During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.

1. INTERCULTURAL FACULTY TRAINING FOR THE DEVELOPMENT OF INNOVATIVE GLOBAL INITIATIVES
Francisco Frisuelos Krömer PhD, Resident Director CIEE Madrid
Elsa Maxwell, PhD, Academic Director Intercultural Learning, CIEE Victor Betancourt Santiago, PhD Executive Director Marymount University
Ann Lutterman-Aguilar PhD, Mexico Site Director, CGEE Augsburg College Leah Espinosa de la Vega PhD, Director of Global Initiatives, Augsburg College

2. TODAY’S SESSION:
a. WHAT DO WE MEAN WITH GLOBAL INITIATIVES?
b. CHALLENGES TO IMPLEMENT THEM
c. INTERCULTURAL TRAINING FOR FACULTY
d. MARYMOUNT UNIVERSITY CASE
e. AUGSBURG COLLEGE CASE
f. QUESTIONS

3. GLOBAL INITIATIVES
3
IT’S ALL ABOUT GOOD
LEADERSHIP
GROWTHENHANCEMENT
STUDENT LEARNING
DEVELOPMENTSKILLS
FACULTY
&
STAFF

4. 4
GLOBAL
INITIATIVES
FACILITATE
STUDENT
LEARNING
FACULTY
INTERCULTURAL
TRAINING

5. GLOBAL INITIATIVES
5
IT’S ALL ABOUT GOOD
LEADERSHIP
 Local to Global:
- Pre-departure for Study Abroad/ Re-Entry seminar
- Diversity on campus
- Navigate cultural differences on campus
- Preparation for the professional career
- Effectiveness at work (i.e.: Study Abroad office, Global learning services)
- Personal growth and competency
- New content modules – courses on (inter)national culture understanding
- Re-design of existing courses on related topics (i.e. Human rights)
- Incorporate intercultural learning into pedagogy
 Abroad
- Teach abroad/Faculty led programs
- Short term programs

6. 6
CHALLENGES associated with the implementation of global initiatives
• Lack of Funds
• Use of available grants
• Work load/Merits
• Time constraint
• Overlooked subject  Intercultural learning not strongly appreciated yet
• Content design
• Find collaborators
• Some resources not used to the fullest - lack of qualified administrators, or effective
strategies to help students with these type of results

7. WHAT IS THE RELATIONSHIP
BETWEEN FACULTY
INTERCULTURAL DEVELOPMENT
AND STUDENT LEARNING?

8. LITERATURE REVIEW
8
 Goode (2007/08) explored role of study abroad faculty directors in facilitating students’
intercultural development. Faculty described four dimensions of their role (including also
logistical and academic dimensions), but said very little beyond that about the intercultural
dimension of their job. Average IDI worldview in Minimization – “not optimal”
 Anderson, Lorenz and White (2016) study student intercultural learning on short-term faculty-
led programs. Authors conclude that “Frequent and spontaneous facilitation emerged as the
most important variable to guide students’ intercultural learning”.

9. Faculty Intercultural Development and Student Learning
9
There is increasing evidence that students’ intercultural learning is directly tied to the
intercultural development of their instructor/faculty leader/study abroad facilitator.
“[an] instructor’s effectiveness in facilitating [intercultural] student learning […] is to a
large degree a function of his or her own developmental worldview.” Vande Berg, Quinn
and Menyhart (2012): 402.
Faculty Intercultural
Development
Guided
reflection/Debriefs
Student
Intercultural
Development

10. Intercultural Development Continuum
10

11. “(…) People who function in an acceptance/adaptation worldview spend
their energy conceptualizing, assessing, and facilitating their students’
intercultural development needs. They focus on coordinating a rigorous
academic program, blending culture learning with other content areas, and
guiding students along in their intercultural learning experience.
Those operating in a minimization framework tend to see themselves as
interpreters, devoting significant energy to explaining cultural differences,
and helping people to prevent or overcome culturally-based
misunderstandings. They tend to focus on culture-specific learning and
adaptation. They spend less time teaching and helping students to develop
a culture-general conceptual framework from which to approach questions
of cultural difference that may occur in any setting.” (Ziegler, 2001, p. 151)
11

