1. Jennifer Robertson, SAGE Director Suzette Dohany, Professor of Communication

2. Ice-Breaker Activity

3. 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

4. What Does It Mean to Have a Global Perspective?

5. A Declaration of Interdependence

6. 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

7. 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)

8. 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

9. An Attainable Global Perspective Perspective Consciousness Cross-Cultural Awareness Awareness of Human Choices Knowledge of Global Dynamics “State of the Planet” Awareness (Hanvey, 1976)

10. Competencies of a Global Citizen Knowledge Skills Attitudes

11. Activity #1 Work in pairs or groups to answer the questions in the workbook.

12. College Learning for the New Global Century (2007) Where Faculty Live: Internationalizing the Disciplines (2006) Other Precourse Readings

13. Getting Started in Curriculum Internationalization

14. 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! Align & Sequence

15. SMART Goals

16. 1.Add-on 2.Infusion 3.Transformation Approaches to Curriculum INZ MASTER COURSE LEVEL COURSE SECTION LEVEL (Bond, 2003)

17. Levels of Curriculum INZ assessment

18. Degrees of Curriculum INZ

19. Activity #2 Work in pairs or groups to answer the questions in the workbook.

20. Creating a Course Internationalization Toolkit

21. 1.Encourage curriculum internationalization 2.Create new materials to share college-wide 3.Maintain institutional knowledge Goals of the Course INZ Toolkit

22. 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

23. INZ Resources SAGE WebsiteSAGE Website: INZ Faculty Resource Guide Competencies of a Global Citizen International Guest Speakers Travel Blogs Declaration of Interdependence

24. INZ Resources Valencia’s INZ SharePointValencia’s INZ SharePoint: INZ Library Internet Resources Course INZ Toolkits Professional Development ACE’s Center for Interationalization & Global Engagement ACE’s Internationalization in Action

25. BUILDING YOUR TOOLKIT – PART #1

26. 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

27. 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

28. 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

29. 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

30. Activity #3 Work in pairs or groups to answer the questions in the workbook.

31. BUILDING YOUR TOOLKIT – PART #2

32. Completing the INZ Workshop

33. Follow online course instructions Visit and explore INZ Sharepoint Do research to build your toolkit content Prepare final project presentation or video Next Steps