Panel Discussion Melanie Wilson, McGill University (Canada ...coil.suny.edu/sites/default/files/mwilson_globally...Panel Discussion Melanie Wilson, McGill University (Canada) Deirdre

Panel Discussion

Melanie Wilson, McGill University (Canada) Deirdre Sato, Purchase College (US) Kasee Laster, University of Georgia (US)

Relatedness to Intercultural Competencies (IC) Implications from exploratory survey Emergent Questions Introduction of panelists and their projects Deirdre Sato: Going Global: Intercultural

Communication Kasee Laster: Costa Rica Live

Revisiting of Questions Discussion and Q/A Wrap up

Presenter

Presentation Notes

A Purchase College globally networked course specifically developed to prepare students for study abroad. Kasee Laster of University of Georgia: Costa Rica Live A University of Georgia initiative that uses Globally networked learning to connect students in Athens, Georgia to students and researchers on site in the cloud forest of Costa Rica.

Presenter

Presentation Notes

from Deardorff, 2004; 2006

“Knowledge of others; knowledge of self; skills to interpret and relate; skills to discover and/or to interact; valuing others’ values, beliefs, and behaviors; and relativizing one’s self. Linguistic competence plays a key role”

(Byram, 1997, as cited in Deardorff, 2006; p. 247).

Presenter

Presentation Notes

Deardroff (2006) found scholar consensus of this definition – still a complex term with multiple definitions Administrators also use other terms (all with subtle differences) such as cross-cultural, global competence, global citizenship

Globally Networked

Course

Student Mobility

(i.e. Study Abroad etc.)

Intercultural

Competencies (ICC)*

World Knowledge

Foreign language

proficiency

Cultural Empathy

Approval of foreign people

and cultures

Ability to practice one’s profession in

an international setting

*Lambert’s (1994) five components of ICC.

ICC Component Study Abroad GNLE

Increase in world knowledge

Travel can provide broadened perspective

Dependent on activities incorporated

Foreign language proficiency

Language immersion possible

susceptible to hegemonic language practices and assumption (English as lingua franca)

Cultural empathy

Individualized and related to experiences

Skilled facilitation necessary

Approval of foreign people and cultures



Ability to practice one’s profession in an international setting

Dependent on program structure and opportunities

Evidence that in fields e.g. Tech. Comm.; Engineering) course design can include this competency

Presenter

Presentation Notes

1) Increase in world knowledge – SA – travel to other countries by default increases our knowledge; GNLE – incorporation of activities such as ‘where in the world, ‘ and ‘headlines’ activity (from Soliya) helps advance this competency 2) Foreign language proficiency – with English being the lingua franca, this proficiency is highly susceptible to hegemonic language practices and assumptions… (esp. with GNLE); however, potential is certainly there in both 3) Cultural empathy – issues of engagement while studying abroad (when students coalesce with their group; disengage etc.) 4) Approval of foreign people and cultures – this is based on experiences within other country 5) Ability to practice one’s profession in an international setting – we have seen in the fields of technical communication and engineer (for example) that GNLEs can be specifically designed to advance global work skills (Soberman (Eng); Starke-Meyerring and Duin (TC).

• A survey was administered to students of a COIL course between a SUNY campus and a university in Eastern Europe.

• The Survey was administered at the end of the course and inquired into the connection between GNLEs and student mobility.

• A total of 133 responses were received regarding the interaction, the most and least rewarding aspect of the collaboration, and how the GNLE affected their outlook on potentially studying abroad.

• *Of 9 respondents, only one student indicated they had studied abroad before… for all other students this was their first international learning experience.

Presenter

Presentation Notes

First, let me premise… these survey results at best, provide some preliminary insights into the connectedness between GNL and SM; however, to truly look into how they are connected, a long-term study would be required, and likely conducted with multiple courses and with various sources of data to include rich narrative from interviews with students who choose (and who choose not) to study abroad. Ok.. Having said that… a survey (etc.)

• “the most rewarding aspect of this course was... • ... to be able to communicate with students from

another country” • ...getting feedback from people who are so far away.” • ... getting the chance to communicate with people

from other cultures. I was able to see pictures of them and seeing the way they write. It was very interesting.”

