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