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 INTERNATIONALIZED CONTENT TEACHING & LEARNING STRATEGIES PROFESSOR Developing The Academic Self

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?