2. 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

3. The Craft of the Educator:
Towards a More Interculturally Aware Pedagogy
Share outcomes
Focus on students
Focus on personal transformation
Focus on faculty

4. 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

5. 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

6. 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

7. 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

8. 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

10. 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?

11. 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

12. 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

13. -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

14. Walls
as
public media

15. 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.

16. 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.

17. 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.

18. 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.

19. 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?

20. 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) ...

21. Transforming from educator to peer mentor
Before the DIE exercise: a scavenger hunt (language practice only):
Using DIE: from Business English to intercultural learning:

22. 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

23. 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.

24. 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