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Agenda
Introductions
Ana Maria Wiseman - Wofford College
Jan Jarrell - San Diego City College
Mehdi Moutahir - Johnson and...
The Craft of the Educator:
Towards a More Interculturally Aware Pedagogy
Share outcomes
Focus on students
Focus on persona...
San Diego City College
● 16,000+ students
● 53% / 18-24 years old
● 93% / part-time
● 61% / financial aid
● 36% / first-ge...
Intercultural Learning
● Self-Awareness & Identity
● Focus on curiosity and inquiry;
use of ethnographic tools
● Move to e...
Deeper Learning 1
● Describe
● Interpret
● Evaluate
CIEE Assignment:
-Pick a place/find a spot.
-Observe and interrogate w...
Deeper Learning 2
Revisiting a place, an object, or
text:
● 1st
draft: What did you notice?
● 2nd
draft: What additional
d...
Deeper Learning 3
Track your Thinking Journal
○ I wonder…
○ I was reminded of…
○ I used to think ___, but now I think ___....
Educators & Artists: Tale of Personal Transformation
International service learning: Guatemala, China, Australia, Mexico ....
Faculty & Program Lead Roles
● Lecturer: Sage on the stage (content expertise and dissemination)
● Discussion facilitator:...
Student Role (IFDS participant)
● Self awareness as participant
○ Letting go
● Empathy for student student experience
○ En...
-Pick a place/find a spot: Graffiti & murals throughout the city
-Observe and interrogate what you are observing
-Ask ques...
Walls
as
public media
Art - ˈärt, ərt
The expression or application of human
creative skill and imagination, typically in a
visual form such as ...
Emotion - /əˈmōSH(ə)n/
An affective state of consciousness in which joy,
sorrow, fear, hate, or the like, is experienced, ...
Empathy - /ˈempəTHē/
The experience of understanding
another person's condition from their
perspective. You place yourself...
Be the change?
International educators should fully understand and practice empathy prior to
attempting to teach it to the...
Transforming from educator to peer mentor
University of Mississippi: state flagship research university with 24,000 studen...
Transforming from educator to peer mentor
Paying it forward #1: professional development workshops
1. Workshop for instruc...
Transforming from educator to peer mentor
Before the DIE exercise: a scavenger hunt (language practice only):
Using DIE: f...
Transforming from educator to peer mentor
Paying it forward #2: improving study abroad
Assembled a sub-committee on pre- a...
Transforming from educator to peer mentor
Faculty:
● If you take students abroad, you should participate in an IFDS
● Thin...
Discussion
We welcome your questions and comments, now or after the presentation.
Ana María Wiseman - wisemana@wofford.edu...
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in Buenos Aires
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in Buenos Aires
Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in Buenos Aires
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Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in Buenos Aires

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During this session, panelists will share reflections on the outcomes of a winter CIEE International Faculty Development Seminar (IFDS) in Buenos Aires, the first IFDS to focus on the intersection of intercultural learning and language learning. While participants learned how to design activities to help language students learn and grow through intercultural experiences, the distinctive design of the seminar allowed participants to also focus on their own intercultural development and gain a deeper, more holistic understanding of the intercultural learning process. Participants of this session will learn how this IFDS accomplished its goals, as well as how three IFDS participants designed takeaways that are helping them to incorporate intercultural learning in the design of their own and their colleagues’ study abroad programs and their on-campus curricular and co-curricular programming.

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Exploring the Craft of the Educator: Reflections on the Winter 2016 IFDS in Buenos Aires