12. INTERCULTURAL WORLDVIEW
ACTIVITY

13. - HOW MIGHT A ….. ORIENTATION
RESPOND TO THIS CRITICAL INCIDENT?
- WHAT ARE THE STRENGHTS AND
WEAKNESSES OF THIS RESPONSE?
13

14. Faculty Training Resources
14
 CIEE International Faculty Development
Seminars (IFDS)
 Summer/Winter Institute of Intercultural
Communication (SIIC/WIIC)
 WISE Conference, Wake Forest University
 IDI Qualifying Seminar
 IDI coaching/guided development

15. MARYMOUNT UNIVERSITY
ARLINGTON, VIRGINIA
Enrollment (Fall 2016)
• Total enrollment: 3,369
• Total undergraduate students: 2,323
• Total graduate students: 1,046
• Total student population represents 43 states and 76
countries

16. 16

17. MU Strategic Plan – Global Perspective
Grants available to Faculty to
Internationalize the Curriculum
• Develop New Courses
• Travel
• Participate in International
Faculty Development
Seminars
2015
Psychology Professor and Education
Abroad Administrator Participate in
CIEE International Faculty Development
Seminar
“Learning while Leading: Supporting
Intercultural Development through
Study Away”
Primate Field Experience
&
Intercultural Communication
Barcelona and Girona Spain

18. 18
Primate Field Experience & Intercultural Communication
Barcelona and Girona Spain
• Students in this three-week study abroad program will develop their intercultural competencies and
learn about chimpanzee behavior and welfare through various experiential learning activities in
Spain.
• In collaboration with the Council on International Educational Exchange (CIEE), students will analyze
differences and similarities between their own and Spanish culture while exploring the
cosmopolitan, seaside capital Barcelona. Through this portion of the course, students will develop
skills, knowledge, and understanding that will help them communicate and engage more
appropriately and effectively across cultures. The students will increase their intercultural skills by
developing cultural awareness, cultural literacy and the capacity to bridge cultures.
• While at Fundació Mona Sanctuary in Girona, students will conduct naturalistic observations of
chimpanzees alongside scientists and students earning their Masters in Primate Psychology degree,
and work with caregivers participating in the day-to-day operations of a sanctuary, including feeding
and enrichment development. Upon returning to the U.S. students will apply the knowledge they
have learned about chimpanzee welfare by engaging in a science advocacy project.

20. • “CIEE taught us a great class in just a couple of days and then when we were at Mona they
provided us many different classes to help us understand the ins and outs of running a
sanctuary.” –
• “Being in another culture has made me more open-minded and aware, especially after
returning to the US where the culture is significantly different from Spain. I am available to
notice the intricacies of our culture a lot more clearly, especially our familial relations and our
emphasis on work and time”

21. FUTURE PROGRAMS
21
• Criminology –Enhancing intercultural competence in police
organization – Athens, Greece
• Inter professional Education & Global Health – Ecuador
• Intercultural Development workshops in cooperation with
the Center for Teaching and Learning

22. A PROCESS OF INSTITUTIONALIZATION & GROWTH
AT AUGSBURG COLLEGE, MINNEAPOLIS
LEAH SPINOSA DE VEGA, DIRECTOR,
GLOBAL INITIATIVES & OFF-CAMPUS STUDY, DEVEGA@AUGSBURG.EDU
ANN LUTTERMAN-AGUILAR,
MEXICO SITE DIRECTOR & INSTRUCTOR, LUTTERMA@AUGSBURG.EDU
CENTER FOR GLOBAL EDUCATION & EXPERIENCE (CGEE) AT AUGSBURG COLLEGE
WWW.AUGSBURG.EDU/GLOBAL

23. Intercultural Education helps Break down Barriers

24. The Case of Augsburg: From Global to Local & Back
The Past
• International/Global Faculty & Staff (primarily involved in study abroad & working with
international students) demonstrated historical commitment to intercultural development.
• International/Global Faculty & Staff took IDI and other similar tools.
• There was some commitment by administration, but no school-wide plan
• We TRIED to involve faculty but found lack of interest due to perceived lack of need.
• We provided scholarships for faculty to participate in trips to several different countries, but they
didn’t always include strong focus on intercultural communication and how to bring that home.
• Through Global Education, we sponsored Faculty Development trips to Mexico, Cuba, & other
countries – VERY successful, but more faculty from other schools than Augsburg.

