Transcript Slide 1

PRISM
Tracy Rundstrom Williams, Ph.D.
TCU Center for International Studies
Purpose
 Synthesize, utilize ideas you’ve heard
 Improve on what you already to
 Through a mutidimensional pedagogy
Origins / Motivation
Linguistic Training
 Frustration with quantitative approaches
to measuring intercultural competence
 Interest in capturing “students’ words”
 Interest in teaching students to articulate
their own outcomes
Qualitative approach – Assessing
student outcomes
 What to measure?
 How to measure?
What to Measure?
Creating Learning Outcomes
 "If you aim at nothing, you'll hit it every
time. “ ~ Unknown
 Articulating goals – Learning Outcomes –
provides direction, something to aim for.
 Providing Learning Outcomes grounds
study abroad in LEARNING / academia.
 TCU’s Learning Outcomes:
TCU Learning Outcomes
 Increased understanding of international




& cultural issues
Increased flexibility
Increased open-mindedness and
curiosity
Enhanced critical skills
Enhanced sense of self in global
community
How to Measure?
Qualitatively
 Open-ended questions
 Table-topics at Celebration
 Photo Contest
 Rubrics
Take One
Define Learning Outcomes
Create Assessment
Reflective Model of Measuring
Intercultural Competence
 Williams, Tracy Rundstrom. 2009. The reflective
model of intercultural competency: a
multidimensional, qualitative approach to study
abroad assessment. Frontiers: The Interdisciplinary
Journal of Study Abroad, Vol. XVIII, 289 – 306.
Take Two
Define Learning Outcomes
Create Assessment
Assess … Examine gaps … do what?
Facilitating Student Development
 Intercultural Competence does not occur
simply as a result of being abroad.
 Students need:
 Direction
 Intentionality
 Feedback
 Reflection
 “A goal without a plan is just a wish”
Antoine de Saint Exupery
Take 3
Define Learning Outcomes
Facilitate Learning
Examine gaps
How to facilitate learning … ?
Assess
How to facilitate learning?
New Tools & Techniques
How can we help students examine
intercultural encounters
 More in-depth?
 With new eyes?
Considerations
 Experiential Learning Theory
 Millennial Students
 Intercultural Competence components
Experiential Learning
Concrete
Experience
Active
Experimentation
Abstract
Conceptualization
(Kolb 1984)
Reflection
Intercultural Competence
 AAC&U
 Cultural Self-Awareness
 Knowledge of Host Culture
 Empathy
 Intercultural Communication
 Curiosity
 Openness / Flexibility
Deardorff:
Change Your LENS
 Look objectively:

Recognize that you are not viewing the encounter or event neutrally, but
interpreting it through your expectations and judgments, which are often
conditioned by your culture. Eliminate judgmental words, and describe the
encounter or event objectively.
 Examine your assumptions:

Be open-minded and curious, and look carefully at the assumptions you’ve
made to see what values, habits, beliefs, and other cultural influences have
led you to view the encounter or event as you did.
 Note other possibilities:

Be flexible and use your knowledge of the culture to envision what other
values, habits, and beliefs might be at work here, and how they might lead
to a different conclusion.
 Substantiate with locals:

Use your intercultural communication, critical thinking and people skills to
ask locals or bicultural people if the new possibilities you’ve generated are
accurate, or if there are other parts of the culture you’ve overlooked.
Step
Kolb Learning
Ability
Look
Objectively
Concrete
Experience
Examine Your Reflective
Assumptions Observation
Intercultural
Competence
Component
Observation
Millennial Generation
Characteristics
Cultural SelfAwareness
Curiosity
Openness
Actively involved in
their own learning
Note Other
Possibilities
Abstract
Knowledge of cultural
conceptualization worldview
frameworks
Empathy
Actively involved in
their own learning
Learn through trial and
error
Substantiate
with Locals
Active
Experimentation
Learn through social
interaction /
engagement
Action-oriented
Intercultural
communication skills
Curiosity
Openness
Change Your LENS
 Williams, Tracy Rundstrom. 2013. Examine your
LENS: A Tool for Interpreting Cultural Differences.
Frontiers: The Interdisciplinary Journal of Study Abroad,
Vol. XXII, 148 – 165.
Still something missing …
 I wanted to create a pedagogy for
developing intercultural competencies
The PRISM
Why a PRISM?
 Prisms:
 Uses facets, angles
 change the direction of a light wave
 producing a different wave output
 The PRISM Program
 Uses tools, resources, intervention
 Change the student’s understanding of the
intercultural experience
 Producing a more nuanced understanding

