1. INTERNATIONALIZING TEACHING & LEARNING

2. Intercultural, international, and global flows of technology, economy, knowledge, people, values and ideas Individual level National level Sector level Institution level Regional level Global level Breadth dimension of the reach of internationalisation Faculty/Department level Depth dimension of the reach of internationalisation Supranational level Within-institution level Limits of Knight’s (2004) depth dimension

3. WHY DO IT?  It encourages students to seek out international and diverse experience  It provides students who have had international experience an opportunity to use and expand their international/intercultural skills & experience  It enhances international student opportunities to contribute and make connections  Not all students will have a chance to study abroad – it may be their only exposure

4. Strategic planning for internationalizing teaching, learning, curriculum Teaching Fellows Structured programs and cohort model Consultations One time workshops On-line resources A CONTINUUM OF FACULTY AND STAFF DEVELOPMENT

5. IDEALLY, INTERNATIONALIZING THE CURRICULUM IS NOT…  Adding a unit on international or cultural topics  Assigning a book or article on an intercultural subject or by a “culturally different” author

6. INTERNATIONALIZED CURRICULUM  Has intercultural & international issues & perspectives integrated throughout the course.  Can cause students to experience culture-bound resistance as they encounter course content.  Moves students toward a more ethnorelative mindset by: Integrating theory & practice Providing cognitive, behavioral & affective learning experiences

7. INTERNATIONALIZING CAN INCLUDE…  International: regarding national cultures, may be social or political  Cross-cultural: comparative of 2 or more cultures  Multicultural: most often used to refer to domestic diversity (racial, ethnic, religious, etc.)  Intercultural: What happens when people from different cultures interact. It assumes negotiation of meaning across difference.  Global: Supranational forces that impact on regions, nations and localities

8. POTENTIAL IMPACTS  A fully integrated curriculum will affect students and faculty on two levels: Content: Provides international resources, models, and perspectives Process: Facilitate growth and development of an international perspective and the skills to use it.  Each is necessary but not sufficient

9. PROCESS CAN BE THE TRICKY PART  Student interpretation and evaluation of course content may be culture-bound  Faculty need to be prepared to engage with them intellectually, psychologically, and emotionally in the process of learning

10. IT IS TRANSFORMATIONAL LEARNING IN 3 DIMENSIONS  Affective: drives student engagement, motivation to learn, and valuing of knowledge  Behavioral: development of the skills and behaviors required to use and apply what is learned.  Cognitive: integration of knowledge into ones world view

11. IN A CULTURALLY COMPETENT CLASSROOM THIS LOOKS LIKE…  An openness to engage and value new perspectives (affective)  The development of skills for critical analysis of the knowledge and perspectives encountered (cognitive & behavioral)  The ability to observe, participate in, and reflect on the information encountered (cognitive & behavioral)

12. ACQUIRING MULTIPLE INTERPRETATIONS Culture Specific and Cultural General Knowledge Understanding the ways cultures can differ and being skilled at recognizing these differences as they are experienced Values, Communication Styles, Problem- solving Preferences, Nonverbal Communication, Stereotyping, etc.

13. D.I.E.

15. D escribe I nterpret E valuate

16. TRANSFORMATIONAL LEARNING MODEL 1.Generating Consciousness: (unconscious incompetence -> conscious incompetence) 2.Transforming Consciousness (conscious incompetence-> conscious competence). 3.Expanding Consciousness (building conscious competence). 4.Adapting Behaviors that Reflect Change (unconscious competence).

17. BENNETT’S DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY Sensitivity is a philosophical stance that makes engaging the difficult work of culture learning easier and more appealing. Does not measure intercultural knowledge or experience but one’s willingness to engage and explore differences

18. IN A NUTSHELL…. DefenseDenial Integration AcceptanceAdaptation Minimization Monocultural/Ethno- centric

19. INSTRUCTORS’ ETHICAL TASKS Help students In their struggle with reorienting their assumptions about “rightness” and “wrongness” In understanding that context and cultural realities must be considered before information and behaviors can be evaluated Develop awareness and mindfulness about their own cultural perspectives ability to make choices in developing an ethical structure to guide them in their journey to cultural competence