2011 started at 9am on Friday
Content of WISE • Has changed over time • The Developmental Model of Intercultural Sensitivity (DMIS) and intercultural continuum • Sessions on assessing intercultural competence, cross-cultural engagement courses, integration of language learning and cultural training, and approaches to language in non-language pgms • Sessions on mentoring while abroad, effective assignments and activities, challenges of developing countries, and risk management • Participants (‘11 and ‘12) had option of taking IDI
Impact on faculty • Several faculty have implemented new activites or changed the content of their programs based on what they learned at WISE • Kathleen Macfie (UNC Greensboro) came back in 2011 to report on new efforts to have students self-reflect and blog during their program • Keith Mobley (UNC Greensboro) create a journaling template for structuring reflection and guiding activities; he also focused more time on group dynamics and processing of activities
Impact on study abroaders • Brett Krutzsch (NYU) reported: “I returned from WISE with new information about making cross-cultural awareness, cultural adjustment and identity reflection key components of the study abroad pre-departure process and with ideas on how to get others at my institution on board. We have begun to restructure our pre-departure curriculum so that our focus is not just logistics, but heavily about self-reflection and preparing for cultural immersion.”
WISE 2013 as Conference • Beginning in February 2013, WISE will turn into a professional conference • We recognized the need to include more perspectives and voices than workshop allowed • WISE 2013 received 16 proposals, of which 12 were accepted, plus 12 invited presentations • More voices will be heard, and more folks who work abroad will present • Faculty who teach abroad and study abroad professionals are invited to attend
WISE 2013 • Website: http://cis.wfu.edu/wise • Held February 1-2, 2013, in Winston-Salem, NC • Mick Vande Berg will do pre-conference workshop on January 31, 8 am - 5 pm • Film screening on January 31, 7 pm • Held in the Marriott Hotel, which has an excellent conference center • Registration is open, early bird thru Nov 30
Next Steps at WFU • Goal to work more actively with faculty, to look at their program activities and coach them more consciously about cross-cultural activities • Hold group faculty discussions 2-3 times per semester to discuss common study abroad challenges • Work with 2-3 faculty to implement research elements into their summer 2013 programs, such as the IDI and observation of student competency (not self report of impact)
Resources on display Resources on display • WISE brochures • WISE programs and three-ring binders (2011 and 2012) • Syllabi of WFU’s Cross-Cultural Engagement courses
WISE: an historical context • A century of study abroad • Three stories about student learning
First story: students learn through being exposed to diversity and difference “out there” • Students abroad learn through contact with the new and different.
First Story: Students learn through educators informing them about the new and different • Teachers deliver information about new places & people to willing recipients: information transfer
Our second story: students learn through “immersion” in the new and different
Second story: educators structure the learning environment so students are immersed in their experiences with diversity • Common Immersion Strategies • Lengthen duration of diversity experience • Directly enroll students in university courses • Take steps to maximize student contact with host nationals • Take steps to improve students’ second language proficiency • Have students do “experiential” activities: Internships, etc. • House students with families or host students
But story 2 has problems: most learners don’t respond as predicted to being “immersed”
Considerable disciplinary evidence undermines the third story’s account of human learning • The History of Science (Kuhn) • Experiential learning theory (Dewey, Piaget, Kolb) • Organizational Behavior (Hofstede, Trompenaars) • Psychology (Piaget, Lewin, Kelly, Savicki) • Scholarship of Teaching & Learning (Fink, Weimer) • Cultural Anthropology (Boas, Hall, La Brack) • Linguistics (Sapir, Whorf) • Intercultural Relations (Bennett, Bennett, Hammer) • Neuroscience (Zull) • Cognitive Biology (Maturana, Varela) Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.) (2012). Student learning abroad: what our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus.
Georgetown study* and other empirical research challenge effectiveness of “immersion” practices • Which immersion conditions predict Intercultural development? • Duration of experience abroad: SMALL IMPACT • Homestays: NO • Direct enrollment in host university courses: NO • Unfacilitated “Experiential” activities: NO • Maximizing contact with host nationals: NO • Improving foreign language proficiency: NO • Pre departure cultural orientation: SMALL IMPACT • Homestays—when students engage w/ host fam. member: YES • Cultural Mentoring on Site: YES *Vande Berg, M. (2009). Intervening in student learning abroad: A research-based inquiry. (M. Bennett, Guest Ed.) Intercultural Education, Vol. 20, Issue 4, pp. 15-27. *Vande Berg, M.; Connor-Linton, J.; & Paige, R. M. The Georgetown Consortium Study: Intervening in student learning abroad. Frontiers: the Interdisciplinary Journal of Study Abroad. Vol. XVIII, pp. 1-75.
Our third tale: How we frame an event determines “what it means”
Third tale: Learning starts as we reflect on our own ways of framing, and on our and others’ differing ways of creating knowledge • “We know what we perceive; we don’t know what we don’t perceive. Since there is no way that we can know what we don’t perceive, we assume that we perceive ‘correctly.’” (Marshall Singer) • “We do not see, that we do not see.” (H. Maturana & F. Varela) • “People don’t learn from experience; they learn through reflecting on experience.” (Thiagi)
Third tale: immersion in difference, reflection on framing, & frame shifting = learning • Learning does not occur, then, simply through exposure to, or immersion in, experience • Instead, we begin to learn as we become aware of how we typically frame our experiences: “We don’t see things as they are, we see things as we are.”(Anias Nin)
We help our students develop by focusing on four basic intercultural skills • Increasing cultural and personal self awareness; • Increasing awareness of others within their own cultural and personal contexts; • Learning techniques for “bridging cultural gaps”—which is to say, interacting with culturally different others in effective and appropriate ways; • Cultivating emotional intelligence—developing the capacities to identify, manage, communicate and apply emotions effectively and appropriately.
WISE: Embracing the third story’s account of student learning • Recognition that the most important predictor of student learning is the extent to which educators are interculturally developed. • Not only a focal point for discussing the intercultural needs of students, but a model for the intercultural training of faculty and staff • Awareness of the critical importance of assessing the intercultural development of students, faculty and staff