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.

1. NPEA Workshop by: Jay Davis & Zeva Levine Dartmouth College

2. Agenda: Reflection on Value of Cross-Cultural Learning Language in Motion (LIM) Nationally LIM at Dartmouth Best Practices for Presentations & Professional Development Assessment Q & A Ideas for Incorporation

3. Please think of a time when you had an experience where you were most aware of cultural difference. Share with 1-2 people. Pair & Share Question:

4. LIM-Dartmouth Mission: Dartmouth’s LIM program shares the world with and promotes college awareness for students in under-resourced, rural high schools by bringing together: HS Teachers Undergraduates Campus Partners (Faculty/Staff)

6. LIM as a “Community-Based Learning” course

7. Addition of Teacher Professional Development

8. Significant Growth & Replication to Colleges/Universities

10. Different LIM Program Models: Location Urban Suburban Rural Incentive Credit-bearing course ExtraCurricular Activity Campus Job Campus Connection World Languages & Culture Dept. International and/or Study Abroad Office Community Service Coordinators Undergrads International Students Study Abroad Returnees Foreign Language …all for K-12 students!

11. Dartmouth’s international focus College awareness for high school students Emphasize best practices in: (a) service to schools (b) presenting to HS students Teacher as the multiplier (AVD) Supports and resources Dartmouth’s Approach to LIM:

12. LIM-Dartmouth Constituents: Teachers Undergraduates Presentations HS Students Professional Development Trainings Campus Partners

13. Objectives: To share with high school students the intercultural opportunities college can provide To emphasize the importance and opportunities of post-secondary education for students To partner with teachers to supplement coursework with presentations on language and culture To foster collaboration among high school and college language and culture faculty To offer professional development opportunities for high school faculty To help Dartmouth undergraduates understand rural, under-resourced high schools To help undergraduates make meaning of their cross-cultural experiences To help undergraduates explore their own interests in education To enhance collaboration among Dartmouth departments focused on intercultural education and foreign language

15. Results: At Juniata, LIM grew from: 11 undergrads reaching 318 students (K-12) – YEAR 1 72 undergrads reaching 3971 students (K-12) – YEAR 10 Since 2000, over 90% of Teachers, Undergrads, & K-12 students agreed ‘LIM presentation was a valuable experience’ & wanted more! At Dartmouth, LIM grew from: 14 undergrads reaching over 250 HS students – YEAR 1 24 undergrads reaching over 450 HS students – YEAR 2 Of 107 HS Students surveyed from 4 partner schools 88.8% agreed “Presentation expanded/deepened my view of culture discussed” (11% neutral) 83.2% indicated wanting to see additional LIM presentations (14 % neutral) 100% of HS Teachers agreed to the prompt “The presentation was a valuable addition to my curriculum.”

16. Best Practices for Presentations: Engaging Activities Artifacts (view and/or touch) Sensory appeal: video, music, food, etc. Personal stories EXAMPLE: ‘Asking students to check shirt tags’ In K-12 students’ own voice Pair & share discussions Q & A time at the end Questions that help students see their self-efficacy EXAMPLE: ‘If given the opportunity to travel abroad tomorrow, where would you go?' Informational AND Approachable Use humor/confidence (naturally & appropriately) Speak frankly and openly about financial aid and other resources used Reference maps Leave a handout behind with resources & contact info. …all planned with partner teacher!

17. Best Practices for Teacher Professional Development: Support (financial and otherwise) for teacher-initiated development opportunities Connected to classroom … yes. Junket … no! Facilitated workshops on campus Bring teachers together from across districts Honor expertise that teachers can share with each other Tap into resources that campus partners can offer: Rassias Foundation at Dartmouth; Off-Campus Programs, etc. Ongoing, sustainable connections Provide forum & model for sharing opportunities and resources

18. Online Evaluations through SurveyMonkey Teachers Campus Partners Undergraduates External Review Staff Evaluation Reporting to The Arthur Vining Davis Foundations Assessment:

19. Questions?

20. In what ways could cross-cultural learning be incorporated into your programming? Final Question: