Kowino Kelley Woodruff article AC21 2012

Kelley, Kowino, and Woodruff Page of 20 Educating Globally Competent Citizens Through Transformational Learning: Diverse Case Studies Abstract The University of Minnesota has started a program of training faculty members in best practices for internationalizing teaching and learning Authors Kowino and Kelley participated in the pilot program which was organized by author Woodruff A primary goal of the program is to nurture University of Minnesota students as globally competent citizens The authors contend that mere internationalization is insufficient to achieve the goal and that global subject matter and outlooks must be combined with the goal of transformational teaching and learning based on concepts advanced by Dee Fink Significant learning in the global context requires some degree of “internationalization of the academic self” for instructors, as advocated by Gavin Sanderson These were the frameworks used in developing Minnesota’s program The authors will report on their progress in implementing transformational, internationalized learning based on the frameworks/methodology of Fink and Sanderson This paper and presentation is a collaboration of faculty members working at different campuses of the University of Minnesota, in different disciplines, in undergraduate and graduate degree programs and coming to internationalized teaching with different national backgrounds The authors will use case studies from their classes and their own transformational learning experiences to support the argument that internationalization of classes and the curriculum can and should be combined with a deep commitment by faculty to transforming their own approaches to learning and to teaching in order to nurture globally competent citizens Key words: globally competent citizens, transformational learning, internationalized academic self, case studies Introduction This article describes the implementation of a faculty development program adopted by the University of Minnesota to accelerate the internationalization of its curriculum The University is a multi-campus public university Its Minneapolis-St Paul campus is a large, comprehensive organization with colleges engaged in research, teaching and outreach in the liberal arts, science and engineering, biological sciences, food, agriculture, natural resources, law, health sciences, public affairs and business The student body comes from across the globe The University campus in Duluth also has several colleges and serves a diverse array of students Kelley, Kowino, and Woodruff Page of 20 The Internationalizing Teaching and Learning (ITL) program was one strategy to support the University of Minnesota’s overall internationalization goals The article begins with an overview from Woodruff’s viewpoint on how the faculty development program was designed and implemented It then presents the perspectives of Kowino and Kelley who participated in the pilot implementation of the new Internationalizing Teaching and Learning program Their diverse backgrounds and the different settings in which they teach illustrate the challenges facing large, comprehensive universities seeking to create transformational, internationalized experiences for all students The article concludes with observations on the importance of setting transformational learning as the goal, even if initial curriculum changes not achieve the full desired effect Overview of the University of Minnesota’s Internationalization Efforts The University of Minnesota’s strategic positioning is to graduate “lifelong learners, leaders, and global citizens” The institution does not offer a definition of “global citizen” and, thus, the University’s Global Programs and Strategy (GPS) Alliance took it upon themselves to seek a definition This effort was lead by the GPS Alliance’s director for curriculum and campus internationalization2, Gayle Woodruff, co-author of this paper Woodruff spent two years asking guiding questions of faculty and staff throughout the whole university The guiding questions were: What are our definitions of “global citizen”, “global learning”, & “global competency”? What we want our students to learn (skills, knowledge, attitudes)? What skills, knowledge, and attitudes we, the faculty and staff, need in order to help students develop their competencies? These guiding questions led to the understanding that faculty cared about the educational outcomes of their students and that there needed to be strong faculty development programs to help faculty achieve the goals they had for student learning A key outcome of our guiding questions is the working definition for the University of Minnesota for “global competency” This definition was derived from about 250 faculty and staff responses to the question, “What does global competency mean for the University?” Academic units can now use this definition to guide how they build learning outcomes for their students University of Minnesota definition of global competency: The GPS Alliance is the system-wide central international office that is the driving force behind the University’s efforts to internationalize the teaching, research and outreach mission It is led by an associate vice president and dean, and consists of units For more information, see: global.umn.edu The position was created in 2009 to provide leadership and vision for implementing initiatives aimed at internationalizing the curriculum, integrating study abroad into the curriculum, integrating international students into the curriculum, and ensuring that all students graduate as “global citizens” For more information, see: global.umn.edu/icc Kelley, Kowino, and Woodruff Page of 20 Students, staff, and faculty demonstrate the knowledge, skills, and perspectives3 necessary to understand the world and work effectively to improve it The key strategy to achieve global competency for all students, staff, and faculty at Minnesota was envisioned as a pyramid The student is at the top of the pyramid and the strong base is the faculty and staff - those who are the foundation of the institution Developing the foundation ensures that the student is held up The main operational goal of the efforts at Minnesota to internationalize the curriculum and campus is to develop faculty and staff capacity to enrich curricula and develop pedagogy with a focus on global learning outcomes (For more elaboration, see Woodruff 2009, 2011.) The University of Minnesota team for internationalizing teaching and learning has envisioned a continuum of offerings for faculty and staff development to address the internationalization of the curriculum Offerings range from on-line resources to more intensive faculty professional development programs The area that has had the most focus since 2001 has been developing structured faculty cohort programs Between 2001 and 2007, the University of Minnesota created the Internationalizing On-Campus Courses (IOCC) program The program received initial seed funding in 2001-2004 from the local Archibald Bush Foundation (Bush was the founder of the 3M Company) The focus of IOCC was faculty development and transformation - by transforming their approach to teaching, they could transform student learning Fifty faculty members participated during this time-frame Numerous faculty members in this original project have become mentors in the renewed efforts that began in 2010 From 2010 to 2011, the IOCC program was re-envisioned as the Internationalizing Teaching and Learning (ITL) program and was piloted with fifteen faculty members Two of the authors of this article participated in the pilot ITL