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DEVELOPING GLOBAL CITIZENS
INCREASING FACULTY ENGAGEMENT IN INTERCULTURAL LEARNING
Jason D. Patent, Ph.D. / UC Berkeley | ...
Learning outcomes
2
1. Gain new perspectives on “global citizenship”
2. Gain awareness of challenges and opportunities in ...
Roadmap for today
3
1. Basics of global citizenship
2. Case study of successful faculty engagement from Purdue University
...
GLOBAL CITIZENSHIP
What is a “global citizen”? One possible working definition
A global citizen is someone who is able to work
effectively wi...
Bloom’s Taxonomy of Learning
1. Cognitive — Thinking
2. Affective — Feeling
3. Psychomotor / Behavioral — Doing
• Universi...
Common (U.S.–Centric) “Global Citizenship” Memes
• “Globalization is shrinking cultural
differences.”
• “Human beings are ...
Truths About Humans
1. Thinking is overwhelmingly unconscious (Daniel Kahneman:
Thinking, Fast and Slow)
2. Unconscious th...
Different Colors?
9
Which is Longer?
10
Which is Longer?
11
Which is Longer?
12
The Rod and Frame
13
Müller-Lyer Illusion
14
Müller-Lyer Illusion
15
Layers of Culture
16
Take-Home Messages
1. Perception is unreliable because of the structure and function of the
brain.
2. Even perception is s...
Kolb’s Cycle of Learning
Experience
Reflect
Analyze
Experiment
1
“Intercultural Competence”
19
Process for Learning
1. Assess (pre-)
2. Experiential learning (repeat and repeat)
3. Assess (post-)
20
Tools for assessing
1. The Kozai Group / Aperian Global
A. Global Competencies Inventory (GCI)
B. Intercultural Effectiven...
PURDUE UNIVERSITY
A PROMISING CASE STUDY
23
24
25
Keys for Intercultural Faculty Development
1. Provide supporting resources: time, training, money … etc.
2. Identify the “...
WORKSHOPPING SOLUTIONS
Your Job, Part 1
1. At your tables, discuss and list your specific challenges
engaging faculty in developing global citize...
Your Job, Part 2
At your tables, for each of the top 3 challenges, suggest 2-3
avenues to explore for overcoming the chall...
THANK
YOU
jason.patent@berkeley.edu
calahanc@purdue.edu
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Developing Global Citizens: Increasing Faculty Engagement in Intercultural Learning

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Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.

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Developing Global Citizens: Increasing Faculty Engagement in Intercultural Learning

  1. 1. DEVELOPING GLOBAL CITIZENS INCREASING FACULTY ENGAGEMENT IN INTERCULTURAL LEARNING Jason D. Patent, Ph.D. / UC Berkeley | Charles A. Calahan / Ph.D. Purdue Univ.
  2. 2. Learning outcomes 2 1. Gain new perspectives on “global citizenship” 2. Gain awareness of challenges and opportunities in engaging faculty in intercultural learning 3. Generate specific ideas and plans for engaging faculty
  3. 3. Roadmap for today 3 1. Basics of global citizenship 2. Case study of successful faculty engagement from Purdue University 3. Workshopping solutions at your tables
  4. 4. GLOBAL CITIZENSHIP
  5. 5. What is a “global citizen”? One possible working definition A global citizen is someone who is able to work effectively with people from different cultural backgrounds. The catch: Universities weren’t designed to produce global citizens. 5
  6. 6. Bloom’s Taxonomy of Learning 1. Cognitive — Thinking 2. Affective — Feeling 3. Psychomotor / Behavioral — Doing • Universities excel at #1. • Global citizenship, as we’ve defined it, requires all three. 6
  7. 7. Common (U.S.–Centric) “Global Citizenship” Memes • “Globalization is shrinking cultural differences.” • “Human beings are all basically the same.” • “The world is flat.” These are just assertions, and are taken on faith. They are not supported by empirical data. DIFFERENCES ARE REAL, BROAD AND DEEP 7
  8. 8. Truths About Humans 1. Thinking is overwhelmingly unconscious (Daniel Kahneman: Thinking, Fast and Slow) 2. Unconscious thinking is dominated by our most primitive mental mechanisms 3. We trust our unconscious mechanisms, even though these mechanisms are often not worthy of our trust 8
  9. 9. Different Colors? 9
  10. 10. Which is Longer? 10
  11. 11. Which is Longer? 11
  12. 12. Which is Longer? 12
  13. 13. The Rod and Frame 13
  14. 14. Müller-Lyer Illusion 14
  15. 15. Müller-Lyer Illusion 15
  16. 16. Layers of Culture 16
  17. 17. Take-Home Messages 1. Perception is unreliable because of the structure and function of the brain. 2. Even perception is shaped by culture. 3. Each of us is a member of a very large number of cultures. 4. Therefore we are in desperate need of awareness. 5. There are tools for this beyond the traditionally “academic” 17
  18. 18. Kolb’s Cycle of Learning Experience Reflect Analyze Experiment 1
  19. 19. “Intercultural Competence” 19
  20. 20. Process for Learning 1. Assess (pre-) 2. Experiential learning (repeat and repeat) 3. Assess (post-) 20
  21. 21. Tools for assessing 1. The Kozai Group / Aperian Global A. Global Competencies Inventory (GCI) B. Intercultural Effectiveness Scale (IES) 2. Intercultural Development Inventory (IDI) 3. Informal assessments 21
  22. 22. PURDUE UNIVERSITY A PROMISING CASE STUDY
  23. 23. 23
  24. 24. 24
  25. 25. 25
  26. 26. Keys for Intercultural Faculty Development 1. Provide supporting resources: time, training, money … etc. 2. Identify the “real” issues: 3 deficits, integration or intercultural, ESL/EFL 3. Backward Design: What do our graduates look like as Global Citizens? 4. Adopt a Theory and Model to guide your work 5. Realize it is an “organic process” across multiple campus silos 6. It does require a financial investment and commitment
  27. 27. WORKSHOPPING SOLUTIONS
  28. 28. Your Job, Part 1 1. At your tables, discuss and list your specific challenges engaging faculty in developing global citizens. 2. Select the top three challenges and rank them, 1-3. Criterion for ranking is “challenge most important to be able to overcome.” You have 10 minutes.
  29. 29. Your Job, Part 2 At your tables, for each of the top 3 challenges, suggest 2-3 avenues to explore for overcoming the challenges. Begin with #1. You have 10 minutes.
  30. 30. THANK YOU jason.patent@berkeley.edu calahanc@purdue.edu

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