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Internationalizing Teaching & Learning

Internationalizing Teaching & Learning. Creating internationalized learning environments for students. Shelley L. Smith, Instructional Development Service. Because a global mindset isn ’ t developed overnight. What does it mean to internationalize Teaching and Learning?. How it started.

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Internationalizing Teaching & Learning

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

  2. Because a global mindset isn’t developed overnight

  3. What does it mean to internationalize Teaching and Learning?

  4. How it started • Land O’ Lakes & Cargill

  5. 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

  6. 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

  7. 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 & practice • Providing cognitive, behavioral & affective learning experiences

  8. 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.

  9. 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

  10. 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

  11. 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

  12. 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)

  13. Internationalizing at umd

  14. Program Objectives • Develop internationalized academic self • Identify Learning Outcomes • Expand Teaching Strategies • Develop Materials, Activities, & Assessments

  15. Dimensions of Internationalizing PROFESSOR Developing The Academic Self Teaching & Learning Strategies Internationalized Content

  16. 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

  17. Intercultural Competence (ICC) • The capability to shift perspectives and adapt behavior to accommodate commonality and difference • In order to successfully accommodate cross-cultural goals, and • Produce effective and appropriate interpretations & actions • It is learned and developmental • Reflection • Education • Experience)

  18. 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)

  19. 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

  20. 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

  21. Activities & Strategies Modeled • DIE • Cases • Films • Simulations • Dialogue • IDI + coaching

  22. Cohort #1: January 2007 • “Tech Camp” Format • January Break • 5 days • 6 hours per day • Small Stipend • Presentation of Projects

  23. 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

  24. Internationalizing Teaching & Learning: F’ 2010 • Four program sessions • Sept. 24: Internationalizing the academic self • Oct. 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

  25. 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

  26. UMD Faculty Participants Participants • Mohammed Hasan • Hilary Kowino • Mary Ann Marchel • Tristram McPherson • Sean Walsh • Jiann-Shiou Yang Mentors • Brenda Butterfield • Denny Falk • Paula Pedersen • Eileen Zeitz

  27. Moodle Site • Readings • Homework • Session evaluations • Resources

  28. Wrap-Up • Questions? • Comments? • Concerns?

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