1. Jennifer Robertson, SAGE Director
SET-UP: Have the following handouts (HO) and activities ready for each participant in a folder:
INZ Faculty Resource Guide (FRG)
Course Syllabus
Slide handouts (3 per page with lines)
Toolkit sample with artifacts
Valencia’s Competencies of a Global Citizen flyer
Thesaurus of Verbs
Book: Internationalizing Student Engagement
Introduce yourself to the group.
Tell participants to be sure to sit with those from their same discipline or similar disciplines so they can work together.
Jennifer Robertson, SAGE Director
Suzette Dohany, Professor of Communication

2. Ice-Breaker Activity
Have everyone stand up at the front of the room and form a straight line shoulder to shoulder. I’m going to say a statement and take a step forward if the information is true for you. Then step back.
You are from East or Winter Park Campus.
You are from West Campus.
You are from Osceola or Lake Nona Campus.
You were born in another country.
You have traveled outside of the United States.
You speak a second language.
You have led a study abroad program with students.
You teach courses that are already highly internationalized.
For courses that do not include global learning, you always try to incorporate global learning into the curriculum.
You have a solid understanding of what it means to internationalize the curriculum.
Have everyone take a seat.
Have each person say their name, campus, discipline (if in a mixed group), and the course that they want to internationalize.

3. Workshop Outcomes
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
Review the slide contents.
Review the course syllabus.
Facilitate discussion:
Did everyone bring a copy of the course outline that they intend to INZ?
Why is it important to INZ your courses?

4. What Does It Mean to Have a Global Perspective?
Introduce the learning objective.
Ask participants what it means to them to have a global perspective.

5. A Declaration of Interdependence
Explain that this is a video that they can use in their courses to introduce the concept of global learning to students.
It was developed by a Humanities professor in partnership with a film company, and it really communicates the message of why global learning is so important.
Click on the link to show the video.

6. A Globally Competent Student
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.)
Direct participants to page 1 of the FRG.
Have a volunteer read the slide.
Have another volunteer read the second paragraph in the FRG about a global perspective.

7. Why Internationalize? 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.
Direct participants to page 1 of the FRG. No need to read the slide. Just point out that these are just a few examples of why it is important to internationalize the campus and curriculum.
Ask participants what are some careers that they can think of where global competencies would be needed and facilitate discussion. Direct participants to page 1 of the FRG. No need to read the slide. Just point out that these are just a few examples of why it is important to internationalize the campus and curriculum.
Ask participants what are some careers that they can think of where global competencies would be needed and facilitate discussion.
(Green & Olsen, 2003)

8. Key Terminology
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).
Direct participants to the rest of the definitions pages 1-2 of the FRG. Explain that these are important terms that they should review.
Explain that some people get the terms internationalization and globalization confused. Think of it this way – because of globalization, we need to internationalize our campus and curriculum. Point out the definitions on these pages, but no need to read them.
Point out that something we will be discussing quite a bit is global perspective. Have a volunteer read that definition aloud.
Point out the information in the box at the top of page 3.

9. An Attainable Global Perspective
Perspective Consciousness
Cross-Cultural Awareness
Awareness of Human Choices
Knowledge of Global Dynamics
“State of the Planet” Awareness
Direct participants to page 3 of the FRG.
Remind participants that this was part of the precourse reading assignment and ask them what they remember about each dimension.
Robert Hanvey (1976) provides us with a framework to guide our curriculum internationalization efforts in his article An Attainable Global Perspective.
Review the dimensions and have volunteers read the explanations in the workbook.
Ask a couple participants which dimension they think that they might focus on and why.
Refer participants to Appendices III and IV. These VALUE rubrics are another way you use frame this work by using the dimensions listed in the first column. Ask what participants learned from the College Learning article and facilitate discussion.
(Hanvey, 1976)

10. Competencies of a Global Citizen
Knowledge
Skills
Attitudes

11. Work in pairs or groups to answer the questions in the workbook.
Activity #1
Work in pairs or groups to answer the questions in the workbook.
Direct participants to page 4 of the FRG.
Have them work on the questions and the report out to the group.

12. Other Precourse Readings
College Learning for the New Global Century (2007)
Where Faculty Live: Internationalizing the Disciplines (2006)
Ask participants:
Who can summarize what the first article listed above was about?
What was the connection to international education?
What stood out to you in the second article?
Point out that there are excellent examples of internationalized CLOs that will come in handy later on.

13. Getting Started in Curriculum Internationalization
Introduce the learning objective.
Ask participants what it means to them to have a global perspective.

14. Learning by Design Start Here! 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!
Align & Sequence
Direct participants to page 5 of the FRG.
This is what the entire design process looks like (review steps). We will be introducing some new concepts related to INZ the curriculum and will discuss the GLOs later in the presentation.

15. SMART Goals
Tell Ps - You probably have seen this before, so it is just a reminder as you develop your global learning outcomes.
Refer participants to their laminated thesaurus of verbs.