program Faculty from the IOCC initiative between 2001 and 2007 served as mentors to the faculty who were program participants Mentors are a critical and deliberate component of the program, as they serve as coaches and role models for program participants Interestingly, mentors continue to return to serve in the program as they continue to see the experience as an on-going professional development opportunity They are deeply committed to internationalizing the curriculum Program evaluation provided the team with baseline data and served to improve the initiative so that the scale of the program could be increased Program evaluation continues to be an integral component of the program, and a doctoral student in evaluation studies has served as the evaluation specialist Based upon what was learned from the pilot program, in 2011-2012 the ITL Faculty Cohort Program was launched Faculty members apply for the program through a competitive process “Perspectives” refers to attitudes Kelley, Kowino, and Woodruff Page of 20 and they must demonstrate support from their dean or academic head They “homework” for one month before coming together for a three-day intensive retreat They then have two months to complete their final homework - a revised syllabus or course design, a reflection on what it means to internationalize their courses and curriculum, and a plan for disseminating to their peers what they have learned The team offers two cohorts each year, one in January and one in June Each cohort has seven faculty members, thus 14 participated this year The future plan is to continue the current model At its outset, the ITL program incorporated the Fink (2005) model of course design for significant learning The Fink model was adopted because the U of M’s Center for Teaching and Learning had significant experience working with this model and saw positive outcomes from many faculty members who used the model with course design In addition, Woodruff attended a special training by Professor Fink to learn how to apply the model to internationalizing courses The ITL program adopted the theoretical framework of Sanderson (2008) and Leask (2009) Sanderson argues that teachers must understand their own cultural biases with teaching and learning in order to become effective with internationalizing the curriculum Sanderson’s framework is based upon intercultural competency of teachers, and the University of Minnesota has had a longstanding tradition of intercultural education, training and research Program facilitators had already built intercultural learning into the earlier program models, and Sanderson lent more depth to the program as his framework specifically addresses the internationalized academic self and the role of culture in teaching Leask outlines models for internationalizing the curriculum through intentional interaction between domestic and international students that focus on intercultural learning outcomes Australian universities have significant enrollments by international students and have spent the better part of the last two decades developing models to ensure international student success The U of M is in a good position to adopt Leask’s model as there are over 6,000 international students and scholars within our system Both Sanderson and Leask are based at the University of South Australia, Adelaide Throughout all phases of the program, the faculty members have been given professional development stipends for their participation Program evaluation reveals that this is not the critical incentive The faculty members who participate in this program, through all phases going back to 2001, have always demonstrated that they value teaching and want to improve their teaching They are motivated to make a difference in their student learning, and they are critically aware that university curriculum provides a venue for creating “global citizens” This initiative has always been a partnership between the GPS Alliance and the University of Minnesota’s Center for Teaching and Learning Most recently the Duluth campus’ Instructional Development Service and the system-wide Office for Information Technology joined as partners The program over the years has benefited from these partnerships Centers for teaching, learning Kelley, Kowino, and Woodruff Page of 20 and instructional design, including technology-enhanced curriculum experts, provide knowledge regarding the latest methods to improve teaching and assess student learning They are usually very oriented toward providing positive faculty development services to a wide-range of disciplines International programs cannot operate this type of program alone, nor can a center for teaching and learning The budget for the program is administered out of the international programs office, and funding comes from central administration which receives tuition and public revenue Partners provide in-kind support through staffing The program costs about $50,000 to administer, excluding staffing Hilary Chala Kowino’s Teaching Philosophy Globally competent citizens celebrate a wide spectrum of perspectives, even though they don’t agree with all of them Given the choice between variety and uniformity, global citizens would select the former This appreciation of variety in the education system entails considering more angles and lenses than one would usually consider It also involves resisting the conventional binary logic of true vs false that has shaped the foundation of education by showing how meaning shifts when situated in different international contexts, and how knowledge is simultaneously knowable and unknowable Internationalization of learning and teaching is largely based on this concept of various angles as a basis for getting closer to knowledge and wisdom It recognizes that some angles will clash upon encounter, especially when removed from their respective contexts It also recognizes that no matter how many angles of knowledge we include in our curriculum, we always miss some angles In that sense, education is always already inadequate; our task is to better our inheritance to prepare us for a more interactive world Obviously, our history of domination has made it very difficult to consider angles in dominated zones, thereby compromising our potential as world citizens We have to find a way of helping teachers and students to unlearn what they have learned; it is time teachers and students recognized that all angles matter in the pursuit of epistemology Global competence will remain a mirage as long as education remains trapped in a cage of the Enlightenment, and presented in form of a universal one-way traffic Education, like utopia, is not static; instead, it is forever in the process of becoming the ideal This ideal is enhanced by the knowledge that every period, person, culture, and position not only adds to, but also complicates, knowledge In other words, our education benefits from going beyond its borders to engage different ways of thinking about the world It is therefore incumbent upon us, as educators, to go out of our way to consider all perspectives as we strive to imagine a better world than what exists Our perspective is not the only perspective; there are billions of perspectives just as there are billions of strangers in our world A curriculum that promotes global competence recognizes the need to celebrate and learn from human/cultural differences My personal life and internationalized teaching share common grounds I have fond memories of reading Heroes of History by Malcolm McGillivray and Stories of Rome by L.W and M.G Kelley, Kowino, and Woodruff Page of 20 Faucet as a child