Step 2: Does the way I design my course plan for access and diversity?
Step 3: Do I want to “add-on”, “infuse”, or “transform” my course through internationalization?
If you are working on step 3, there is an excellent resource of teaching tips here: Strategies for Course Internationalization. Centre for Teaching Excellence, University of Waterloo.
A simple way to start internationalization is to add assigned readings from international perspectives. This can be a way to start conversations and look for similarities and differences in findings. Even the writing and presentation structure might reflect cultural differences.
Next, take a look at your course outcomes – are students expected to develop or use intercultural competencies? How might the next version of your course highlight internationalized or global community skills?
Onwards on this journey, it’s time to look at evaluation. Inclusive assessment should include students using a metacognitive process to track their development. If that sentence doesn’t make sense on first reading, try this: a student needs to be able to know what they know and how they know it at any stage of learning. If they are just beginning, they should be able to identify that, recognize when they are building knowledge/skills/attitudes, and ultimately know when they’ve mastered or achieved the outcome of the learning. When students are involved in the assessment process, they are demonstrating choice, responsibility, and reflection. These are all attributes of inclusive learning which is fundamental to internationalization.
This post is part of a series in internationalization. You can follow along here.
Come say hi! We’re at the Gwenna Moss Centre for Teaching and Learning. We can help individually or direct you to one of our workshops to meet your needs.