• ...working cohesively along side people from other countries.”

Did this course change your outlook on potentially studying abroad?

• “Actually yes, I have thought about it a little more

lately” • “It increased my want to study abroad” • “It’s only strengthened my desire to study abroad,

meet new people and experience things outside of my school system in the states”

• “Yes, it made me want to study abroad”

Intercultural Competencies

Globally Networked

Course

Study Abroad

Globally Networked Courses may positively

impact the Input/Resources needed to initiate

activities for ICC; and also contribute to

increased ICC.

How can GNL and Student Mobility be further integrated?

Should we be moving towards integration? Or rather, substitution to really engage the scalable potential of GNL as a means to provide ICC to more students?

By focusing on building intercultural competencies, what can faculty engaged in GNLEs learn from the field of international education? Vice versa?

Two-credit course offered at Purchase College, SUNY Introduces students to: -basic concepts of intercultural communication

styles -international cultural factors -cross-cultural adjustment -“global citizenship/competency” -globalization “This course is particularly useful for students thinking

about studying abroad.”

Presenter

Presentation Notes

My additional goals for the course: -Help students develop the ability to recognize, analyze and understand multiple international perspectives -Compel students to think about their identity in a global context -Help students recognize and develop their worldview Theorists – Bennett, Hofstede, Hall, Neuliep, Triandis, Trompenaars, Storti

Three Intercultural Communication modules: -interview with international students on

campus – 1 week -correspondence with international students

at partner institutions abroad -3 weeks -correspondence with Purchase students studying abroad – 3 weeks

Presenter

Presentation Notes

HYBRID Globally NETWORKED COURSE – Communication assignments correspond to topics in the curriculum -International student – examining and comparing values -International student abroad – comparing our countries and our social, political, cultural, educational and economic attitudes about each other; looking at expectations for studying and traveling abroad -Purchase study abroad student – adjustment to an international context and differences; stereotypes; changes in worldview

Challenges

Correspondence partners are all over the world – time zone differences! Some students are shy about Skyping with people

they don’t know Time consuming to coordinate many people

Presenter

Presentation Notes

Use asynchronist communication Seemed to rely on email Took a lot of time to connect partners via email, answer individual questions and update pairs with assignments. Tried teams, but students felt not all members of a team were participating – invasion of privacy

What have students found useful about the course?

Awareness of difference, but also patterns and commonalities, abroad The foreign is not as intimidating The world is accessible Studying abroad might be an option for them

Successes! Three semesters teaching the course Percentage who stated they planned to go abroad

at beginning of the course – 74-80% Percentage who have studied abroad so far –

15% (sp 2012) - 33% (sp 2011) Most important – fosters the conversation on campus!

Presenter

Presentation Notes

Almost all had travelled abroad somewhere Fairly high percentage of students are children of immigrants – 1st or 2nd generation – 41-63%

Costa Rica Live is UGA’s means of bringing study abroad and international field research home to campus. The university maintains a study abroad/research station near Monteverde. There, students study a variety of fields, but the core discipline is ecology. Costa Rica Live allows students in large lecture sessions back in Athens to “hike,” observe, and learn alongside students and researchers in the cloud forest.

How can GNL and Student Mobility be further integrated?

Should we be moving towards integration? Or rather, substitution to really engage the scalable potential of GNL as a means to provide ICC to more students?

By focusing on building intercultural competencies, what can faculty engaged in GNLEs learn from the field of international education? Vice versa?

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

Deardorff, D. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization, Journal of Studies in International Education, 10 (3), 241-266.

Lambert, R. D. (Ed.). (1994). Educational exchange and global competence. New York: Council on International Educational Exchange.

Starke-Meyerring, D. & Wilson, M. (Eds.) (2008), Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies. Rotterdam, Netherlands: Sense Publishers.

~ Melanie, Deirdre and Kasee

Documents

Panel Discussion Melanie Wilson, McGill University (Canada ...coil.suny.edu/sites/default/files/mwilson_globally...Panel Discussion Melanie Wilson, McGill University (Canada) Deirdre