Faculty IC Engagement Loop
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This PowerPoint was prepared by Diana Yefanova and Rhiannon Williams of the University of Minnesota for the NAFSA 2013 interactive session for practitioners (faculty, administrators, and other staff members)
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Faculty IC Engagement Loop
- 1. Assessing Student Intercultural Competence Involving Faculty in the Process of Developingor Choosing Assessment Tools
- 2. Faculty IC Engagement Loop Apply ICL assessment to institutional context Contextualizing Intercultural Competence
- 5. Involving faculty in assessing intercultural competence (IC) 1. Contextualize definition of IC to college or unit 2. Develop working group of stakeholders in college or unit • Operationalize IC in terms of students outcomes and levels • Identify IC student learning goals/ objectives • Develop or choose assessment tool(s) • Incorporate assessment into courses 3. Use findings to reflect on, improve and refine course and teaching
- 6. Internationalization Intercultural Competence What does this look like in my unit? 1.
- 8. How does your institution define intercultural competence ? How does your unit/ department define or think about intercultural competence?
- 9. What can this look like? Examples……
- 10. College Example Goal: Understand diverse philosophies and cultures within and across societies Course Level Component Competency Awareness of own culture Ability to identify and understand relationships of power and privilege and the relevant histories from which they emerge
- 11. Departmental Example Goal: Appreciation of Difference Program Level Component Indicator Novice Competency Advanced Competency Self- awareness/ Knowledge of self Explores own identity (ethnicity, language, race, religion, class, sexual orientation, etc.) in relation to various contexts. Articulates one’s own position in relation to others and to course subject matter. Analyzes and reflects upon one’s own lens and position in relation to people and texts (course subject matter and activities).
- 12. Intercultural Learning Goals • What are your units IC development goals? • How do these relate to existent learning goals?
- 13. What stakeholder groups should be included in your intercultural learning assessment process? 2.
- 14. Different types of working groups Examples….
- 15. Develop working group of stakeholders Who should be included? Why?
- 16. To use an existent tool, or not use an existent tool? 3.
- 17. Assessment Tool Development Process of faculty developing/ choosing assessment tool Examples….
- 18. End of the Conference Discussion •What do you foresee as your biggest challenge in involving faculty in the assessment process? •What is one thing you would act on when you return to your place of work?
- 19. Involving faculty in assessing intercultural competence (IC) 1. Contextualize definition of IC to college or unit 2. Develop working group of stakeholders in college or unit • Operationalize IC in terms of students outcomes and levels • Identify IC student learning goals/ objectives • Develop or choose assessment tool(s) • Incorporate assessment into courses 3. Use findings to reflect on, improve and refine course and teaching
- 20. Questions
- 21. Thank you! Rhiannon Williams, PhD Research Associate: University of Minnesota E-mail: will1395@umn.edu Diana Yefanova, PhD E-mail: yefan001@umn.edu
Notas del editor
- Main Goal: To guide you through a process of engaging Faculty in the assessment IC process– One of the major foci of internationalization is supporting the development of interculturally competent graduates.Yet how to do this? What this looks like– more specifically what this looks like within specific disciplines is quite daunting for many of us not necessarily trained in the field of international or intercultural education. In this presentation we will propose how the process of assessing intercultural competence can not only begin the process of monitoring and measuring student intercultural learning, but provide a framework through which different stakeholder groups, along with faculty can think about what it means for to be an interculturally competent graduate from X field, and how this could be supported within a particular institutional context. Application of intercultural learning assessment to institutional contextIdentify organizational stakeholders invested in developing and assessing intercultural learningIdentify challenges and solutions around involving faculty in assessment implementationTake Stock of Audience Roles– Positions (Are you faculty working in a department? Are you an administrator?)
- Faculty are already doing assessment everyday- whether they realize it or not. Faculty see students on a regular basis. If we think about the development of intercultural competence as a life-long learning process, faculty are key players in the development of students intercultural competence while at university. All in all faculty are great resources and potential actors in the development and assessment of students intercultural competence. How are we thinking about assessment? Assessment is a process we all do on a daily basis- whether we call it assessment. It could be grading an assignment, reviewing a employee, or filling out a satisfaction survey. Engaging in an assessment process facilitates dialogue across different stakeholders about what do they value and how the concept of intercultural competence relates to what they value and what kind of citizen and ‘expert’ in the particular field. 3. We think of assessment in terms of formative, summative, indirect and direct. The overall purpose of assessment is learning how
- Involving faculty in the assessment of intercultural competence process requires contextualization– in other words making the process relevant and meaningful. Assessment is about value– understanding at a quantitative and qualitative level how what you/ your unit values is working. Therefore, we will begin with a discussion on what Intercultural Competence means to us, to the units we work in. Then we will discuss how to develop a working assessment group that is inclusive of all stakeholders and at the same time efficient. Lastly we will talk about how this group can identify IC student learning goals/ objectives/ develop or choose assessment tools and incorporate assessment into courses.