in Kenya thanks to my father These stories of Greek and Roman heroes inculcated in me an international subjectivity, so I grew up knowing that there were other worlds beyond mine I would often compare my own local Luo heroes like Luanda Magere with Roman and Greek heroes like Horatius in an attempt to understand the sources of their overachievement Following my graduation from high school in Kenya, I left for Zimbabwe to study an undergraduate degree in Education Here I was, at an international Africa University, with students from all over Africa and America experiencing the real meaning of the internationalization of teaching and learning I gained a wealth of international experience in Zimbabwe, and I left convinced that everyone needed to become a world citizen From Zimbabwe, my journey brought me to the USA for my Masters and Ph.D I have visited several countries (including Uganda and Australia), and I have international friends It is not unusual for me to invite friends from different religious backgrounds Hindus, Buddhists, Muslims, Christians, Atheists, and Agnostics to break bread together In these dinners, we have dialogues around the meaning of life And we don’t kill one another It is a fulfilling experience to think beyond my boundaries in every aspect of my life Anchored on transformational learning about world citizenship, ethical values, and justice for all, my teaching endeavors to develop globally competent citizens My students and I begin the semester with an understanding that we are all one community of learners and educators, and that none of us, not even the teacher, can claim monopoly over knowledge We concur that we cannot purport to appreciate the complexity of knowledge and meaning unless we create a congenial, respectful, and supportive environment for a diversity of perspectives We also note how interpretations can vary depending on the historical, political, and cultural context of what is being interpreted and who is interpreting it This recognition of epistemological complexity generates in the students a sense of urgency for a healthy community that celebrates and learns from its differences, a feeling which is critical to the class goal of reaching for a better world than what exists My classes are designed to inspire students to reach their fullest potential, and to better the human condition; it is this sense of possibility in my classes that allows my students and me to hope for a world in which billions of strangers are committed to justice for all even when, and especially when, our globe is tragically flawed Teaching has granted me a golden opportunity to help educate global citizens to live ethically, and in so doing rise to the challenge of Mahatma Gandhi’s philosophy, “Be the change you want to see in the world.” On the first day of class, in an attempt to help us reflect on, and possibly revise, our purpose here on earth, I ask everyone to respond to the question, In the fullness of time, when you are seen no more, what will your epitaph read? This question challenges us to think about the questions of legacy and posterity in ways that redefine our worlds We begin to think beyond our individual needs, and to cultivate the civic virtues of world citizenship We begin to embrace our interconnections as human beings; this recognition of our interconnectedness allows us to address global poverty in the forgotten parts of the world, even when we know that we may never live there We begin to cultivate a culture of transformational and international education, Kelley, Kowino, and Woodruff Page of 20 as failure to so inevitably suggests that we have learned nothing from our deeply flawed and traumatic history Transformational learning is profoundly consequential because it motivates us to rethink our knowledge, to question our assumptions, and to subvert oppressive traditions By the end of the semester, we are closer to the goal of genuinely becoming our brothers and sisters’ keepers, and treating others the way we would like to be treated This is our practical way of striving for justice for all, and becoming the change we want to see in the world My teaching methodology utilizes a variety of tools – including critical reading of and writing about books, case studies, international newspapers, journal-responses, study questions, film, music, instructor lecture, guest lecture, class discussion, small group discussion, panel/collaborative presentation, debate, and peer editing – not only to promote diversity in both the curriculum and teaching, but also to encourage active and equal student participation For example, in my World Literatures class, I achieve diversity by assigning representative literatures from different parts of the world, and by deploying a variety of teaching styles to meet the learning needs of as many different learners as possible In the middle of the semester, I ask my students to submit anonymous teaching evaluations regarding i) what has worked for them, ii) what has not worked for them, and iii) what we can to better the course These responses help me adjust my teaching to meet the expectations of my students when I still have them for another half of the semester; the feedback I get in the regular teaching evaluations that students fill at the end of the semester are also important, but they can only benefit my future classes some of which may not share the same concerns I deeply care about what it means to be human: an ongoing process of becoming the ideal This involves re-examining my own perspectives and teaching methods the same way I ask my students to rethink the normalcy of the things they consider as normal It also involves facilitating a process in which learners take charge of defining their respective purposes here on earth My commitment to the fundamental virtue of a beloved community – doing unto others as we would have them unto us – partly explains why students that I have taught in the past come back to take more classes with me They enjoy the enthusiasm and energy with which we share ideas They take pleasure in the ample opportunities for engaging in dialogue They cherish the way our classes bridge the gap between theory and praxis, allowing them to relate their knowledge to real life They value the feelings of comfort and trust they share with one another after overcoming the fear of the unknown They appreciate the fact that I know everyone’s name in a class of fifty students, and that I challenge them to think beyond boundaries They treasure the knowledge that there is much more to education than grades I would be satisfied if my students did unto others as they would have others unto them, and if they allowed their feelings and souls to shape their sense of possibility I would be fulfilled if my students went out into the wider world and stood up for human dignity, social justice, and world citizenship I would be delighted if my students became portraits of the ideal world, the people they are waiting for to change the world As I always remind my students, my real teaching evaluation Kelley, Kowino, and Woodruff Page of 20 will be what kind of human beings they become upon their graduation from the University of Minnesota, Duluth Campus Kowino’s Assessment of the Impact of the University of Minnesota Internationalizing Teaching and Learning Pilot Program The University of Minnesota Internationalizing Teaching and Learning Pilot Program 2010 emphasized the importance of global competence, which it defined as the development of faculty, staff, and students who “demonstrate the skills, knowledge, and perspectives necessary to understand the world and work