16. Approaches to Curriculum INZ
Add-on
Infusion
Transformation
MASTER COURSE LEVEL
COURSE SECTION LEVEL
Direct participants to page 5 of the FRG and give a general explanation of each approach.
Course internationalization is a process by which global elements are infused or added on to the course content. This can be done by creating a study abroad program, but the vast majority of our students do not have the time or financial ability to participate in study abroad; therefore, we must rely on our attempts to “internationalize at home” which include focusing our internationalization efforts on the curriculum and co-curricular activities.
Explain the difference between internationalizing at the master-course level and the course-section level:
Master course level = course outline or catalog level, requires curriculum committee approval
Course section level = no committee approval required
Ask a couple of participants what approach they think that they might use and why.
(Bond, 2003)

17. Levels of Curriculum INZ
assessment
Direct participants to page 6 in the FRG.
This illustration attempts to capture the different ways that curriculum internationalization is being handled across the US.
Go to the link at the bottom of the page and scroll down through the information to show them what is there for future reference.
Point out that we are concerned with LEVEL 1 – Individual courses for the purposes of this workshop.
Explain that the INZ committee decided to add assessment to the Level 1 box.
Review the elements of an internalized course and how that builds into the upper levels.
Explain the program work being done at the INZ committee.

18. Degrees of Curriculum INZ
Direct participants to pages 6-7 in the FRG.
Explain that this is another ACE resource, but they used “levels” again, so we changed them to “degrees” for clarification purposes. Read each degree along.
This information will help you determine to what degree your course is internationalized now and to what degree you want it to be internationalized.
Ask a couple of participants what course they are internationalizing, to what degree is it internationalized now, and to what degree they want to internationalize it.

19. Work in pairs or groups to answer the questions in the workbook.
Activity #2
Work in pairs or groups to answer the questions in the workbook.
Direct participants to page 7 of the FRG.
Have them work on the questions and the report out to the group.

20. Creating a Course Internationalization Toolkit
Introduce the learning objective.

21. Encourage curriculum internationalization
Goals of the Course INZ Toolkit
Encourage curriculum internationalization
Create new materials to share college-wide
Maintain institutional knowledge
Direct participants to page 7 of the FRG.
Review the purposes of the toolkit.

22. Project Overview
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
Direct participants to page 8 of the FRG.
Review the information on the slide.

23. INZ Faculty Resource Guide Competencies of a Global Citizen
INZ Resources
SAGE Website:
INZ Faculty Resource Guide
Competencies of a Global Citizen
International Guest Speakers
Travel Blogs
Declaration of Interdependence
Direct participants to page 8 of the FRG. Click through all the links and review the resources:
Do not review the Faculty Resource Guide in detail. Just review the different components of it.
Explain how they will use the competencies of a global citizen (they should share this with Ss as well).
Show where the guest speaker and travel blog information is located.
They have already seen the video.

24. Valencia’s INZ SharePoint: INZ Library Internet Resources
INZ Resources
Valencia’s INZ SharePoint:
INZ Library
Internet Resources
Course INZ Toolkits
Professional Development
ACE’s Center for Interationalization & Global Engagement
ACE’s Internationalization in Action
Click through all the links and review the resources.
Point out where to find discipline-specific INZ the curriculum resources in the INZ library
Review the toolkit components that are there
Point out the interdisciplinary toolkits – What Is a Global Perspective? and What is Culture? Review the components and explain how to use the toolkits.
Review the resources on the ACE website.

25. BUILDING YOUR TOOLKIT – PART #1
Direct participants to page 9 of the FRG.
Review the steps in detail and direct participants to Appendices I and II for examples.
Go back to the Interdisciplinary toolkits on the INZ SharePoint to suggest add-ons: What Is a Global Perspective? What Is Culture?
Review the example on page 10 of the FRG.

26. Example #1: Expanded GLO
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
Review the information on the slide.

27. Example #2: Modified 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.
Review the information on the slide.

28. Example #3: New 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.
Review the information on the slide.
Continued next slide.

29. 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.
Review the information on the slide.
The next step would be to see how these connect to Valencia’s Competencies of a Global Citizen. If time, ask participants to do that. They will need to refer to the flyer.

30. Work in pairs or groups to answer the questions in the workbook.
Activity #3
Work in pairs or groups to answer the questions in the workbook.
Direct participants to page 10 of the FRG.
Have groups work on the assignment. Remind them to use the article for outcome examples.
Have a couple of groups share their work.

31. BUILDING YOUR TOOLKIT – PART #2
Direct participants to pages of the FRG.
Click on the toolbox to go to the course INZ toolkits on the INZ SharePoint
Review the steps and direct participants to Appendices I and II for examples. You will need to review this section in broad strokes and tell participants that they need to read through this in detail as part of the homework.
Go to the INZ SharePoint and show participants several toolkits from different disciplines.

32. Completing the INZ Workshop

33. Follow online course instructions Visit and explore INZ Sharepoint
Next Steps
Follow online course instructions
Visit and explore INZ Sharepoint
Do research to build your toolkit content
Prepare final project presentation or video
Remind participants of when and where the last class meets.
Toolkits will be due on the last day of class.