Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading content…
Loading…
Transcript

Research

Online Tutorial

Working

Students who were not in a first-year orientation course learned about the IDI and intercultural development through an online tutorial.

Interculturally

Competent

Citizens

Across Difference

  • All first-year CFANS students took the IDI in fall 2013.
  • 9 first-year courses devoted at least one class session to learning about the IDI and intercultural development.
  • These courses served as touch-point for integrating intercultural content into each CFANS major, providing students with an introduction to why intercultural competence matters.
  • Currently includes 26 CFANS courses to varying degrees.

University of Minnesota

Difference

College of Food Agricultural and Natural Resource Sciences

Matters

(...Equity and Social Justice)

Mike White, Associate Dean

Karl Lorenz, Director Office for Diversity and Inclusion

In addition to intercultural development and competency, students gain and understanding of why difference matters. Examples include:

  • How our identities impact our experiences and opportunities
  • When we matter and when we are marginalized
  • The impact of in/out group dynamics

Defense/Reversal

Welcome to the party

Treat everyone the same

Don't know, don't care

Shift perspective and behavior

Monocultural Mindset

Intercultural Mindset

Goals &

Progress

Based

We employ the IDI as a pre/post assessment tool

Culturally relevant

Adaptation

Minimization

Denial

Acceptance

Polarization

Don't know, don't care

Treat everyone the same

Welcome to the party

Shift perspective and behavior

Defense/Reversal

Lacks experience with difference

Focus on similarities

Looking below the "waterline"

Intentionally shifting behavior

Us vs. them

Avoidance or disinterest

Universal values and experiences

Shifting cultural lens

Difference as "value-added"

Better or worse

Task: Gain experience with difference

Task: Move beyond us vs. them

Strength: Complex understanding and ability to shift fluidly

Task: Recognize how and why difference matters

Task: Put knowledge into practice

What would this mean for you if you were a professional advising team?

The Role of Pedagogy

Monocultural Mindset

Intercultural Mindset

(...launched fall 2013)

Can we enhance intercultural competency without going abroad?

...and as a developmental framework to build targeted intercultural growth in CFANS students.

Coursework

Our research expanded to on-campus courses.

Work was undertaken to build faculty capacity.

Outcomes for study abroad...

Pre/Post scores were graphed

For example, instructors:

This research initiated and informed the Working Across Difference initiative.

Control Group - difference between "pre" and "post" scores. (Control model includes only pre/post IDI, no interventions)

Modified Group - difference between "pre" and "post" scores. (Modified model includes pre/post, group IDI feedback, targeted integration of intercultural content)

Directed intercultural reflection and targeted class activities with an appropriate underlying developmental model consistently deliver a measurable increase in intercultural competency.

Full Implementation Group - difference between "pre" and "post" scores. (Full model includes pre/post, individual and group feedback, and targeted integration of intercultural content)

  • Provide opportunities for students to practice approaching issues from multiple perspectives
  • Integrate Universal Design (learning styles)
  • Utilize case studies
  • Conduct syllabus review for inclusive sources and course content
  • Provide community engaged activities
  • Consider integration with study abroad

Why is the ability to work across difference important?

Global Citizenship

Demographic Changes

Understanding relationships of power and priviledge

Part of the college experience

Accountability

Future Career

(...guiding our work and measuring outcomes)

UNESCO Intercultural Competencies

...All students demonstrate the ability to work effectively across difference as a core competency upon

graduation.

Aligns with UNESCO Intercultural Competencies:

  • Respect (valuing others);
  • Self-awareness/identity (understanding the lens through which we each view the world);
  • Seeing from other perspectives/world views/ways of knowing (both how these perspectives are similar and different);
  • Listening and Sharing (engaging in authentic intercultural dialogue);
  • Adaptation (being able to shift temporarily into another perspective);
  • Relationship building (forging lasting cross-cultural personal bonds);
  • Cultural humility (combines respect with self-awareness).

Assess

Intercultural

Development

UMN Student Learning

Students will take the IDI again during the sophomore and senior year to assess change in intercultural development. Employ additional qualitative measures to support findings.

and Development

Outcomes

Supports the following all-university learning and development outcomes:

Next

Student Learning Outcomes:

  • Understand diverse philosophies and worldviews...
  • Have acquired skills for effective citizenship...

Steps

Student Development Outcomes:

  • Self-awareness...
  • Appreciation of differences...
  • Tolerance of ambiguity...

Next we will:

Identify, develop and employ additional direct assessment tools to evaluate student progress in developing and demonstrating Intercultural Competence (e.g., reflection essays, e-portfolio and self-assessment tools.

Encourage additional classes in CFANS to articulate their relationship to relevant SLO's and DLO's, incorporate case studies that highlight multiple worldviews and cultural perspectives.

Increase faculty participation.

  • Deepen work with the departments, Office for International Programs and faculty to identify core courses that can serve as touch-points within each of the majors for the intentional integration of intercultural content.

  • Implement a faulty mentor program to recruit and support interested faculty in developing pedagogy that incorporates intercultural approaches and content. ...Also provides continuing development for advanced faculty practitioners.

  • Continue to develop/improve the online learning module. Extend use for transfer students (30% of our population). Develop a second module expanding on social justice and equity impacts.

  • Increase the learning community of faculty who are already integrating intercultural content into their courses and study abroad programs. Encourage department level participation for curriculum integration.

  • Seek additional resources and identify partnerships to share costs and effort.

Learn more about creating dynamic, engaging presentations with Prezi