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Culture Learning: Research, Marketing Overseas Experience, & Curricular Integration

Culture Learning: Research, Marketing Overseas Experience, & Curricular Integration . Christine Anderson Joe Hoff Kate McCleary Sarah McKenzie . “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon. Christine Anderson, M.A. University of Minnesota.

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Culture Learning: Research, Marketing Overseas Experience, & Curricular Integration

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  1. Culture Learning: Research, Marketing Overseas Experience, & Curricular Integration Christine AndersonJoe HoffKate McClearySarah McKenzie “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon

  2. Christine Anderson, M.A.University of Minnesota MaxSA in Action “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon

  3. MaxSA Reframed • Research • Marketing Education Abroad Experience • Integration into Curriculum

  4. Considerations • Engagement • Critical Reflection • Student Outcomes • Assessment

  5. Questions for Dialogue • How do we get a broad range of students to engage in and respond to the reflective practices that culture learning requires? • What are the outcomes we, as educators, want students to achieve? • What outcomes do the students expect and how do we work with and/ or reshape these expectations? • How do we assess culture learning?

  6. Joe Hoff, Ph.D.Oregon State University International Degree ProgramThesis Seminar “You as a Cultural Researcher” “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon

  7. 1st class: What is culture? • Dimensions of Culture • Stereotypes and Generalizations • Values Continuum • How does this information relate to you as a cultural researcher?

  8. 2nd class: Worldview and its influence • Developmental Model of Intercultural Sensitivity • Communication Style Differences

  9. 3rd class: Tools you can use • Critical Incident • Describe, Interpret and Evaluate

  10. Kate S. McCleary, M.Ed. University of Minnesota Eating Peas and Carrots: Culture Learning & Marketing an Overseas Experience “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon

  11. Intercultural experience as a transformative experience abroad & beyond • Global souls – cognitive, behavioral, & affective competencies • (Bennett, 2008) • Cultural mentoring • (Vande Berg, Connor-Linton, & Paige, in press and Paige & Goode, in press) • Employer validation • (Trooboff, Vande Berg, & Rayman, 2008)

  12. Evolution of EdPA 3103 • EdPA 3103 - online, 1-credit, pass/fail course • Maximizing Study Abroad Through Culture & Language Learning Strategies (required course) • Development as language and culture learner • Fall 2006 – Spring 2008 • Global Identity – Connecting Your International Experience to Your Future (elective course) • Preparation to communicate intercultural competence • Fall 2008 – Present • Mode of instruction: One-on-one email exchange between student and instructor (TA) • Both courses rely on Maximizing Study Abroad text. Global Identity uses addl. outside readings.

  13. Maximizing Study Abroad • Disconnect for many students • Mandatory course • Facilitation of on-line learning (different strategies were tried)

  14. Global Identity • Paradigm shift • Reflection as the foundation (Describe-Interpret-Evaluate) • Aligning the assignments to build on one another • Elective course

  15. Global Identity: Culture Learning & Preparing For Life After College Global Identity: Assignment Outline • Identify expectations (brainstorming) • Critically analyze & frame shift (digital postcard/song) • Make informed comparisons (comparative essay on something in host culture vs. home culture) • Identify industry/field related skills & knowledge in relation to SA • Articulate the impact of and learning from the overseas experience Higdon, J. and Tran, T. (2005). ePortfolios for Reflective Learning

  16. Readings leading up to assignment on job skills & overseas experience Culture & Communication: • Bennet, M.J. (1998). Basic Concepts of Intercultural Communication: Selected Readings (pp. 1-34). • Saphiere, D.H.; Kappler Mikk, B.; & Ibrahim DeVries, B. (2005). Communication Highwire (pp. 21-43). • Schaetti, B.; Ramsey, S.; & Watanabe, G. (2008). Personal Leadership: Making a World of Difference (pp. 3-16 & 35-37). Understanding the importance/relevance of SA to future employers: • Hart, P.D. (2006). How should colleges prepare students to succeed in today’s global economy? Research conducted on behalf of the Association of American Colleges and Universities. • Trooboff, S., Vande Berg, M., Rayman, J. (2008). Employer attitudes toward study abroad. FRONTIERS: The Interdisciplinary Journal of Study Abroad. XV(Winter 2007-2008), pp. 17-33.

