internationalization

Graphic for Internationalizing the Curriculum

One challenge that instructors face is how to design a course so the material engages students' prior knowledge and their skills, whether the intent is to build on that knowledge, to interrogate it, or to situate new ways of thinking.  When students bring diverse backgrounds, course design is particularly challenging.  On the other hand, attending to student differences provides valuable clarity for both students and instructors; and drawing on student differences multiplies the teaching and learning exchange in a class.  

Clicking the CHECKMARKS below unfolds more detail for each of the following categories noting more about each issue, and listing instructional strategies that respond to those issues.  The ideas are relevant whether the class has a few or many international students, or whether the class focused on international topics or not.   Most of the issues are present to some degree in every classroom, and all of the strategies have potential value to instructors and students.


Click on the blue check boxes to read more. Read more »

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Graphic for Interantionalizing the Curriculum

The following categories suggest a range of options and effort, from tweaking existing courses to developing new international collaborations. Note that international experiences in higher education today give attention to equity and reciprocity, in strong contrast to the "occasional tourist" or "charity export" models that once characterized study abroad. Today's models demand deeper involvement by both instructors and students, yet yield much greater reward. Read more »

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Graphic for internationalizing the Curriculum

"It is imperative that the University help our students, whether they are resident or non-resident, domestic, or international, to prepare for lives of significant international engagement. We must give them tools to understand, to appreciate, to critique, and to engage. To live, lead, and thrive in tomorrow’s world, it is more vital than ever for our students to have ample and robust opportunities to expand their international horizons, and to experience an education commensurate with those horizons."

                                         - U-M Accreditation Report 2010

The value of identifying and prioritizing learning outcomes

Preparing students for global citizenship is a lofty goal, and each course will prepare students differently.  What is a key learning outcome in one course will  be a skill that is assumed in another course.  At the same time, what students are trying to achieve varies across every classroom. Read more »

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