effectively to improve it.” The program’s focus on how teachers can internationalize themselves is critical, as it avoids the danger of assuming that the teacher is either globally competent (some teachers are not) or that the teacher has reached the peak of global competence (the world changes on a daily basis, so the project of global competence is always ongoing) Even an already internationally oriented teacher like me has learned a lot in this program, and one of those lessons is to be deliberate about internationalization For example, following my experience with ITL, I have set aside international days on which students bring to class newspaper articles that address global concerns Students are challenged to basic research about the countries and issues involved before they present their articles to class Still on being deliberate, I have included more international music and film in my syllabus Almost always, students revise their assumptions about the countries we discuss No words can adequately capture the impact of the ITL program – ranging from designing syllabi to achieve what Fink calls significant learning to developing what Sanderson calls the internationalization of the academic self Our program cultivates a culture of worldliness that views borders not merely as endings but also as beginnings It is a rewarding and organized program built around what Kwame Anthony Appiah, in Cosmopolitanism: Ethics in a World of Strangers, would call “habits of co-existence: conversation in its older meaning, of living together, association” (xix) as well as a “live-and-let-live attitude” (10) ITL endeavors to encourage a better understanding among strangers The high level of its organization is evident in the fact that it assigns international reading materials months before the program begins, which in turn provides participants with adequate time to prepare for a stimulating discussion It is not an ordinary feat to organize a semester-long ITL program that simultaneously connects and engages participants from two different campuses of the University of Minnesota by interactive television for the program sessions What makes this particular ITL program stand out, however, is its ability to show (not tell) its genuine commitment to collaborative, interdisciplinary, international, and transformational education The program deconstructs hierarchies of power by bringing together administrators, faculty, staff, and students from different University of Minnesota campuses; it fosters dialogue across disciplines by attracting participants from different academic programs including nursing and engineering; it internationalizes both content and methodology by drawing on various delivery styles and providing folders of international Kelley, Kowino, and Woodruff Page of 20 (re)sources It is impossible to complete this program without acquiring or renewing an appreciation for a diversity of perspectives and world citizenship Indeed, everyone graduates from this program with a deeper awareness of the need to re-examine her/his teaching conventions, which is the essence of transformational teaching and learning The program provides numerous resources to advance the need for "course content that is more inclusive of international, global, and intercultural perspectives." It is therefore no wonder that my participation in the said program complemented and sharpened my teaching philosophy In particular, I developed a profound appreciation of case studies as effective tools for contextualizing teaching and learning, and thus demonstrating how different historical, cultural, and political contexts complicate received/conventional knowledge In addition to facilitating contextualization, case studies expose students to international perspectives that they would otherwise not consider in their analysis, and in so doing promote their global competence My favorite case study (courtesy of the University of Minnesota Internationalizing Teaching and Learning Program) entitled "A Tragedy in Santa Monica," by Michael Reese, Newsweek, May 6, 1985, p.10, demonstrates that contextualization of our readings enhances our global competence and vice versa Indeed, case studies significantly contribute towards internationalization of the curriculum, which Betty Leask astutely defines as “the incorporation of an international and intercultural dimension into the content of the curriculum as well as the teaching and learning arrangements and support services of a program study” (209) The case study in question narrates the predicament of a Japanese immigrant family in Santa Monica, California, USA It involves Fumiko Kimura, a mother of two young children, who drowns herself and her children in an attempt to escape her miserable life The two children die, but Fumiko, to her chagrin, is rescued She is convinced that her rescuers must have been Americans, as her fellow Japanese would have known the importance of letting her die It is a form of suicide (oyako-shinju) that has legitimacy in her homeland of Japan, but not in the USA The incident raises a crisis of culture and law because the USA views Fumiko as a candidate for death sentence, while Japan views her as a candidate for empathy The case of Fumiko becomes quite complex when we contextualize it; that is, contextualizing this case study grants us an international perspective that would have been outside of our view, and thus allows us a more complex reading of Fumiko Simply put, this international lens provides a different light We don't necessarily excuse Fumiko’s crime, but we recognize its complexity And it is this complexity that we are trying to cultivate in our students; without it, our students would be tempted to judge Fumiko because they would only see her crime through one angle (through mainstream American lens/ through the letter of the American law) The mere appreciation of a diversity of perspectives that this case study promotes is critical, but also pivotal is what the case study does not say A student of internationalizing teaching and learning has to go further than the (inter)cultural imperative by reading the article as a referendum not only on Fumiko, Fumiko's husband, systemic poverty, and the Department of Justice, but also (a referendum) on the hospitality or lack thereof of her society in California, USA Fumiko could potentially exemplify one of the Kelley, Kowino, and Woodruff 20 Page 10 of international people we have met, lonely and out of place in a foreign country, in need of our hospitality and support That Fumiko reaches the point of suicide invites us as a society to some soul searching and find out what we could have done to prevent her suicide In doing so, we work towards perfecting our global community In other words, students begin to think how they can be better world citizens They begin to think about the challenges and opportunities of studying abroad They begin to think about international relations After all, as Immanuel Kant reminds us in Perpetual Peace: A Philosophical Essay (1972), human beings share “a common right of possession on the surface of the earth on which, as it is a globe, we cannot be infinitely scattered, and must in the end reconcile ourselves to existence side by side […]” (138) Who knows perhaps Fumiko would not have been so isolated and lonely in a more friendly America; perhaps she would not have entertained suicide in a more hospitable California; and perhaps her homeland of Japan would have addressed the material conditions that potentially lead to parent-child suicide instead of legalizing/institutionalizing parent-child suicide if it cared about justice