Transcript Document

Jennifer Robertson, SAGE Director
Suzette Dohany, Professor of Communication
Ice-Breaker Activity
Workshop Outcomes
• Articulate what it means to have a global perspective
• Describe the process involved in internationalizing the
curriculum within the context of your discipline
• Determine the degree to which a course will be
internationalized
• Identify resources to internationalize your courses
• Create a course internationalization toolkit
What Does It Mean to Have a
Global Perspective?
A Declaration of Interdependence
A Globally Competent Student
A globally competent person can
work effectively in international
settings; is aware of and adaptable
to diverse cultures, perceptions,
and approaches; is familiar with the
major currents of global change
and the issues they raise; and is
capable of communicating
effectively across cultural and
linguistic boundaries.
(Brustein, n.d.)
Why Internationalize?
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Strengthen liberal education.
Enhance the quality of teaching and research.
Prepare students for careers.
Contribute to local economic development and competitiveness.
Enhance students’ ability to live in an increasingly multicultural
environment in the U.S.
Enhance the development, excellence, and relevance of institutions of
higher education in other countries.
Contribute to international and intercultural understanding.
Produce experts required to support U.S. foreign policy and diplomacy.
Create goodwill and support for the U.S. and other countries.
(Green & Olsen, 2003)
Key Terminology
International education is a comprehensive approach to the students’
academic plan that intentionally prepares them to be active and
engaged participants in a multicultural, interconnected world through
internationalization of the curriculum (Green & Olsen, 2003).
Internationalization is the process of integrating an international,
intercultural, or global dimension into the purpose, functions, or delivery
of postsecondary education (Knight, 2003).
An Attainable Global Perspective
Perspective
Consciousness
Cross-Cultural
Awareness
“State of the
Planet”
Awareness
Knowledge of
Global
Dynamics
(Hanvey, 1976)
Awareness of
Human Choices
Competencies of a Global Citizen
Knowledge
Skills
Attitudes
Activity #1
Work in pairs or
groups to answer
the questions in
the workbook.
Other Precourse Readings
• College Learning for the New Global Century (2007)
• Where Faculty Live: Internationalizing the Disciplines
(2006)
Getting Started in Curriculum
Internationalization
Learning by Design
Create
Global
Learning
Outcomes
Reflect & Use
Results to
Improve for
Next Time
Design
Summative
Assessment
Start Here!
Implement
the New
Curriculum
Design
Learning
Activities,
Formative
Assessments,
& Course
Content
SMART Goals
Approaches to Curriculum INZ
1. Add-on
2. Infusion
3. Transformation
MASTER COURSE LEVEL
COURSE
SECTION
LEVEL
(Bond, 2003)
COURSE
SECTION
LEVEL
COURSE
SECTION
LEVEL
Levels of Curriculum INZ
• assessment
Degrees of Curriculum INZ
Activity #2
Work in pairs or
groups to answer
the questions in
the workbook.
Creating a Course
Internationalization Toolkit
Goals of the Course INZ Toolkit
1. Encourage curriculum
internationalization
2. Create new materials
to share college-wide
3. Maintain institutional
knowledge
Project Overview
• Optimal for 2-3 faculty to work
together on one toolkit
• Can be one or more toolkits as an
end product
• Must go through the workshop the
first time
• A completed toolkit and at least 6
artifacts required to pass the course
INZ Resources
SAGE Website:
• INZ Faculty Resource Guide
• Competencies of a Global Citizen
• International Guest Speakers
• Travel Blogs
Declaration of Interdependence
INZ Resources
Valencia’s INZ SharePoint:
• INZ Library
• Internet Resources
• Course INZ Toolkits
• Professional Development
ACE’s Center for Interationalization & Global
Engagement
ACE’s Internationalization in Action
BUILDING YOUR
TOOLKIT – PART #1
Example #1: Expanded GLO
• DISCIPLINE: Humanities
• AUDIENCE: Students in general education.
• EXISTING CLO: Shows sensitivity toward different cultural
perspectives.
• EXPANDED GLOs:
 Describes perspectives from diverse cultures and historical eras
 Represents a greater degree of interest in and conviction about
global themes
 Identifies the perspective of the contemporary indigenous
population with objectivity
Example #2: Modified GLO
• DISCIPLINE: Criminal Justice
• AUDIENCE: Students studying to be police officers.
• EXISTING CLO: Students will critique various dilemmas that
confront criminal justice professionals.
• MODIFIED GLO: Students will critique various dilemmas that
confront criminal justice professionals from a cross-cultural
perspective.
Example #3: New GLO
• DISCIPLINE: Education
• AUDIENCE: Students studying to be teachers in secondary school.
• NEW GLO: Students will be able to demonstrate their ability to
modify classroom pedagogy based on the belief and value systems
of various classroom ethnicities.
 EXAMPLE: What is important to know about the Asian culture
in terms of teaching and learning?
• ASSESSMENT: Develop a lesson plan for X with a variety of
learning activities that support student learning based on the culture
from which they come.
Example #3: New GLO
• PERFORMANCE INDICATORS:
 Understand secondary students’ cross-cultural belief and value
systems based on their country of origin.
 Compare and contrast American pedagogy with that of other
countries.
 Develop classroom activities that support secondary students’
learning styles from a cross-cultural perspective.
Activity #3
Work in pairs or
groups to answer
the questions in
the workbook.
BUILDING YOUR
TOOLKIT – PART #2
Completing the INZ Workshop
Next Steps
• Follow online course instructions
• Visit and explore INZ Sharepoint
• Do research to build your toolkit content
• Prepare final project presentation or video