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Working Across Difference CONF

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Emily Ehlinger

on 24 June 2016

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Transcript of Working Across Difference CONF

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

Goals &
Culturally relevant
UNESCO Intercultural Competencies
UMN Student Learning
(valuing others)
(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)
(being able to shift temporarily into another perspective)
Relationship building
(forging lasting cross-cultural personal bonds)
Cultural humility
(combines respect with self-awareness)

Student Learning Outcomes:
Understand diverse philosophies and worldviews...
Have acquired skills for effective citizenship...
Outcomes for study abroad...
Directed intercultural reflection and targeted class activities with an appropriate underlying developmental model consistently deliver a measurable increase in intercultural competency.
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)
Full Implementation Group - difference between "pre" and "post" scores. (Full model includes pre/post, individual and group feedback, and targeted integration of intercultural content)
Pre/Post scores were graphed
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.

(...Equity and Social Justice)
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

Across Difference

How our identities impact our experiences and opportunities
When we matter and when we are marginalized
The impact of in/out group dynamics
Online Tutorial
The Role of Pedagogy
Can we enhance intercultural competency without going abroad?
Our research expanded to on-campus courses.
Work was undertaken to build faculty capacity.
We employ the IDI as a pre/post assessment tool
...and as a developmental framework to build targeted intercultural growth in CFANS students.
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.
Students who were not in a first-year orientation course learned about the IDI and intercultural development through an online tutorial.
(...guiding our work and measuring outcomes)
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.
In addition to intercultural development and competency, students gain and understanding of why difference matters. Examples include:
For example, instructors:
(...launched fall 2013)
This research initiated and informed the Working Across Difference initiative.
Aligns with UNESCO Intercultural Competencies:
Supports the following all-university learning and development outcomes:
Next we will:
Student Development Outcomes:
Appreciation of differences...
Tolerance of ambiguity...
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.

Lacks experience with difference
Task: Gain experience with difference
Task: Move beyond us vs. them
Strength: Complex understanding and ability to shift fluidly
Welcome to the party
Shift perspective and behavior
Don't know, don't care
Treat everyone the same
Avoidance or disinterest
Better or worse
Us vs. them
Focus on similarities
Universal values and experiences
Looking below the "waterline"
Difference as "value-added"
Task: Put knowledge into practice
Intentionally shifting behavior
Shifting cultural lens
Intercultural Mindset

What would this mean for you if you were a professional advising team?
Don't know, don't care
Treat everyone the same
Task: Recognize how and why difference matters
Welcome to the party
Shift perspective and behavior
Why is the ability to work across difference important?
Global Citizenship
Demographic Changes
Understanding relationships of power and priviledge
Part of the college experience
Future Career
and Development
College of Food Agricultural and Natural Resource Sciences
University of Minnesota
Mike White, Associate Dean
Karl Lorenz, Director Office for Diversity and Inclusion
Monocultural Mindset
Intercultural Mindset
Full transcript