TO BRIDGE THE GAP BETWEEN INTERNATIONAL AND DOMESTIC UNIVERSITY STUDENTS Cross-Departmental Collaboration Diane M. Jacobson, MA – English Language Transition (ELT) Instructor Steven Phalen, Ph.D. – Communications Studies (COMS) Professor

Does your “global” campus look like this?

University Inspiration for this Project

UWRF students 19% less likely to interact with students from a different cultural background compared to students from comparable institutions. January 14th, 2014, Chancellor Dean Van Galen Spring Semester Address to faculty, based on NSSE report. 76% of employers want more emphasis on intercultural competence 72% want more emphasis on intercultural knowledge AACU. (2008). College learning for the new global century... not only the development of cultural awareness but also increases the ability for leadership Antonio, A. (2001). The role of interracial interaction... deeper, more complex learning activities perceived a more supportive campus environment had more positive interactions (NSSE, 2013, p.15).

University Attempts to Make an Inclusive Campus International Student Dorm The “Year of...” Initiative The Annual International Bazaar

ELT Program Communication Department Communication Department ESL students’ lack of social interaction with NES students Exited ESL students’ frustration with academic group discussion with NES students Provide Students with practical experience Foster relationships between international and domestic students Departmental Inspiration for this project

ESL 322: Advanced Oral Communications Coms 213: Intercultural Communications Language Objectives: Functioning in group discussions with Native English Speakers (NES) Content Objectives: Organizing group presentations and sharing cultural knowledge Foster collaboration across difference Develop strategic, effective, & innovative communication Foster ethical communication practices Objectives

Necessary pre-existing conditions One ESL class and one class of NES students that will both benefit from collaboration  Intercultural Communication  International Studies  International Business  TESOL Two (or more) professors willing to work together Easier with overlapping class times

Procedures January  Instructors make contact and discuss project  Decide objectives, materials needed, responsibilities, timeline March/April  ESL Pre-teaching  Coms 213 preparation April 7 – class discussion April 9– group work time  Decide content of poster and assign roles April 14 – group work time  Mini-lesson on how to make posters using PowerPoint  Posters Due by end of class on April 14 April 16 – Students view posters, compare/contrast information, evaluate activity April 16 – RSCA Spring Gala  Coms 213 students attend and maintain/hand in diaries  ESL students orally present the information on the poster

ESL 322 Coms 213 Partners assigned before activity Questions discussed as a class Questions discussed with partner Relevant phrases for group discussions Acknowledge Anxiety Provide Example Questions Encourage them to explore Pre-teaching and Preparation

Culminating Poster Presentations (RSCA)

Praises Criticism Eye-opening Practical Activity Relationships extended beyond the class Needed more time More organization with assignment Overview of Student Experiences

Student Sound-bytes “This experience wasn’t exactly life-changing (5) but certainly eye-opening (4) for me & now I have a deep appreciation and a better understanding for Brazil. I now want to spend some time there, because I found out I’d like it in Brazil!”

Student Sound-bytes (Cont.) “It was so cool talking to the guys from Brazil in our group. We found that we had more similarities than we originally expected, but still had a lot of differences in our culture. We laughed a lot. Rafael said Brazilians can make friends anywhere they go and it shows. They shared a lot about their culture, some things I knew and some things were brand new information. This was a super cool experience and I think it was a good idea.”

Lessons Learned More discussion time  Recommend at least 2 class periods of discussion Posters should be “branded” and acknowledge the supervising instructors Encourage more focused posters  Focus on just one topic instead of all similarities and all differences Train ESL students in how to give poster presentations  Talk to me, not the poster  2 minute time limit

A step in the right direction

Questions How may this activity be adopted within your program? What obstacles do you anticipate that we have not considered? What other final products from the activity do you see possibly emerging? Is a final project necessary? Why/Why Not?

Contact us! Diane Jacobson (ELT) Steven Phalen (COMS)