Jennifer Robertson, SAGE DirectorSuzette Dohany, Professor of Communication
Ice-Breaker Activity
• 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
Workshop Outcomes
What Does It Mean to Have a Global Perspective?
A Declaration of Interdependence
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.)
A Globally Competent Student
• 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.
Why Internationalize?
(Green & Olsen, 2003)
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).
Key Terminology
An Attainable Global Perspective
Perspective Consciousness
Cross-Cultural Awareness
Awareness of Human Choices
Knowledge of Global
Dynamics
“State of the Planet”
Awareness
(Hanvey, 1976)
Competencies of a Global Citizen
KnowledgeSkills
Attitudes
Activity #1
Work in pairs or groups to answer the questions in the workbook.
• College Learning for the New Global Century (2007)
• Where Faculty Live: Internationalizing the Disciplines (2006)
Other Precourse Readings
Getting Started in Curriculum Internationalization
Learning by Design
Create Global
Learning Outcomes Design
Summative Assessment
Design Learning
Activities, Formative
Assessments, & Course Content
Implement the New
Curriculum
Reflect & Use Results to
Improve for Next Time
Start Here!
Alig
n &
Seq
uenc
e
Align & Sequence
SMART Goals
1. Add-on2. Infusion3. Transformation
Approaches to Curriculum INZ
MASTER COURSE LEVEL
COURSE SECTION
LEVEL
COURSE SECTION
LEVEL
COURSE SECTION
LEVEL
(Bond, 2003)
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
1. Encourage curriculum internationalization
2. Create new materials to share college-wide
3. Maintain institutional knowledge
Goals of the Course INZ Toolkit
• 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
Project Overview
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 EngagementACE’s Internationalization in Action
BUILDING YOUR TOOLKIT – PART #1
• 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 #1: Expanded 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 #2: Modified 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.
Example #3: New GLO
Activity #3
Work in pairs or groups to answer the questions in the workbook.
BUILDING YOUR TOOLKIT – PART #2
Completing the INZ Workshop
• Follow online course instructions
• Visit and explore INZ Sharepoint
• Do research to build your toolkit content
• Prepare final project presentation or video
Next Steps
Top Related