for all I always share this case study with my World Literatures students ever since I encountered it in our program Globally competent citizens engage the world with open as opposed to predetermined minds They recognize our interconnectedness as human beings regardless of which part of the globe they live in Without recognizing our global interconnections and interdependence, it is difficult to see why we should care about the world While many reputable universities have committed to the internationalization of teaching and learning, all universities have room for improvement This is evident in to Kevin Hovland’s observation that “institutions continue to struggle to develop the best practices for translating goals into concrete curricular and cocurricular global experiences that are flexible, rigorous, and relevant to all students in all programs” (4) What we make of this assessment? What experiences might we share to this end? At the very minimum, we are reminded that we have a long way to go in educating globally competent citizens The ITL from Kelley’s Viewpoint I am a senior fellow at the Humphrey School of Public Affairs, the public policy college of the U of M My training is in law and my relevant experience is in the practice of public policy making as a member of the Minnesota Legislature where I served for 14 years I started at the Humphrey School in 2007 and did not have the teaching experience that would be typical for a professor The Humphrey School offers a Master of Science degree in science, technology and environmental policy (MS-STEP) and enables students obtaining their Master of Public Policy degrees to concentrate their studies in science, technology and environmental policy (MPPSTEP) Since a significant portion of my work in the Minnesota Legislature related to information and communications technology policy, I began working with the faculty in the Kelley, Kowino, and Woodruff 20 Page 11 of STEP area The first course I was asked to teach was “Science and State”, a required course in the MS-STEP degree program It was developed by a professor who had taken a leave from the Humphrey School the previous year I adapted the course to better match my law and public policy background and taught it for three years I signed up for the U of M ITL course for faculty for two reasons: I needed to continue to improve my teaching and I believed there were useful insights to be gained from the history and practice of other countries about the relationship between science and government I went into the class thinking that I would learn how to create a more internationally-focused learning module that I could drop into my syllabus From the beginning, the internationalization instructors challenged all of the participants to much more Theoretical Underpinnings As our co-author Gayle Woodruff has explained at the beginning of this article, the course instructors and mentors emphasized that internationalization of teaching and learning needed to be integrated with goals for “significant learning” in Fink’s terminology or what Shelley Smith, an ITL course designer and instructor, called “transformational learning” Smith’s paper was one of our assigned readings and took direct aim at the presumption with which I had begun the course: “’Ghettoizing’ international content to individual units within a given course, or a single course within the larger curriculum, continues to set it apart as an “extra” that is not significant enough to be integrated into the students’ worldview “ (Smith, 2010) As can be seen from Kowino’s practice described above, some faculty participants came into the ITL program having already implemented a more integrated, less “ghettoized” approach Another essential aspect of the course was the introduction to Sanderson’s description of the internationalized, cosmopolitan academic self The ITL course was not only challenging my simple operational idea about how to internationalize my course, but also questioning the adequacy of my academic self to carry out the work My practical experience in grappling with the authenticity of my political persona made me receptive to Sanderson’s argument that only if a teacher was authentically committed to “embrac[ing] a cosmopolitan ethic” could he or she help students develop necessary intercultural knowledge, awareness and skills (Sanderson, 2008) Our curriculum made it clear that the U of M’s goal for all learners was a deep humanistic, not merely instrumental, engagement with differences across countries and cultures and that teachers, not just students, would need to change My reaction was to feel a little threatened My unease had at least two sources Although my outlook was cosmopolitan, I lacked the significant international experience that was represented in the ITL class (Kowino was not the only faculty participant with an international background) and in many of my colleagues at the Humphrey School I had grown up in Minnesota and did not participate in formal international education opportunities I had visited Australia, Mexico, Canada and Great Britain as a tourist Kelley, Kowino, and Woodruff 20 Page 12 of and spent a week each in Austria and in Israel with the specific goals of understanding cultural and national differences These experiences seemed a narrow base for developing an authentic, internationalized academic self The other source of unease was my sensitivity to the political climate in which the U of M and its faculty operate The U of M is the land grant university for the state of Minnesota The simplified public understanding of that role is that the U of M existed to serve the educational, agricultural, commercial and industrial interests of the people of Minnesota Certainly many Minnesotans recognize that our state’s self-interest is served by our citizens’ engagement with global society Nonetheless, an internationalist university could be seen as a departure from long accepted expectations for the U of M I wondered what the public or political reaction would be if the U of M’s broad internalization project were described in the wrong light Sanderson’s article declared that: “Authenticity in teaching and cosmopolitanism represent an opportunity for humanistic advancement in the face of present neoliberal, neoconservative, and implicit neoimperial agendas influencing politics, economics, education, and culture.” Recent political rhetoric in the U.S presidential campaigns about “American exceptionalism” raise doubts about whether even U.S political elites, let alone the average American, embrace cosmopolitanism Learning with a Mentor Much of the in-class time for our course gave us an opportunity to grapple with the ideas in the readings and share ideas with fellow students about what we were doing in our courses We also learned from U of M faculty members like Denny Falk who had already achieved a significant degree of internationalization in their courses Although the readings and the in-class activities constituted significant learning, my most valuable learning experience was with my assigned mentor, Prof Gerald Frye Frye had been a Peace Corps volunteer in Thailand and through a series of career transitions had landed at the U of M in the College of Education and Human Development Among his other research and teaching activities, Frye continues to take groups of students to Thailand for monthlong learning experiences Frye had a well-developed internationalized, cosmopolitan academic self Frye offered to review my syllabus and meet with me to discuss ideas about how I could internationalize my course in an authentic way We had two long conversations