- Some intentionality around how your department/ unit is thinking about – consistent unifying mission/ goal that is clear to the internationalization work. What are some elements of Intercultural Competence–
- One example of conceptualizing IC asmovement from the personal level to the interpersonal level (intercultural interaction). It is a continual process of improvement, and as such, one may never achieve full ICRecentD.Deardorff study (2012) on consensus among international educators and administrators (Pyramid or Process model of IC)(it is possible to go from attitudes and/or attitudes and skills/knowledge directly to the external outcome, but the degree of appropriateness and effectiveness of the outcome may not be nearly as high as when the entire cycle is completed and begins again. )
- Activity 1. Think-Pair-Share: Institutional Definitions of Intercultural CompetenceHow does your institution define intercultural competence (IC)? Write down and then share/discuss with a neighbor some of the core components of your institution or department’s definition of global, intercultural or diversity competence.
- Diana: GPS definition/integration into SLOs and SDOs >> CFANS mapping of those SLOs and SDOs to own strategic plan>> brainstorming with faculty>> coming up with indicators of IC (spring 2012 MESI interns and RFP funding winning faculty)>> creating course-level IC outcomes (Agroecosystems class, Fall 2012)Rhiannon: First-Year Multidisciplinary Experience Program (FYE) goals of Effective Communication (SLO) and Appreciation of Difference (SDO) goals– Asked faculty what this meant in terms of first-year student– bring in example. When translated into terminology and something faculty valued– student learning, they engaged in a meaningful discussion about what Intercultural Competence would ideally look like after students’ first year.Always bringing it back to faculty and how can we relate these broad definition of Intercultural Competence to what they are doing in their program/ class.
- Activity 2: Students: Intercultural Competence OutcomesA. What would an interculturally competent student in X major be able to do when they complete their first year? At a basic level? Advanced level? (skills, knowledge, attitudes/perspectives)B. What would employers expect a student in X major would be able to do in terms of intercultural competence when they graduate? At a basic level? Advanced level?Operationalize IC in terms of student learning and development outcomes for your unit/department
- Stakeholder engagement– Who should be included?
- Diana– College Level: Leadership Level Support-- Interested individuals in the topic—Representative of faculty population—Time given to those involvedRhiannon– Departmental Level:Leadership Support– For the Department ChairAssessment Development Structure-Formed a representative group of faculty teaching in program-Met once a month for about 7 monthsOverall when thinking about your group-- what individual in leadership would support these efforts? Which faculty would be interested, which faculty would offer different perspectives and work well together? Rhiannon– Departmental Level: Chair SupportWorking Assessment Group- comprised of teaching specialist and facultyTime given– We met once a month and presented to larger faculty Other faculty interested in developing assessment framework
- Activity 3. Mini-Discussion: Getting buy-in from key stakeholders (faculty, chair, teaching assistants, dean etc.)
- Give a few examples of IC assessment tools/ rubrics1. Give examples of
- Key considerations on selecting/ developing a measurement toolDiana example of selecting a toolRationale—Rhiannon example of developing a toolRationale--
- Activity 5. Group DiscussionA.What do you foresee as your biggest challenge in involving faculty in the implementation of the assessment process?At the organizational/college level?At the unit/departmental level?B. Based on the information presented in this session, what is one thing you would act on when you return to your place of work?
- Involving faculty in the assessment of intercultural competence process requires contextualization– in other words making the process relevant and meaningful. Assessment is about value– understanding at a quantitative and qualitative level how what you/ your unit values is working. Therefore, we will begin with a discussion on what Intercultural Competence means to us, to the units we work in. Then we will discuss how to develop a working assessment group that is inclusive of all stakeholders and at the same time efficient. Lastly we will talk about how this group can identify IC student learning goals/ objectives/ develop or choose assessment tools and incorporate assessment into courses.