This document discusses developing global citizens through increasing faculty engagement in intercultural learning. It begins by outlining the learning outcomes, which are to gain new perspectives on global citizenship, increase awareness of challenges and opportunities in faculty engagement, and generate ideas for engagement. Next, the basics of global citizenship are explored, defining a global citizen as someone who can work effectively cross-culturally. Several common misconceptions about cultural differences are also addressed. The rest of the document focuses on case studies of assessing intercultural competence and a successful program at Purdue University for faculty development in this area. Tables are then instructed to discuss challenges to faculty engagement and brainstorm solutions.

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. Learning outcomes
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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. Roadmap for today
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1. Basics of global citizenship
2. Case study of successful faculty engagement from Purdue University
3. Workshopping solutions at your tables

4. GLOBAL CITIZENSHIP

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.
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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.
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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
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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
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9. Different Colors?
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10. Which is Longer?
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11. Which is Longer?
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12. Which is Longer?
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13. The Rod and Frame
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14. Müller-Lyer Illusion
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15. Müller-Lyer Illusion
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16. Layers of Culture
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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”
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18. Kolb’s Cycle of Learning
Experience
Reflect
Analyze
Experiment
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19. “Intercultural Competence”
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20. Process for Learning
1. Assess (pre-)
2. Experiential learning (repeat and repeat)
3. Assess (post-)
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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
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22. PURDUE UNIVERSITY
A PROMISING CASE STUDY

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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. WORKSHOPPING SOLUTIONS

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. 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. THANK
YOU
jason.patent@berkeley.edu
calahanc@purdue.edu