over coffee and lunch to discuss his ideas and my thinking about the course As a result of the concrete suggestions he made and the overarching international point of view he brought to looking at the course, Frye enabled me to see the whole course in a new way that helped me internationalize it and improve the entire learning experience Internationalizing “Science and State” Kelley, Kowino, and Woodruff 20 Page 13 of This section will leap back in time to describe my original approach to teaching “Science and State” My predecessor had conceptualized science and government as two systems with divergent characteristics that challenged individuals and institutions that tried to navigate between the two When I assumed responsibility for the course, visualizing these two domains as unique systems made sense so I retained that conceptual framework for the course and the syllabus Since the Humphrey School is a professional school and my expertise was heavy on the practical side, my primary objective was to prepare my students to go into careers as policy analysts and policy makers with an understanding of the system of science and the system of government and how they interacted While retaining the “system” characterization, I felt that students would not be prepared to understand the two systems without some understanding of the values embodied in each system We studied the motivations of scientists and how the community of scientists operated and identified institutions such as research laboratories, scientific journals and government funding agencies as key players in the system The course did have some content related to other ways of knowing the world that differed from the Western scientific approach Students read and discussed materials on the concept of local knowledge being different than scientific knowledge, on the existence of Native American ways of knowing the natural world and on feminist science We engaged with the values of democratic government by exploring the Enlightenment and scientific mindset represented by the founders of the United States Benjamin Franklin’s role as one of the leading physical scientists of his day, Thomas Jefferson’s investigations of the natural world and John Adams’ commitment to education enabled students to see that at least at one time there was an intersection of the scientific and governmental systems A constructive relationship between scientists and government officials can be hard to preserve in times of stress; epidemics are good case studies of these strains We studied the 1854 cholera epidemic in London as both a cautionary and exemplary tale Physician John Snow’s scientific method of inquiry used the epidemic to establish that cholera was transmitted in water, not air The former, incorrect paradigm that disease was caused by bad air may have caused the deaths of thousands of Londoners in an earlier epidemic through the draining of cesspits into the Thames, the drinking water supply for much of London The London cholera story gave students access to positive and negative engagements between science and government that had life and death significance In further reading and discussion, we brought the challenges of epidemics into the modern day by looking at risks posed by the flu virus in a world where infected individuals can extend an epidemic internationally within hours through air travel Frye made specific suggestions built on the idea of epidemics as case studies of science and government relationships He suggested that I could add readings and a class session on the Kelley, Kowino, and Woodruff 20 Page 14 of difference in the responses of South Africa and Thailand to the AIDS epidemic This was an internationalization element that integrated with a major theme of the course As I did the research necessary to implement Frye’s idea, I found other ways in which the cases he identified fit with my course In 2000, then-President of South Africa Thabo Mbeki sent a letter to world leaders implicitly questioning the notion that the human immunodeficiency virus (HIV) was the cause of acquired immunodeficiency syndrome (AIDS) His doubts about the accuracy of Western science were reflected in policies of the South African government It goes beyond the purpose of this paper to try to identify all the reasons for Mbeki’s position In part he was resisting the sense of blame that was inherent in the scientific consensus If African cultural practices were speeding the spread of HIV and, consequently, AIDS, then someone in Mbeki’s position could react defensively to a perceived instance of Western imperialism being manifested again in demands for action in South Africa Mbeki’s stance raised many racial and cultural issues Moreover, Mbeki relied on the writings of American scientist Peter Duesberg who had questioned the role of HIV in causing AIDS Mbeki’s possession of the governmental power to act based on a minority dissenting view on the science of AIDS gave reality to the importance of the relationship between science and government This example also has resonance with the doubts expressed by a minority of scientists with respect to the causes of climate change and the impact of these doubts on government policy, particularly in the United States The more I learned, the stronger Frye’s suggestion looked For the Thailand component of the case study comparison, Frye suggested looking at the accomplishments of Mechai Viravaidya, often called Mr Condom In 1973, Viravaidya founded an NGO to provide family planning services with the goal of reducing the rate of population growth By 2000, the campaign to promote condom use, among other birth control options, had been successful but AIDS had become a serious issue After initial government reluctance, a change of government led to Viravaidya becoming part of the government where his leadership helped dramatically reduce the rate of AIDS transmission in Thailand The assignment I chose for students was to watch a TEDxChange talk given by Viravaidya in 2010 (Viravaidya, 2010) What is clear from the Viravaidya TED talk is that he and his allies exploited a wide variety of cultural pathways to generate behavior change that would reduce the transmission of AIDS and population growth In his roles inside and outside government, policy, science and culture were linked Changing Key Concepts in the Course Mbeki’s perception of cultural imperialism and Viravaidya’s inspired use of cultural action pathways contributed to my realizing that I needed to change the conceptual framework of my entire course Although I had included some cultural elements in the syllabus, the focus on Kelley, Kowino, and Woodruff 20 Page 15 of systems didn’t leave room for seeing science and government as different cultures The focus of internationalizing the curriculum was to enable students to understand and work with cultural difference I began to think that if I envisioned science and state as different systems and cultures, then student learning about how to work with cultural difference across national or ethnic divides could provide insights into how to work across the science and government divide This realization felt like a flash of insight of the “Why didn’t I think of this sooner?” variety I implemented many of Frye’s suggestions along with my new concept of the course in 2011 The elements of the course were better integrated with each other under the culture and system structure than they had been before My confidence in the approach was high Periodic student check-ins in class gave me a sense that students were seeing the value of the inter-cultural approach as a way of