Thursday, October 16, 2:00-5:00 p.m.
Separate registration and fee required ($100 members; $150 non-members); seating will be limited, so register early.
Workshop 1: Critical Cosmopolitan Learning for a New Global Commons
This workshop will engage participants in examining the ways that critical cosmopolitan frameworks might enrich and invigorate global learning efforts in higher education. Critical cosmopolitanism offers a socially relevant and transformative language for global learning, as it insists on thinking of the local and global relationally; complicates thinking about social identity and power; resists abstract and universal truths about the global community; promotes ethical concern for the other that does not disregard difference; and challenges uncritical commodification of cultural differences. Participants will learn of a conceptual framework for critical cosmopolitan learning, including the process for building a new general education curriculum grounded in critical cosmopolitan goals and values, and how this framework might support more aspirational forms of global learning on their home campuses.
Birk's Article on Critical Cosmopolitan Teaching and Learning in Diversity and Democracy
Tammy Birk, Assistant Professor of English and Director of Women's, Gender, and Sexuality Studies Program, Otterbein University
Workshop 2: Rethinking Reflection to Enhance Global Learning
Inspired in part by participation in AAC&U’s Shared Futures project, faculty members at Arcadia University crafted a new undergraduate curriculum that requires all students to spend at least part of a semester in a local or international setting different from the one in which they were raised. Students’ learning is further enhanced through a series of exercises in which they reflect on this experience in order to better understand the world. Workshop facilitators will share examples of students’ written reflections and the criteria used to assess them. Facilitators and participants will work together to identify the global learning that is evident in the writing and to extend ways of doing and analyzing reflections.
Jeff Shultz, Professor of Education and Director of Educational Studies and Innovative Graduate Programs, School of Education, and Ellen Skilton-Sylvester, Professor and Director of Global Connections—both of Arcadia University
Workshop 3: Internationalizing Teaching and Learning: Transforming Educators and Students
The role of educators in making global learning outcomes a reality for students requires a transformation of curricula, educational strategies, and educators themselves. Workshop facilitators will describe a model of course design for significant global learning, based upon AAC&U rubrics and Fink’s (2009) six dimensions of course design. Participants will focus on internationalizing learning outcomes for a specific course, and leave with ideas for applying those outcomes to their teaching activities and course assessments. This workshop is designed for faculty members who are new to internationalizing the higher education curriculum or have begun the process and seek more models to guide their efforts.
Meredith McQuaid, Associate Vice President and Dean, International Programs, Gayle Woodruff, Director, Curriculum and Campus Internationalization, Jeff Lindgren, Assistant Director, Center for Educational Innovation, Kate Martin, Education Specialist, Center for Educational Innovation, and Mary Katherine O'Brien, Assistant Education Specialist, Global Programs and Strategy Alliance—all of University of Minnesota
Workshop 4: Exploring Intercultural Competence Frameworks - From Theory to Practice in Curricula
Frameworks of intercultural competence can be a valuable tool for faculty in advancing global learning in college. This workshop will engage participants in exploring the first research-based intercultural competence framework, along with some non-Western perspectives on intercultural competence. Please bring at least one syllabus as a reference for discussing the implications of incorporating intercultural competence into a wide variety of courses. Participants will actively participate, share, and learn from each other and will walk away withconcrete ideas on how to address—and even assess!—intercultural competence in the curriculum.
Darla Deardorff, Executive Director, Association of International Education Administrators, Duke University
Workshop 5: Mapping for the Future: Quality Collaboratives, the Degree Qualifications Profile (DQP), and Global Learning
Quality Collaboratives: Assessing and Reporting DQP Competencies in the Context of Transfer is a project supported by the Lumina Foundation and the William and Flora Hewlett Foundation as part of AAC&U’s ongoing Liberal Education and America’s Promise (LEAP) initiative. To create seamless transfer from the Associate of Applied Science to the Bachelors of Applied Arts and Sciences, partners in this project used the DQP to establish a framework for program outcomes that maps courses by learning outcome and skills proficiency. Participants will apply the DQP and VALUE rubrics to their own programs, emphasizing global learning, and addressing cumulative learning outcomes that enable students to better integrate their experiences.
Joseph J. Foy, Associate Campus Dean, University of Wisconsin–Waukesha; Peggy A. James, Head, Social Science Division, and James D. Robinson, Director, Teaching and Learning Center—both of University of Wisconsin–Parkside; and Susan Albertine, Vice President, Office of Diversity, Equity, and Student Success, AAC&U