  1. 1. Agenda Introductions Ana Maria Wiseman - Wofford College Jan Jarrell - San Diego City College Mehdi Moutahir - Johnson and Wales University Christopher Sapp - University of Mississippi Panel discussion - Q & A Concluding remarks
  2. 2. The Craft of the Educator: Towards a More Interculturally Aware Pedagogy Share outcomes Focus on students Focus on personal transformation Focus on faculty
  3. 3. San Diego City College ● 16,000+ students ● 53% / 18-24 years old ● 93% / part-time ● 61% / financial aid ● 36% / first-generation college students ● 12% / active duty military, vets, dependents
  4. 4. Intercultural Learning ● Self-Awareness & Identity ● Focus on curiosity and inquiry; use of ethnographic tools ● Move to empathy, adaptability, & ethnorelativism Habits of Mind / Appreciative Inquiry ● Listening with understanding & empathy ● Thinking flexibly & thinking about your thinking ● Questioning & problem posing ● Responding with wonderment & awe Bringing the Buenos Aires IFDS Home
  5. 5. Deeper Learning 1 ● Describe ● Interpret ● Evaluate CIEE Assignment: -Pick a place/find a spot. -Observe and interrogate what you are observing -Ask questions -Interrogate yourself -Write a 200-word reflection on what you are seeing and feeling
  6. 6. Deeper Learning 2 Revisiting a place, an object, or text: ● 1st draft: What did you notice? ● 2nd draft: What additional details do you remember? ● 3rd draft: What message is the author trying to communicate? ● 4th draft: What connections can you make? Cf: Kelly Gallagher
  7. 7. Deeper Learning 3 Track your Thinking Journal ○ I wonder… ○ I was reminded of… ○ I used to think ___, but now I think ___. ○ I still think ___, but I’d like to add ___. ○ Others think ___, but I think ___. ○ The author (artist, architect) is suggesting that… ○ I was confused by ____. Samples from my ESOL Intermediate Reading Class ● “I started to wonder… who cleans our classroom at night?” (Azzedine) ● “I was reminded of the horror of living every day in fear of not being able to go freely [on] to the streets.” (Susana) ● “This part makes me think that nationality and ethnicity do not define values.” (Emmanuel) Cf: Kelly Gallagher
  8. 8. Educators & Artists: Tale of Personal Transformation International service learning: Guatemala, China, Australia, Mexico ... Johnson & Wales University - College of Business Entrepreneurship, Management, and International Business International exposure: Morocco, Sweden, France ... Study abroad experience: Italy, England, South Korea ... International Educator?
  9. 9. Faculty & Program Lead Roles ● Lecturer: Sage on the stage (content expertise and dissemination) ● Discussion facilitator: Guide on the side (process manager) ● Trip / Program manager: Logistics and safety Knowledge ≠ Self Awareness Knowledge ≠ Other Awareness
  10. 10. Student Role (IFDS participant) ● Self awareness as participant ○ Letting go ● Empathy for student student experience ○ Energy, time, hunger, autonomy ● Reflection & Assignments ○ More work after long days Facilitators and participants experience the same trip from ethnocentric lenses
  11. 11. -Pick a place/find a spot: Graffiti & murals throughout the city -Observe and interrogate what you are observing -Ask questions: What is art? -Interrogate yourself: What am I learning? -Write a 200-word reflection on what you are seeing and feeling CIEE Assignment
  12. 12. Walls as public media
  13. 13. Art - ˈärt, ərt The expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power. Education - /ˌejəˈkāSH(ə)n/ is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.
  14. 14. Emotion - /əˈmōSH(ə)n/ An affective state of consciousness in which joy, sorrow, fear, hate, or the like, is experienced, as distinguished from cognitive and volitional states of consciousness. ... any of the feelings of joy, sorrow, fear, hate, love, etc. Cognition - /ˌkäɡˈniSH(ə)n/ The mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
  15. 15. Empathy - /ˈempəTHē/ The experience of understanding another person's condition from their perspective. You place yourself in their shoes and feel what they are feeling.
  16. 16. Be the change? International educators should fully understand and practice empathy prior to attempting to teach it to their students. Intercultural awareness and empathy cannot be achieved through cognition and knowledge acquisition alone. Emotional experiences derived from exposure to diversity complemented by continuous self reflection are necessary ingredients for successful multiculturalism.
  17. 17. Transforming from educator to peer mentor University of Mississippi: state flagship research university with 24,000 students Department of Modern Languages: 72 faculty in 11 foreign languages, ESL, and linguistics Why (I thought) I went to Buenos Aires: ● improve my teaching of German culture ● better understand the place of study abroad in the curriculum How can I repay my department chair and college dean for this experience?
  18. 18. Transforming from educator to peer mentor Paying it forward #1: professional development workshops 1. Workshop for instructors in the Intensive English Program on intercultural learning in class and on excursions 2. Workshop for my colleagues on the above, plus issues related to study abroad 3. Presentation at the MS Foreign Language Association Example of how a colleague used this to teach Business English (and she will train her colleagues and graduate students in this method too) ...
  19. 19. Transforming from educator to peer mentor Before the DIE exercise: a scavenger hunt (language practice only): Using DIE: from Business English to intercultural learning:
  20. 20. Transforming from educator to peer mentor Paying it forward #2: improving study abroad Assembled a sub-committee on pre- and post-study-abroad experience: 1. Each program should hold pre-departure orientation: ○ Etiquette ○ How to immerse in language and culture ○ How to process cultural differences 2. Assess intercultural learning after re-entry: ○ Socratic interviews with each returning language major ○ Co-opt an existing photo contest ○ Change current scholarship $ from pre-departure funds to prizes for a video contest
  21. 21. Transforming from educator to peer mentor Faculty: ● If you take students abroad, you should participate in an IFDS ● Think about yourself as an educator not just to your students, but also colleagues Administrators: ● Fund professional development ● But require faculty to share their experiences with their peers.
  22. 22. Discussion We welcome your questions and comments, now or after the presentation. Ana María Wiseman - wisemana@wofford.edu Jan Jarrell - jjarrell@sdccd.edu Mehdi Moutahir - mmoutahir@jwu.edu Christopher Sapp - csapp@olemiss.edu

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