Think Globally, Act Locally: Undergraduates Share International Experiences with K-12 Students to Promote College Access


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Students in under-resourced K-12 schools often struggle to see themselves as members of a global community that offers opportunities for learning and growth beyond their home communities. This is often compounded by the challenges in curricula to make real connections between cross-cultural learning, college access, and future employment. Language in Motion (LIM) is a program that draws on existing higher education resources to train undergraduates with significant international experiences to deliver engaging presentations in local, under-resourced K-12 schools. In this workshop, the presenters will share various LIM program models (ranging from an academic course to an extra-curricular activity), ideas for incorporation/replication, examples of engaging LIM activities, and notes on assessment.

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Think Globally, Act Locally: Undergraduates Share International Experiences with K-12 Students to Promote College Access

  1. 1. NPEA Workshop by:<br />Jay Davis <br />& Zeva Levine<br />Dartmouth College<br />
  2. 2. Agenda:<br />Reflection on Value of Cross-Cultural Learning<br />Language in Motion (LIM) Nationally<br />LIM at Dartmouth<br />Best Practices for Presentations & Professional Development<br />Assessment<br />Q & A<br />Ideas for Incorporation<br />
  3. 3. Please think of a time when you had an experience where you were most aware of cultural difference.<br />Share with 1-2 people.<br />Pair & Share Question:<br />
  4. 4. LIM-Dartmouth Mission: <br />Dartmouth’s LIM program shares the world with and promotes college awareness for students in under-resourced, rural high schools by bringing together:<br /> HS Teachers<br /> Undergraduates<br /> Campus Partners (Faculty/Staff)<br />
  5. 5. How the LIM Program Started:<br /><ul><li>Deb Roney ‘73 at Juniata College (PA) in 2000
  6. 6. LIM as a “Community-Based Learning” course
  7. 7. Addition of Teacher Professional Development
  8. 8. Significant Growth & Replication to Colleges/Universities
  9. 9. Dartmouth College joins LIM Consortium in 2009</li></li></ul><li>List of LIM Consortium Members:<br />Juniata College (PA - Founder)<br />Bryn Mawr College (PA)<br />Dartmouth College (NH)<br />Drew University (NJ)<br />Iowa State University (IA)<br />Johnson & Wales Univ. (RI)<br />Loras College (IA)<br />Vassar College (NY)<br />Westminster College (PA)<br />Willamette University (OR)<br />
  10. 10. Different LIM Program Models:<br />Location<br />Urban<br />Suburban<br />Rural<br />Incentive<br />Credit-bearing course<br />ExtraCurricular Activity<br />Campus Job<br />Campus Connection<br />World Languages & Culture Dept.<br />International and/or Study Abroad Office <br />Community Service Coordinators<br />Undergrads<br />International Students<br />Study Abroad Returnees<br />Foreign Language<br />…all for K-12 students!<br />
  11. 11. Dartmouth’s international focus<br />College awareness for high school students<br />Emphasize best practices in:<br /> (a) service to schools<br /> (b) presenting to HS students<br />Teacher as the multiplier (AVD)<br />Supports and resources<br />Dartmouth’s Approach to LIM:<br />
  12. 12. LIM-Dartmouth Constituents:<br />Teachers<br />Undergraduates<br />Presentations<br />HS Students<br />Professional<br />Development<br />Trainings<br />Campus Partners<br />
  13. 13. Objectives:<br />To share with high school students the intercultural opportunities college can provide<br />To emphasize the importance and opportunities of post-secondary education for students<br />To partner with teachers to supplement coursework with presentations on language and culture<br />To foster collaboration among high school and college language and culture faculty<br />To offer professional development opportunities for high school faculty<br />To help Dartmouth undergraduates understand rural, under-resourced high schools<br />To help undergraduates make meaning of their cross-cultural experiences<br />To help undergraduates explore their own interests in education<br />To enhance collaboration among Dartmouth departments focused on <br /> intercultural education and foreign language<br />
  14. 14. 2010-2011 LIM Program Model:<br />Select Undergrads & Match with Partner Teacher (1:1 or 2:1)<br />Trainings & Planning<br />Training I: Program Overview, Professionalism, Logistics, Pedagogy<br /><ul><li>Planning Meeting with Partner Teacher</li></ul>Training II: Special Topics: Intercultural Reflection, Adolescent Psychology, College Awareness, etc.<br />Training III: Final Presentation Development<br />Presentations<br />Minimum of 1-2 presentations<br />Debriefing<br />Meeting with LIM Staff during reading period of each term<br />
  15. 15. Results:<br />At Juniata, LIM grew from:<br />11 undergrads reaching 318 students (K-12) – YEAR 1 <br />72 undergrads reaching 3971 students (K-12) – YEAR 10<br />Since 2000, over 90% of Teachers, Undergrads, & K-12 students agreed ‘LIM presentation was a valuable experience’ & wanted more!<br />At Dartmouth, LIM grew from:<br />14 undergrads reaching over 250 HS students – YEAR 1<br />24 undergrads reaching over 450 HS students – YEAR 2<br />Of 107 HS Students surveyed from 4 partner schools<br />88.8% agreed “Presentation expanded/deepened my view of culture discussed” (11% neutral)<br />83.2% indicated wanting to see additional LIM presentations (14 % neutral)<br />100% of HS Teachers agreed to the prompt “The presentation was a <br /> valuable addition to my curriculum.”<br />
  16. 16. Best Practices for Presentations:<br />Engaging Activities<br />Artifacts (view and/or touch)<br />Sensory appeal: video, music, food, etc.<br />Personal stories<br />EXAMPLE: ‘Asking students to check shirt tags’<br />In K-12 students’ own voice<br />Pair & share discussions<br />Q & A time at the end<br />Questions that help students see their self-efficacy<br />EXAMPLE: ‘If given the opportunity to travel abroad tomorrow, where would you go?' <br />Informational AND Approachable<br />Use humor/confidence (naturally & appropriately)<br />Speak frankly and openly about financial aid and other resources used<br />Reference maps<br />Leave a handout behind with resources & contact info.<br />…all planned with partner teacher!<br />
  17. 17. Best Practices for Teacher Professional Development:<br />Support (financial and otherwise) for teacher-initiated development opportunities<br />Connected to classroom … yes. Junket … no!<br />Facilitated workshops on campus<br />Bring teachers together from across districts<br />Honor expertise that teachers can share with each other<br />Tap into resources that campus partners can offer:<br />Rassias Foundation at Dartmouth; Off-Campus Programs, etc.<br />Ongoing, sustainable connections<br />Provide forum & model for sharing opportunities and resources<br />
  18. 18. Online Evaluations through SurveyMonkey<br />Teachers<br />Campus Partners<br />Undergraduates<br />External Review<br />Staff Evaluation<br />Reporting to The Arthur Vining Davis Foundations<br />Assessment:<br />
  19. 19. Questions?<br />
  20. 20. In what ways could <br /> cross-cultural learning <br /> be incorporated into <br />your programming?<br />Final Question:<br />