structuring their learning I did not use all of Frye’s suggestions For example, he had suggested that the Buddhist way of understanding science could give students a fresh perspective on Western science I had difficulty finding a precisely helpful learning resource and felt some time constraints so I did not incorporate a Buddhist element in the class It might still be a good idea if I can find a resourceefficient learning experience for students I did add a specific internationalization module Students were assigned to groups and then asked to research with their group the science and technology policy-making structure of several countries, including Brazil and Singapore Through group reports in class, we were able to engage in discussions comparing the structures and policies in other countries to each other and to the United States Other Courses After participating in the ITL pilot program, I realized I could more to internationalize other courses I teach A colleague and I co-teach a course on public policy for security technology students in a different college of the U of M I teach class sessions on identity security policy and cybersecurity policy For that course, I did develop a module related to cybersecurity policy in an international context I assign groups of students to research the cybersecurity policy of diverse countries Though the options are limited by the availability of resources in English, the students are able to learn more about the varying approaches of Singapore, Australia, and European Union countries The group presentations in class enable the students to develop an appreciation of the variety of governmental contexts for cybersecurity policy In class, we discussed how the approaches in other countries compare to the U.S The significant lessons are that countries are at different stages in developing cybersecurity initiatives and that a single country’s security is interdependent with the security of other countries, given the global reach of the Internet Kelley, Kowino, and Woodruff 20 Page 16 of In another course I co-teach on public budgeting, I adopted the group study approach as well Student groups research the fiscal challenges faced by countries other than the U.S during the recent recession Students examine the diverse causes of budget crises depending on a country’s history and policy choices Again, they can compare the countries to each other and to the U.S through class presentations and discussion Though these internationalized implementations are subject to the criticism that they are “ghettoized”, just starting down the internationalized content path can lead to more extensive integration later For example, in the public budgeting class, I have begun weaving in other international resources, including a summary of U.S budget processes prepared by the Organization for Economic Cooperation and Development that looks at the U.S from an international perspective As I get more comfortable with the international resources available, I can work with my teaching colleagues to extend the integration of internationalized learning more deeply in each course Challenges to Meet Many researchers and teachers have emphasized that significant or transformational learning requires that students make progress in knowledge, skills and attitudes The attitudes component is especially important in internationalized learning Sanderson and others note that grounded cosmopolitanism requires a disposition toward openness to differences among cultures and countries I continue to struggle with the attitudes component on at least two grounds: assessment and the character of the attitude change at issue I have not identified an assessment method that I would be confident in using with my students to evaluate whether they had experienced a significant change in their attitudes regarding other cultures Through their presentations and writings, I can assess their knowledge of the case studies we examined and their skills in communicating their understanding It would be possible to a survey of attitudes at the beginning of the class and then a post-course survey One challenge in the design of such an assessment is the weighting to give to attitude changes with respect to international cultural difference compared to the cultural difference reflected in the interaction of the scientific community and governments The second ground interacts with the first I am uncertain exactly what kind of attitude change I am seeking Uncertainty about the desired outcome makes assessing it difficult It is likely that I share this uncertainty with many faculty members For example, how open or accepting should students coming from a scientific perspective be to the often-irrational political process? Shouldn’t scientists insist on the value of science and seek to persuade policy makers to adopt a more scientific point of view? The science of climate change is not negotiable, a scientist might argue It would be hard to sort out with students and then assess their attitudes on whether Thabo Kelley, Kowino, and Woodruff 20 Page 17 of Mbeki’s stance on AIDS was an understandable response based on cultural difference or a form of folly that contributed to the death of hundreds or thousands if his countrymen As a teacher, I see the power of a change in student attitudes to improve their performance as professionals and as people As a former politician, I sense that public universities have to be careful about the character of the attitude change that accompanies internationalization of the curriculum United States universities are already under attack for being too liberal and seeking to indoctrinate students in a liberal, leftist point of view The way out of this difficulty is not clear but here are a few ideas Given the success of my experience with a mentor, university internationalization programs can prepare mentors to deal with the attitude component and the related assessment challenge Universities can also encourage the formation of faculty peer groups that can explore together the role of attitude change on the internationalization dimension of student learning as well as on other dimensions such as leadership, dealing with racial diversity, civic responsibility and ethical behavior Learning in these dimensions requires attention not just to skills but also to the attitudes or perspectives that effective leaders and ethical actors bring to their decisions and behavior Seeing internationalized attitudes as one with attitudes necessary for dealing with racial diversity or engaging in civic action could create contexts more acceptable to a wide variety of audiences Leask emphasizes the importance of creating meaningful interactions between national and international students in the formal and informal curriculum Although the U of M has many resources to enable this kind of interaction, it is another area that I need to develop further in my teaching The only barriers on this score are inertia and time Conclusion The success of the University of Minnesota Internationalizing Teaching and Learning (ITL) program is greatly attributed to its versatility the deployment of a variety of resources, teaching philosophies, facilitators, mentors, and technology in order to reach a diverse audience The richness and diversity of the ITL program allows for faculty members to gain from the program whatever they might need to internationalize teaching and learning To a certain degree, the ITL program mirrors the classroom experience of faculty they are designing courses for diverse learners with the goal of internationalizing the course to stimulate students to think