Internationalizing the Curriculum Dr Barbara A Hill Senior

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

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

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?

ACE’s Global Learning Outcomes— 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

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

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

What needs to be internationalized in the curriculum? Courses General education requirements Majors Minors Extra-curricular programming

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.

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

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

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)

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 interculturally oriented • Level 3: International or Intercultural elements are integrated throughout the course • Level 4: The entire course has an international or intercultural orientation

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

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 decisionmaking Successful navigation of cultural and linguistic differences (e. g. in group projects) Greater awareness of students' own cultural identity and place in the world

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

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

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

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

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.

Thank you. Dr. Barbara A. Hill Senior Associate for Internationalization bhill@acenet. edu