Why a PRISM?
 I am not the “teacher” – the city, the locals
are the “teacher”
 I am the facilitator – I provide the prism:
 Tool
 Modalities
 Opportunities
Creating the Pedagogy
Theoretical and Practical Basis
Experiential Learning
Concrete
Experience
Active
Experimentation
Abstract
Conceptualization
(Kolb 1984, )
Reflection
Behavioral Economics
 Reminders of values regulate behavior
 Ariely. 2008. Predictably Irrational
 Oaths, written agreements, visual reminders
Intercultural Competence
 AAC&U
 Cultural Self-Awareness
 Knowledge of Host Culture
 Empathy
 Intercultural Communication
 Curiosity
 Openness / Flexibility
Deardorff:
Target Audience
 Study Abroad Professionals, Faculty:
 Variety of academic backgrounds
 Limited resources
 Limited ability to require study abroad class /
add on to student’s experience
The Solution
A pedagogy to
 Provide options
 Modalities
 Degrees of implementation
 Provide resources
 Centralized source of ideas from others
(toolbox)
 Sample syllabi
 Capitalize on millennial students and
experiential learning research
Goals
 Curriculum intended to:
 Facilitate engagement in the host culture
 Promote reflection on cultural learning
 Document learning
 Student Outcomes
 Develop intercultural competencies
 Articulate their learning
 Recognize the transferability
The PRISM
PRISM
 The PRISM is an approach to engaging





