1. Internationalizing the Curriculum
Dr. Barbara A. Hill
Senior Associate for Internationalization
Center for Internationalization and Global Engagement
American Council on Education
August 2015

2. What is an Internationalized Campus?
“Internationalization is the process for integrating international/intercultural content into the teaching, learning, research and service functions of the institution.” Jane Knight

3. Basic Questions Addressed by Internationalizing the Curriculum
What do we want our students to know and be able to do? (knowledge, skills, attitudes)
Where would students acquire this knowledge and these skills and attitudes?
What is our evidence that students are actually achieving these outcomes?

4. ACE’s Global Learning Outcomes—Knowledge
Knowledge of world geography, conditions, issues, and events
Awareness of complexity and inter-dependency of world issues and events
Understanding of historical forces that have shaped the current world system
Knowledge of one’s own culture and history
Knowledge of effective communication, including knowledge of a foreign language, intercultural communication concepts, and international professional etiquette
Understanding diversity of values, beliefs, ideas, world views
Mention FIPSE project

5. ACE’s Global Learning Outcomes—Skills
Technical skills to enhance students’ ability to learn about the world (for example, research skills)
Critical and comparative thinking skills, including the ability to think creatively and integrate knowledge, rather than accepting knowledge in a noncritical way
Communication skills, including the ability to use another language effectively and interact with people from other cultures
Coping and resiliency skills in unfamiliar and challenging situations

6. ACE’s Global Learning Outcomes—Attitudes
Openness to learning and a positive orientation to new opportunities, ideas, and ways of thinking
Tolerance for ambiguity and unfamiliarity
Sensitivity and respect for personal and cultural differences
Empathy or the ability to see multiple perspectives
Self-awareness and self-esteem about one’s own identity and culture

7. What needs to be internationalized in the curriculum?
Courses
General education requirements
Majors
Minors
Extra-curricular programming
Internationalized courses are the building blocks of an internationalized curriculum.
Globalized general education requirements, international minors and certificates, and other institution-wide curricular initiatives that ultimately create a coherent student learning experience first require a selection of internationalized courses from which to draw.
While the overall impetus for curriculum internationalization may come from institutional leadership, parallel efforts are needed by faculty to build a globally-focused curriculum from the ground up, starting in their own classrooms.

8. Levels of Internationalization of Courses
Level 1:Course contains international or intercultural elements
Use examples from various places around the world
Analyze international websites for information
Convert values from U.S. measurements to metric system
Refer to developments in the discipline that come from outside the U.S.

9. Levels of Internationalization of Courses
Level 2: One unit in the course is internationally or inter-culturally oriented
Teach a unit on international marketing in a marketing class
Teach a unit contrasting human development between or among different cultures
Teach a unit in a nursing class on medical practices and expectations in different countries

10. Levels of Internationalization of Courses
Level 3: International or Intercultural elements are integrated throughout the course
Contrast different international orientations of the U.S. and other countries in business management (finance, marketing, law, etc.)
Require students to consider international/intercultural viewpoints in writing assignments
Use research done in other countries and/or by scientists from other countries in a science class

11. Levels of Internationalization of Courses
Level 4: The entire course has an international or intercultural orientation
World language courses
Courses on specific cultures and countries
History, geography, philosophy, sociology courses, etc. that compare and contrast regions and cultures of the world
Literature courses taught with all assignments geared to a specific culture outside the U.S. (e.g. Latin-American literature, Anglo-Indian literature, Japanese literature)

12. Workshop Task #1 How internationalized is your course?
Level 1:Course contains international or intercultural elements
Level 2: One unit in the course is internationally or inter-culturally oriented
Level 3: International or Intercultural elements are integrated throughout the course
Level 4: The entire course has an international or intercultural orientation

13. Ways to Further Internationalize a Course
Learning Goals
Content
Materials
Activities and Assignments

14. Internationalized Course Learning Goals
Discipline-specific knowledge and skills related to internationalized content presented throughout the course
Familiarity with specific other cultures, countries, and regions
Appreciation for the importance of culture and context in decision-making
Successful navigation of cultural and linguistic differences (e.g. in group projects)
Greater awareness of students' own cultural identity and place in the world

15. Internationalized Course Content
Cross-border, regional or global trends in the field Different national historical, political, and cultural perspectives course material Challenges for developing countries Intercultural issues in professional practice International and national laws, standards, and customs pertaining to professional practice in different national settings Nuances of field-specific terminology in different linguistic and cultural contexts

16. Internationalized Course Materials
Books and articles written by scholars from other countries Texts that explicitly include an international perspective on subject matter (e.g. in the topics presented, through non-US-based examples, and as part of problem sets and other assignments) Case studies that are set in non-US countries or explore international themes and challenges Articles from international journals in the field and newspapers Foreign films, television, and radio broadcasts International and non-US-based websites International datasets

17. Internationalized Course Activities and Assignments
Guest lectures by scholars and practitioners with international background and experience – in person or virtually Field trips to local offices of internationally-owned companies and other organizations engaged in international activities Participation in campus and local events with an international component (e.g. talks by visiting faculty, museum exhibits, concerts, festivals, etc.) Simulations, role-plays, and debates to approach issues from different cultural perspectives Analysis and interpretation of media reports from other countries Student presentations to a real or simulated international/cross-cultural audience Analysis of internationally-collected data Interviews with international students or professionals who have worked internationally Journal writing/other self-reflective writing on global topics and cultural issues Group projects or assignments involving teams comprised of both domestic and international students collaborating in-person or virtually

18. Workshop Task #2 How could you further internationalize your course?
Learning Goals
Content
Materials
Activities and Assignments

19. Resources for Internationalizing the Curriculum at the Program, Degree, and Discipline Levels
Internationalizing the Curriculum Part 2 - Academic Program Components (January 2014) The second in the series on internationalizing the curriculum, this installment addresses curriculum internationalization at the academic program level, including majors, minors and certificates.
Internationalizing the Curriculum Part 3 - Degree Programs (March 2014)
The third in the series on internationalizing the curriculum, this installment addresses curriculum internationalization at the degree-program level, including institution-wide student learning outcomes, general education, and foreign language requirements.
Internationalizing the Curriculum Part 4 - Disciplines (June 2014)
The fourth and final installment of the series on internationalizing the curriculum, this installment address curriculum internationalization at the discipline level.

20. Senior Associate for Internationalization
Thank you.
Dr. Barbara A. Hill
Senior Associate for Internationalization