differently The ITL program provides faculty with an opportunity to experience what their students might experience in an internationalized course; for example, the faculty learn how to use multiple approaches to address their respective tendencies/biases/blind-spots with the understanding that their tendencies might not resonate with all their students The culture of internationalization sets up a wide spectrum of teaching and learning on a solid foundation of transformational, internationalized learning It is likely that Kowino would not have felt so Kelley, Kowino, and Woodruff 20 Page 18 of reinforced in his goals for student learning and Kelley would not have recognized the need for a broader re-envisioning of his course if the ITL program did not anticipate interdisciplinary learners at different points of their international and teaching journeys The intended best practice of this model of faculty development is to create a community of learners among the faculty This program is not simply one faculty member acting alone to internationalize his or her course Nor is it simply adding a reading that has an international focus to a course As a community, the faculty members communicate with one another, across the disciplines, about the meaning of “internationalizing the curriculum” and they support one another as they move through the journey of strengthening their own teaching to better equip students to be “global citizens” They go on to serve as role models for peers in their academic units, leveraging what they have learned through the process of internationalizing the curriculum to serve the overall betterment of the curriculum of their academic units Lingering questions remain How will we know what impact this curriculum development has in the long term on students? How we improve the assessment of student learning in the short term, based upon the global learning objectives of our academic disciplines? What impact did the ITL program have on faculty participants in the long term, beyond their own personal and professional development? How well does this “Minnesota model” translate to other institutions? These questions and more are posed to our colleagues in the AC21 consortium and beyond, to stimulate the on-going dialogue about higher education’s response to the 21st century need of creating global citizens who will care for and carry-on in this world that we share References Appiah, K A (2006) Cosmopolitanism: Ethics in a World of Strangers New York: W.W Norton Fink, D (2005) Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey Bass Higher Education and Adult Education Hovland, K (2009) “Global Learning: What Is It? Who is Responsible for It?” American Association of Colleges and Universities (AAC&U) Kant, I (1972) Perpetual Peace: A Philosophical Essay Trans M Campbell Smith New York: Garland Publishing Leask, B (2005) Internationalisation of the curriculum In J Carroll & J Ryan (Eds.), Teaching International Students: Improving learning for all (pp 119-129) London & New York: Routledge Kelley, Kowino, and Woodruff 20 Page 19 of Leask, B (2009) “Using Formal and Informal Curricula to Improve Interactions between Home and International Students.” Journal of Studies in International Education 13(2), 205221 Reese, M "A Tragedy in Santa Monica." Newsweek, May 6, 1985, p.10 Sanderson, G (2008) “A Foundation for the Internalization of the Academic Self.” Journal of Studies in International Education Vol 12 No 3, 276-307 Smith, S (2010) “Transformational Learning Model for Designing Internationalized OnCampus Courses”, as disseminating during fall 2010 ITL faculty development program Vertovec, S and Cohen, R., (Eds.), Conceiving Cosmopolitanism Oxford: Oxford UP, 2002 Viravaidya, Mechai, TEDxChange presentation, 2010 http://www.ted.com/talks/mechai_viravaidya_how_mr_condom_made_thailand_a_better_place html accessed April 22, 2012 Woodruff, G (2009) Curriculum Integration: Where we have been, where we are going University of Minnesota Retrieved on April 22, 2012, from http://global.umn.edu/icc/documents/woodruff_curriculum_integration.pdf Woodruff, G (2011) Impact of study abroad on campus internationalization: A view from the U.S Plenary presentation delivered on December 2, 2011, ISANA Association of International Education in Hobart, Tasmania, Australia Author Biographies Steve Kelley, J.D is a senior fellow at the Hubert H Humphrey School of Public Affairs at the University of Minnesota and the director of the Center for Science, Technology and Public Policy at the Humphrey School He received his B.A degree from Williams College and his law degree from Columbia University He practiced commercial litigation and has engaged in public service in several roles, including serving in the Minnesota House of Representatives for years and the Minnesota Senate for 10 years He chaired the Minnesota Senate Education Committee for years Kelley has also served in leadership positions with national organizations, including the National Conference of State Legislatures Dr Hilary Chala Kowino is Assistant Professor in the Department of English at the University of Minnesota Duluth His teaching and research interests include African literature, African Diaspora literature, Postcolonial literature, World literature, Cultural Studies, Gender Studies, and Critical Theories of Race, Place, Space, Border, Citizenship, and Cosmopolitanism Kowino earned his Ph.D from Michigan State University The core of his work challenges the assumptions of conventional belonging by not only exposing a plurality of allegiances and Kelley, Kowino, and Woodruff 20 Page 20 of identities that complicate the idea of home, but also oppressed socio-economic conditions and alien feelings that keep subjects out of place He is currently working on a book project entitled The Interface between Home and Belonging in African Literature, which examines the conceptions of home in African literature and culture following colonial and global regimes Gayle A Woodruff is the University of Minnesota’s system-wide director for curriculum and campus internationalization She has served the University since 1991 Gayle is the recipient of the University’s John Tate Award for Excellence in Academic Advising, and has served in numerous leadership capacities in the field of international education Most recently, Gayle chaired the Teaching, Learning, and Scholarship Knowledge Community of NAFSA: Association of International Educators Gayle directs the Internationalizing Teaching and Learning program She can be reached at: gwoodruf@umn.edu Acknowledgements The authors wish to thank the ITL team members who make this program possible: Mandi Allers, Thorunn Bjarnadottir, Barbara Kappler, Jeff Lindgren, Cris Lopez, Kate Martin, Jane O’Brien, Mary Kathrine O’Brien, Shelley Smith and all the faculty mentors Special thanks also to Gavin Sanderson and Betty Leask from the University of South Australia for their inspirational work on internationalization and their encouragement of this program  ... internationalized learning It is likely that Kowino would not have felt so Kelley, Kowino, and Woodruff 20 Page 18 of reinforced in his goals for student learning and Kelley would not have recognized the... program, in 2011 -2012 the ITL Faculty Cohort Program was launched Faculty members apply for the program through a competitive process “Perspectives” refers to attitudes Kelley, Kowino, and Woodruff. .. teaching evaluation Kelley, Kowino, and Woodruff Page of 20 will be what kind of human beings they become upon their graduation from the University of Minnesota, Duluth Campus Kowino? ??s Assessment