25. The Case of Augsburg: From Global to Local & Back
The Past
• International/Global faculty & staff aware of NEED for intercultural learning & not just
international travel.
• As early as 1968, Ivan Illich warned U.S. volunteers going to Mexico that they “cannot help being
ultimately vacationing salesmen for the middle-class ‘American’ way of life.” (1963, 316)
• Examples: Ann’s research on Mexican community’s partners perceptions of faculty-led courses
(from a variety of colleges & universities).

26. WHY do faculty need intercultural education?
Ann’s research on Mexican community’s partners
perceptions of faculty-led courses
Findings:
• Community partners identified faculty as the MOST culturally
INSENSITIVE members of groups – far more so than their
students.
• Nahua indigenous community leader Ignacio Torres Ramirez
complained about one group that only scheduled a 2 hour visit
to his village and then only gave him 45 minutes to cover it’s
history, spirituality, culture, and land and political issues, as if a
U.S. classroom. He felt de-valued, controlled, and disgraced.

27. Culturally Insensitive Behavior
Afro-Mexican Nadia Alvarado was very upset by a
professor from the south of the U.S.A. who told her NOT
to show the slides she had prepared of her “Afro-Indian”
community & to CUT her talk in half so that the students
could have free time.
How do you think Nadia felt?
What were the cultural clashes?
Request community’s lists of intercultural “do’s & don’ts”
if interested.

28. Culturally Insensitive Behavior
Educators comments and behavior perceived as
microagressions by Students of Color on U.S. campuses.
Examples?

29. Back to the Case of Augsburg: From Global to Local & Back
Things Changed: What?
1. The Student Body
• Augsburg started recruiting a more diverse student body.
• In 2008, Augsburg reached 25 % students of color for first time.
• In 2015, we reached 40% students of color in the student body.
• In 2016, 45 % of the students admitted are students of color.
2. Faculty Attitudes regarding NEED for Intercultural Education

30. Attitudes & Experiences in Diverse, Local Classrooms
• Initially: EVEN when the %s of students of
color started rising dramatically, many
faculty saw no need to make any changes
in how they teach.
• Example from other school: class couldn’t
function due to racial tensions and attacks
in classroom related to “Black Lives
Matter” – led to desire to increase
intercultural skills

31. Student Responses?
Student-Driven Initiatives to Educate Faculty & Staff about
Diversity & Intercultural Competence
•That’s crap!
•We’re more diverse,
but faculty don’t get it.
They don’t know how
to manage the
classroom.

32. THINGS CHANGED
• Students spoke up.
• The administration took note – especially
on the Student Affairs side.
• The president named a Chief Diversity
Officer who was committed to fomenting
greater involvement across the campus &
IN CLASSROOM (previous CDO focused on
compliance)

33. International/Global Ed Staff Helped Create Plan for Key Faculty &
Staff to Take & Learn from IDI
• International/Global Ed insisted on IDI QA
(Qualified Administrator) trainings for key
faculty & staff.
• Now OUR staff can do some of our own
internal intercultural work with student groups,
on-campus orientation leaders, & faculty &
staff.
• Our own Augsburg QAs now provide individual
& group feedback for all faculty & staff, with a
3-year cycle of reassessment.
ONBOARDING:
• We start with all NEW faculty & staff hired.
• As of Nov. 2016, 112 faculty & 197 staff
have completed IDIs.
• Since we are using internal team of QAs,
faculty & staff can choose the facilitator
with whom they want to work
• As of Nov. 2016: many Augsburg QAs

34. BUDGET ISSUES
• Main cost is training QAs. If we train a few
per year, this is a relatively small
investment over time to create our own
team on (& off) campus.
• We then SAVE $$$$ by using our own team
of QAs instead of hiring expensive
consultants.
• Example: we can pay to train 25 faculty
instead of 2 for the same amount of
money.