  17. Identifying Skills & Experiences PART 1: Brainstorming • Field of interest • Skills that field requires/wants • Experiences they have had overseas that highlight those skill sets • Integration of course terminology • UMN Career Services on-line presentations: http://www.career.umn.edu/breeze.html

  18. Marketing SA experience to future employers/graduate school PART 2: Putting it together • Write 2 paragraphs for a cover letter, application essay or as a talking prompt for an interview & 2-3 bullet points for a resume • Make integrative, reflective statements about what they are experiencing and how that will relate to future jobs and/or graduate studies.

  19. Instructor’s Role • Work cooperatively with the Career Services Office • Help students integrate course content/ terminology into their final paragraphs/resume points • Proofread & edit students’ work

  20. Concluding remarks • Course has been well received by students (evaluations, fall 2008) • Instructors (TAs) observations: • Higher quality of work • More engaged • Positive comments at conclusion of course • Link to additional information on Global Identity: http://www.umabroad.umn.edu/academic/globalIdentity/index.html

  21. References • Bennett, J.M. (2008). On becoming a global soul: A path to engagement during study abroad. In V. Savicki (Ed.), Developing Intercultural Competence and Transformation: Theory, Research, and Application in International Education (pp. 13-31). Sterling, VA: Stylus. • Higdon, J. and Tran, T. (2005). ePortfolios for Reflective Learning. USC Center for Learning. Retrieved on January 26, 2009 from http://net.educause.edu/ir/library/pdf/WRC0563.pdf. • Paige, R. M., Cohen A.D., Kappler B., Chi, J., & Lassegard, J. P (2006). Maximizing study abroad: A students’ guide to strategies for language and culture learning and use (Second Edition). Minneapolis, MN: Center for Advanced Research on Language Acquisition. • Paige, R. M., & Goode, M. L. (in press). Cultural mentoring: International education professionals and the development of intercultural competence. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence. Thousand Oaks, CA: SAGE. • Trooboff, S., Vande Berg, M., Rayman, J. (2008). Employer attitudes toward study abroad. FRONTIERS: The Interdisciplinary Journal of Study Abroad. XV(Winter 2007-2008), pp. 17-33.

  22. Dr. Sarah McKenzie, Ph. D.CAPA International Education “The Evolution of MAXSA into ME: Building ‘My Education’ on MAXSA Principles, Integrating ME into the Curriculum and Engaging Students in Contemporary Issues” “Being There: Teaching and Learning Abroad,” February 18-20, 2009 in Portland, Oregon

  23. How has MAXSA evolved into ME? My Education’s Aims: To create contextual and relevant events that relate to current affairs To tie together academic and experiential modules To help students gain a deeper understanding of the host culture and contemporary issues To develop and to assess intercultural competency To develop personal growth, confidence and independence To employ and reflect upon different learning styles

  24. My Education Creating a Calendar with Contextual Themes: • Landscape and Time • Arts and Culture • Government and Power • Community and People • Offer multiple types of events for each theme • Local visits, guest lectures, self-directed tours, readings, group discussions, movies, walking tours, reflective seminars, journal workshops.

  25. Sample Calendar

  26. How to achieve this: • Plan the calendar (advisors and faculty) bringing themes into each course • Share activities and lectures in different course related activities • Adopt multiple learning styles • Represent ME events in the syllabi and tie them to the assessment methods • Prepare arrival orientations and second week orientations • Keep students informed and reward students for reflection – ME-mails and ME-tings

  27. ME Themes of Immigration and Multiculturalism Local visit: to Southall and a Gurudwara for ME, SOC, PELA, GOVT, LIT Guest lecture: a local Imam talking about Islam in London - for all students, but required for the POL course. Local visit: to a mosque for the BLC, PELA, POP CULTURE, ISLAM courses. Relevant readings: Held in the CAPA Library for all, but required by several courses. Guest Lecture: ‘British festivals and multiculturalism’ Movie Nights: East is East, Bend it Like Beckham, Dirty Pretty Things (British Cinema, PELA, SOC ,HIST) Walking tours: East End of London and Southall – Dinner at local Indian restaurant Reading: Brick Lane, by Monica Ali and walking tour of area (Lit, SOC, PELA, London across History, Art) Movie: Slumdog Millionaire – movie and lecture on the positive, and negative intersections of British and Indian Cinema ME Discussion group

