If you haven’t yet noticed, I love learning and growing as an educator and human being. And I enjoy sharing that learning with others who are also passionate about their personal development.
That’s why, when I recently heard about the work my friend and colleague, Dr. Kami Anderson, is doing with HBCUs (Historically Black Colleges and Universities) to better equip students of color with a global mindset, I knew I wanted to interview her for this blog.
Dr. Kami Anderson is an interculturalist, scholar, and language advocate. An HBCU alumna herself, Kami partners with HBCUs to help more students of color develop a global mindset. In addition, as Founder and CEO of Bilingual Brown Babies, she’s created an online program that meets Black families where they are in their journey to bilingualism. Kami holds a Bachelor’s degree in Spanish from Spelman College, a Master’s degree in International Affairs/Interdisciplinary Studies in International...
In this fifth and final post in a series highlighting how different institutions are supporting intercultural learning, we examine some of the themes and lessons learned from these institutional spotlights.
If you haven’t yet read the previous posts in this series, I’d encourage you to do so before you continue reading (but if you seriously just want the Cliff Notes, I understand; I wrote this post especially for you):
The following are some of the key lessons we can learn from these institutions:
The importance of supporting faculty and staff’s intercultural learning. Augsburg, Purdue, and Taylor are all focused on developing the intercultural capacity of faculty and staff, and have shown that doing so can have direct, positive impacts on students’ intercultural learning.
In the Wofford example, we saw how participating in...
In November I facilitated a webinar entitled, “Assessing Intercultural Learning: Beyond Assessment Tools.” Due to the high interest in and positive reception of that session, I decided to also write a blog post on the topic.
In this post, I discuss some of the challenges involved in assessing intercultural learning, and share the webinar slides, which contain practical examples of ways to address these issues.
Formative & Summative Assessment
First of all, it’s important to distinguish between two primary types of assessment—formative and summative—and think about the role both play in intercultural learning.
Summative assessment is typically given after the instruction or learning experience is over. It provides information about what has been learned. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Formative assessment, on the other hand, is...
Winter break is almost here, and many of us will soon be gathering with family and friends to celebrate various holidays. These holiday gatherings can be a lot of fun, but they can also be stressful. One reason is because they oftentimes require us to engage with people with whom we don’t always see eye to eye.
I’d like to invite you to re-frame the holidays as an opportunity to practice intercultural competence, and perhaps build some bridges and promote peace in the process.
Two difficulties that even fairly interculturally competent people oftentimes have (see the July 2017 blog post for more information about developing intercultural competence) are applying their intercultural skills when engaging with people who have a more polarizing (“us” vs. “them”) approach to cultural differences and when engaging with close family or friends. Yet intercultural competence is relevant not just when traveling abroad or...
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