35. Buy-in Across Campus: Workshops & More
• Strong buy-in from the Director of General
Education, who is co-hosting a workshop
to teach faculty how to incorpórate
principles of inctercultural development
into MANGING the classroom
• To be run for first time in January 2017
together with Tara Harvey, True North
Intercultural
• Day-Long Workshop: only for faculty who
have done the IDI and are in line with our
assessment cycle
• 24 faculty can participate.
• Faculty can plan to use workshop on-
campus or in study-abroad context.

36. Buy-in Across Campus:
Augsburg’s “Diversity & Inclusion Certificate Program”
In order to complete the Certificate Program and receive the certificate, participants must complete 18 credits of specified inclusion-based training.
The 18 credits of training consist of the following 7 requirements:
1. Complete Intercultural Development Inventory (IDI) Process, 4.5 Credits
• Register for the IDI waitlist
• Complete the online Intercultural Development Inventory (IDI)
• Attend an IDI Group Profile Session
• Attend an IDI Individual Feedback Session
2. Attend Intercultural Conflict Style (ICS) Inventory Workshop, 3 Credits
3. Attend Working Towards Inclusive Spaces Workshop, 2 Credits
4. Attend Ally Training I, 3 Credits
5. Attend Disability as Diversity: Building Bridges To Full Inclusion Workshop, 2 Credits
6. Attend All About Bias Workshop, 1.5 Credits
7. Attend From Microinequities to Inclusion Workshop, 2 Credits
For more info, see http://inside.augsburg.edu/diversity/certificate-program/

37. Advanced Standing for Certificate
Multiple Workshops on Diverse Themes
• Faculty and staff who want to received “Advanced Standing” need to complete 6 additional
events related to diversity, inclusion and equity.
• They are not limited to the nearly weekly workshops and events held on campus, but those
are open to them & anyone else on campus.
Themes:
• Interfaith Dialogue All About Bias
• Trans Issues 101 Intercultural Conflict Styles
• Ally Training etc.

38. The Case of Augsburg: From Global to Local & Back
• The push for Intercultural Education began with Global/International Ed.
• It then took a life of its own LOCALLY among students of color who demanded changes on
campus.
• That gave Global/International Education the chance to give new life to previous ideas and build
a stronger, campus-wide network of support to make International Ed take off on campus.
• At the same time that it took off locally, intercultural education also gained new ground again
GLOBALLY. 

39. Impacts on Global Education through Study Abroad
• New Course on Intercultural Communication required for all semester-long students in
Mexico.
• Intercultural education built into most short-term faculty led courses.

40. Useful Resources for Intercultural Education, both with
Faculty & Students – Locally & Globally

41. Popular Intercultural Learning Activities Among Both
Students & Faculty
Activities that help them understand the following:
• Diverse cultural communication styles, including linear vs. circular/contextual and direct vs.
indirect
• Low context versus high context cultures and communication styles
• Reflection on popular sayings or expressions that reflect values in own culture & different ones
• Much more… 

42. 42
INTERCULTURAL RESOURCES
• Own rubric created by professor at the department to assess intercultural development in the
Foreign language curriculum and SA
• IDI but not university-wide (cost and not everyone considering it effective)
• Workshops (i.e. cross cultural communication in the workplace)
• BEVI (Beliefs, Events and Values Inventory)
• GPI (Global Perspectives Inventory)
• LSI (Learning Style Inventory)
• ICS (Intercultural Conflict Style Inventory)

43. QUESTIONS?

44. 44
BIBLIOGRAPHY
• Dooley, K. E., Dooley, L.M., & Carranza, G. (2008). Beliefs, Barriers, and Benefits of a Faculty
Abroad Experience in México. AIAEE, 155-165.
• Goode, M.L. (). The role of faculty study abroad directors: a case study. The Interdisciplinary
Journal of Study Abroad, 149-172.
• Hand, E., Ricketts, K., & Bruening, T. (2007). Benefits and Barriers: Faculty International
Professional Development. AIAEE, 148-153.
• Lee, A. K., & Hall, N. M. (2015). Enriching Course Development: The Use of an International
Faculty Development Experience. Pedagogy and the Human Sciences, 5 (1), 60-69.
• Vande Berg, M., Paige, M., & Lou, K.H. (2012). Student Learning Abroad. What our students are
learning, what they’re not and what we can do about it. Stylus.

45. THANK
YOU