  28. Integrating ME into the Syllabi POL 375 Politics, Democracy, and Islam: Apartism and Alienation in London's East End Assessment Requirements: Discretionary extra credit toward your class participation and activities grade can be earned by attending relevant CAPA My Education events during the course of the term. Those include: Canary Wharf – Canada Square, SOAS London Middle East Institute Free Lecture, Attend a Court Case at the Royal Courts of Justice, Hindu Temple in Neasden, Explore Edgware Road, First Thursdays at East London Galleries, East End Film Festival, and Tour the Museum in Docklands in Canary Wharf. See the calendar for details. Attending any as many of these as possible will enhance your experience in the course, and demonstrate co-curricular learning. We will be discussing several of these events in the classroom, to assess your analysis of areas of London in light of themes from the course. BUS/MKT 390: International Marketing Paper Three: We will be utilising a My Education visit to a football match at Queen’s Park Rangers (QPR) to assess the economic situation of international players in the UK and the rest of Europe. We will use a class to analyse the current marketplace and salaries of Premier league players and others, and will be speaking to a footballer about how this particular marketplace works. We will also analyse the marketing strategies of clubs in the stands and in the shops, examining TV deals and advertising. The paper that will be generated will be 15% of your final grade.

  29. My Education: Your London Orientation

  30. Multiculturalism and London • 1 in 3 Londoners was born overseas • 300 languages are spoken in London • Diverse neighborhoods: Chinatown, Edgware Road, Brick Lane, Southall, Wembley, Golders Green, New Malden (Surrey)

  31. London Neighborhoods Kensington • Borough of Kensington & Chelsea • Close to Hammersmith, Fulham, & Chelsea • Home to many Italians, French, Spanish and Americans • Lots of tourists • Highlights: Royal Albert Hall, Kensington Gardens, Museums Kilburn Borough of Brent Home to London’s largest Irish community Diversity Proximity to Edgware Road, Maida Vale, Cricklewood Highlights: The Tricycle Theatre, Little Venice

  32. London Neighborhoods St. John’s Wood City of Westminster Extremely affluent neighborhood Proximity to Camden, Hampstead, Finchley Road, Baker Street Highlights: Regent’s Park, Lord’s Cricket Ground and Abbey Road Angel/Old Street Borough of Islington Angel tube station - longest tube escalator Proximity to Old Street, King’s Cross & Paris!!! Highlights: Crafts Council, Almeida Theatre, Angel Comedy Club

  33. London Neighborhoods Edgware Road City of Westminster ‘Little Beirut’ - heart of Lebanese London Proximity to Marble Arch, Hyde Park, Little Venice, Paddington Highlights: Sheesha cafes, shawarmas, Speaker’s Corner (Hyde Park) Ealing Borough of Ealing ‘Queen of the Suburbs’ - Zone 3 Very residential and diverse Highlights: Ealing Farmer’s Market, Ealing Studios, Gunnersbury Park Museum

  34. What I love to do in London… • Going to Borough market on a Saturday morning and eating lots of little samples of cheese and bread dipped in oils and vinegar. Delicious! Walking on the South Bank waiting to see a film at the BFI, watching the skateboarders and then going to the National Theatre or the Globe. - Dr. Sarah McKenzie

  35. How to be a real Londoner…advice from former students • Go to the parks • Look up when you walk – you’re in London • Explore your neighbourhood • Don’t spend too much time on the phone or online - get outside • Get lost on the tube • Try to eat different foods • Don’t go to American clubs. Be adventurous and try something new every time. Find places other than Piccadilly and Leicester Square • Make a schedule of things you want to do or else you’ll get in the habit of doing nothing • Make the most of it, laugh off hard times, be active and always be willing to try new things

  36. What I love to do in London... I love exploring London's diversity through food. Going to different neighborhoods and sampling a variety of cuisines ranging from Indian to Lebanese to traditional British is one of my favorite ways to enjoy being a Londoner. -ReemaKalra

  37. ME Program Calendar • Walking Tour of The East End • Field Trips - Southall and Greenwich • Guest lecture - British Festivals • Contemporary British Film Series • ME Book Club • Volunteer Opportunities

  38. Contemporary British Film Series • Happy Go Lucky • Secrets and Lies • Bend it Like Beckham • Dirty Pretty Things • Son of Rambow • Breaking and Entering • East is East • Slumdog Millionaire • Somers Town • My Beautiful Launderette

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