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Reflections on Intercultural Learning & Teaching

Tips for Fostering Intercultural Learning during COVID-19


We are all living with a lot of uncertainty right now. International educators are not only dealing with uncertainty in their own lives, but also in the lives of their students. Will students be able to travel abroad in the fall? Will programs need to be shortened? Start dates delayed? Will international students be able to get visas to come to our school? Will they decide not to enroll?

So many unknowns! For us, and our students.

Global mobility might be cancelled or on hold for the time being. But intercultural learning doesn’t have to be! 

In fact, I would argue that intentionally focusing on developing intercultural competence is more important now than ever. Previously, we may have been able to move students around the world and hope that such experiences would lead to deep intercultural learning (if you’ve followed me for more than a minute you know that’s not necessarily a given). But now we have to come up with other ways.

Furthermore, as I’ve...

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COVID-19 and the Future of Intercultural Learning in Higher Education


A lot has happened in the world since I wrote my last blog post a month ago, when most colleges and universities were just beginning to consider how to respond to the spreading Coronavirus. Now, most schools have moved instruction and services online. Study abroad programs have been cancelled and students sent home, and many international exchange organizations have laid off hundreds of employees.

Worldwide, people are facing significant hardship and loss, as well as dealing with incredible uncertainty. Most of us are experiencing a wide range of fluctuating emotions, many of them contradictory.

For me personally, this all feels very heavy right now. And yet I’m also feeling hopeful. In this post, I want to acknowledge and make space for the heaviness, while also sharing with you the reasons behind my hopefulness.

An Opportunity to Create a New “Normal”

Lately I’ve heard a lot of references to “when things are back to normal.” Frankly, I don’t...

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2019: A Year of Purposeful Experimentation


2019 was a year of purposeful experimentation at True North Intercultural.

I started this company in 2016, providing intercultural consulting and training services to institutions of higher education. Over the years, I’ve learned a lot about what’s most effective in helping institutions achieve their intercultural learning goals. I’ve also learned what my own strengths are—intercultural training and coaching—and the magic that can happen when we work within our strengths. As a result, I've honed in on creating high-impact professional development programs that empower educators to more effectively foster intercultural learning. And I’ve learned a lot in the process.

In this (longer than usual) post, I’d like to share some of the highlights of 2019, what I’ve learned, and what the plans are for 2020.

2019 Highlights

We served a LOT of people. And they are doing amazing things! Through on-campus workshops, one-on-one coaching,...

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Recap of the CILMAR Intercultural Learning Leadership Retreat

Above (from top left, clockwise): Darla Deardorff, Kris Acheson-Clair, Dawn Whitehead, Hazel Symonette, Mick Vande Berg, Terrrence Harewood, Beth Zemsky, Leigh Stanfield, Amer Ahmed, my empty chair, Chuck Calahan. Also present, but not pictured: Annette Benson, Allan Bird, Chris Cartwright, Joenita Paulrajan.


Wow, my September was busy! One of the things I had the pleasure of doing was spending two days at an Intercultural Learning Leadership Retreat, organized by Purdue University’s Center for Intercultural Learning, Mentorship, Assessment & Research (CILMAR).

CILMAR brought together a diverse group of intercultural educators to brainstorm about the future of professional development related to intercultural learning in higher education, and we enjoyed a lively discussion (and good company).

Although next steps have not yet been determined, I would like to share here three themes that stood out over the course of our two days together.


#1:  The importance of deep...

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Leaning into our Learning Edge During Intercultural Experiences

Above: My kids, learning (in Spanish) the basics of how to scuba dive.


At the beginning of summer, my spouse and two kids and I typically spend several weeks in Spain, where my spouse’s whole family lives. During our recent trip, I was reminded of the importance of finding and embracing our “learning edge” during intercultural experiences. And also how different that can be for each one of us.

My kids are currently ten and twelve. Anyone who is a parent of—or close with—multiple children knows how different their ways of engaging the world can be.

Our trips to Spain are great opportunities for me to observe my kids’ personalities and strengths in action, and also to see where the new and different starts to make each of them (as well as myself) uncomfortable. That’s what I call the “learning edge.”

In most of my intercultural trainings and online programs, I talk with educators about the importance of helping learners find their...

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The Art of Debriefing for Intercultural Learning


In last month’s blog post, I shared some of my favorite resources for intercultural learning activities. This month, I’m following up with a discussion about the importance of effectively debriefing those activities and other intercultural learning experiences. Because the learning really is in the debrief.

This is true whether the “activity” is an intercultural experience—such as a site visit during study abroad or an intercultural dialogue session on your campus—or an in-class activity such as one pulled from the resources mentioned last month.

The activity is where you set the stage. The debrief is where you dig into the learning. 

Why Debriefing is So Important

Experiential Learning Theory tells us that experience alone does not lead to the kind of deep, transformational learning that is the goal of intercultural education. As Kolb (1984) says, “Learning is the process whereby knowledge is created through the transformation of...

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Challenges & Practical Realities of Assessing Intercultural Learning

intercultural learning Jan 21, 2018
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.
 
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