students in their own learning by giving
them:
PERSPECTIVES to consider
RESOURCES to study
opportunities to generate INSIGHTS
opportunities to develop SKILLSETS
opportunities to adopt MINDSETS
Perspectives
 Snipets of info:
 To introduce the topic
 To contextualize the topic
 To stimulate thinking / conversation on the
topic
 Examples:
 Quotes
 Purpose / goal:
 To begin generating knowledge
 To serve as reminders
Resources
 More in-depth sources of info
 To explain and illustrate the topic
 To further develop understanding
 Examples:
 Readings
 Videos
 Purpose / goal
 To expand understanding / knowledge
Insights
 Thoughtful reflections or illustrations
 To show understanding of the element
 Examples:
 Reflection papers
 Classroom discussions
 Purpose / goal:
 For students to articulate themselves their
understanding
 Students will generate INSIGHTS on the topics
through illustrations or accounts. (Bloom’s taxonomy:
Level 4: Analysis)
Skillsets
 Engaging and interactive activities
 To develop the competencies
 Examples:
 Assignments / activities
 Games
 Purpose / goal
 To implement / apply the learning through
engagement, experience, kinetics
 Students will execute SKILLSETS through
engagement activities. (Dave’s Psychomotor taxonomy:
Level 2: Manipulation)
Mindsets
 Attitudes
 To incorporate the competencies into life
 To adopt a mindset
 Examples
 Quotes
 Mantras
 Purpose / goal
 To live the element, to make it a part of one’s
attitudes and lifestyle, to embrace
 Students will demonstrate an ability to report /
justify MINDSETS through discussions or
testimonies. (Krathwohl’s Affective taxonomy:
Level 2: Responding / Leveling 3: Valuing)
The Cycle
Perspectives
Mindsets
Skillsets
Resources
Insights
Step 1: Develop Learning Outcomes
Learning Outcomes
 Cultural Self-Awareness
 Knowledge of Host Culture
 Empathy
 Intercultural Communication
 Curiosity
 Openness / Flexibility
AAC&U Rubric Link
Step 2: Expand through PRISM
Learning Outcome: Knowledge of Host Culture
Demonstrates moresophisticated understanding ofthecomplexity ofelements ofanotherculture (history,values, politics, communication styles, economy,or
beliefs andpractices)
Perspectives
When you travel, remember that a foreign country is not designed to make you comfortable. It is designed to
make its own people comfortable. - Clifton Fadiman
When we understand the needs that motivate our own and other's behavior, we have no enemies. - Marshall
Rosenberg
You don't get harmony when everybody sings the same note. - Doug Floyd
When I am able to resist the temptation to judge others, I can see them as teachers. - Gerald Jampolsky
Share our similarities, celebrate our differences. - M. Scott Peck
A frog in a well does not know the great sea. - Japanese proverb
Ch. 2: Cultural Knowledge
Resources
Culturegram for your country
TED Talk by Rick Steves: The Value of Travel
Insights
Pre Abroad: What aspects of daily life do you expect to be different? Are you looking forward to this? Are you
worried about this?
While Abroad: Describe a habit of the locals that you find intriguing. Are there environmental, physical,
cultural, or other reasons why they engage in those habits? Have you tried to emulate those habits, and what
was that experience like?
Post Abroad (Photo Contest): How did seeing a site, taking an excursion, or exploring the country helped you
better understand a component of the culture?
Skillsets
“Iconic Image”
Take a photo of an iconic image. Then do some research on it: What are the social, historical, environmental,
and / or economic factors contributing to or resulting from it?
Ask 1 or 2 locals: what makes this special to you? What do tourists not understand about this? Take another
photo of the same icon, but this time see if you can incorporate something you learned. Write a 1 - 2 page paper
summarizing your findings and evaluating the experience. What did you do, and what did you learn?
Mindsets
We go abroad not just to see different things, but to see things differently.
Learning Outcome: Opennes s & Flexibility
Initiatesanddevelopsinteractions withculturally different othersandsuspends judgment invaluing her/hisinteractions.
Perspectives
Resources
It is never too late to give up our prejudices. - Henry David Thoreau
It’s good to do uncomfortable things. It’s weight training for life. - Anne Lamott
Becoming is better than being. - Dweck
I'm actually starting to like more and more people who have convictions that are unpopular. -Bono
Remember, there are no mistakes, only lessons. - Cherie-Carter Scotts
Ever tried. Ever failed. No matter. Try again. Fail again. Fail better. - Samuel Beckett
Chapter 1: What is cultural learning and Chapter 2: Attitudes and cultural traits that promote cultural learning,
from The Whole World Guide to Cultural Learning by Daniel Hess.
A Single Lucid Moment by Robert W. Soderstrom
Ch. 3: Mindfulness & Cross-Cultural Skills, from Cultural Intelligence by David C. Thomas and Kerr Inkson
TED Talk by Chimamanda Adichie: The Danger of a Single Story
Insights
Pre-Abroad: Tell me a story about a time when things did not go the way you planned. How did you respond to
the situation? What skills and characteristics did you learn / develop / hone?
While Abroad: While interacting with the people, music, art, economy, natural environment and other aspects of
your host culture, what previously held stereotypes - yours and theirs - do you find being challenged?
Post-Abroad (photo contest): What did you do to stretch yourself? What new skills and characteristics did you
develop?
“New Experience”
Skillsets
Go to a ceremony, rite, celebration, event, or activity – can be religious, sports, cultural in nature. What did you
find uncomfortable about the experience? What did you learn that surprised you?
Mindsets
Change Your LENS. – Tracy Rundstrom Williams
Step 3: Implementation
Pre-departure
 Marketing
 Perspectives:
http://studyabroad.tcu.edu/default.asp?pid=
162
 Application
 Insights: application essays
 Orientation
 Class
While Abroad
 Blogging
 Class
 UNPR 20201 – required
 8 weeks long
 Face-to-face time at beginning and mid-term
 Photo submissions
Post-Return
 Photo Contest
 Evaluations
 Celebration
 Class
Modalities
Perspectives
 Share through social media
 Send emails
 Share in class
Example Perspectives
Resources
 Readings
 Chapters
 Stories
 Videos / TED talks
Insights
 Written journal
 Blogs
 Discussions with faculty
Example Insight Prompts
 What have you discovered is part of
American culture, that you had not
realized before? What did you think was
just “normal” which is actually cultural?
 Share a saying, proverb, or motto from
your host culture. How and when do
they use it? What insight does it give
you?
Example Insights: Photo Contest
Category
Inspirational
Insights
(Cultural
Knowledge)
Learning Outcome Prompts (explain / describe
how photo demonstrates category)
Example Photos
How did seeing sites, taking excursions, and
Monuments, important
exploring the locale help you better understand the sites
country’s people, history, religion, politics, or
culture?
Local Life
(Flexibility)
What was local life like? How did you adapt
yourself to be comfortable with the locals?
Student in homestay,
student in local cultural
activities, markets,
events
Finding your
Footing
(Skills )
What did you do to stretch yourself? What new
skills and characteristics did you develop?
New activities, new
transportation,
engaging with locals,
taking trips
This is Study
Abroad
(Growth)
What made the experience amazing,
transformational, authentic, and YOURS?
Volunteering, Interning,
Teaching, the New You
Sample Photo Contest Submission
Skillsets
 Interactive assignment
 Game
 Course-related site-visits and activities
 Life abroad
Example Skillset Prompts
 Ask a few locals: What makes you proud
to be where you are from?
 Take a photo of an iconic image. Ask a
few locals: what makes this special to
you? What do tourists not understand
about this? What are the social, historical,
environmental, and / or economic factors
contributing to or resulting from this?
Example Skillset Prompts
 Ask someone about what they are proud
of in Krakow: ______________________
What makes it special to the person?
_____________________________________
____________________________ What do
tourists not understand about it?
_____________________________________
_________________ (30 pts)
Mindsets
 Discuss / determine as group
 Social media
 Emails
Discussion
Your turn
 What are your Learning Outcomes?
 How would you use PRISM?
 How would you design a rubric?
Learning Outcome:
Perspectives
Resources
Insights
Skillsets
Mindsets
Rubric
Learning Objective
Capstone (3)
Milestone (2)
Baseline (1)
Student :
Demonstrates
Identifies
Analyzes
Applies
……
Does with
sophistication,
complexity
Does with some
clarity
Does simply,
incompletely
Resources:
Taxonomy of Cognitive Learning (Bloom)
Taxonomy of Affective Learning (Krathwohl, Bloom, Masia)
Taxonomy of Psycho-motor Learning (Simpson, Dave, Harrow )
http://www.nwlink.com/~donclark/hrd/bloom.html
AAC&U VALUE rubrics http://www.aacu.org/value/rubrics/
Future directions
Challenges
 Growing study abroad population
 Training faculty & staff to use model
New Directions
 Web tools
 Manual
 Explanation of goals for reflective writing
using AAC&U rubric
Conclusion
Conclusion
 Developing a learning plan can help
students achieve learning outcomes.
 Providing a PRISM of formats for
students to realize the learning outcome
helps them develop the competencies.
Questions?
 Dr. Tracy Rundstrom Williams,
[email protected]
 www.changeyourlens.org