Transforming student learning for a global society

February 16-17, 2007
Sheraton Bloomington Hotel, Bloomington, MN

OPENING SESSION: Friday, 10:45 a.m.-12:15 p.m.

on becoming Global Souls: Building Intercultural Competence Being “global souls”—seeing ourselves as members of a world community, knowing that we share the future with others—requires powerful forms of intercultural competence. Being socially responsible—seeking justice, assuring privilege is shared—requires equally complicated skills. Such competence seeks to reconcile the competing commitments to the self and others, at home and across the globe, knowing that this is profoundly difficult.  This presentation will explore the centrality of intercultural competence for teaching and learning, suggesting both the benefits and risks. We will examine strategies for building a mindset and skill-set, and confront some of the complexities of being interculturally competent global souls.  This presentation will examine the following questions: What exactly is intercultural competence? What are the benefits of being interculturally competent? And what are the risks? How do we achieve such competence?   Janet Bennett, Ph.D., is executive director of the Intercultural Communication Institute (ICI), sponsor of the Summer Institute for Intercultural Communication, and director of the Master of Arts Degree in Intercultural Relations jointly sponsored by ICI and the University of the Pacific. She specializes in preparing educators who teach or train across cultures, domestically or globally. As a consultant, she works with colleges and universities, corporations, social service agencies, NGOs, and professional associations. She teaches in the training and development program at Portland State University and publishes on intercultural training and adjustment.

CLOSING SESSION: Saturday, 11:15 a.m. - 12:30 p.m.

From Global Rhetoric to Global Citizens: What’s at Stake?   More and more college mission statements assert their goal of educating students to become global citizens, prepared to work effectively and live responsibly in an interdependent, highly networked world. But how exactly are colleges and universities preparing students to acquire these capacities? And how would you know a global citizen if you met one? This session will describe the surprising results of research that examined what colleges “count” as education for global learning, appeal for more clearly articulated and assessed goals for global learning, and share some emerging curricular, pedagogical, and co-curricular designs that promise new possibilities. Dr. Caryn McTighe Musil is Senior Vice President of the Association of American Colleges and Universities (AAC&U) and oversees the office of Diversity, Equity, and Global Initiatives where she focuses on diversity and global issues, civic engagement, and women in higher education. As such, she has directed many projects in AAC&U’s hallmark American pluralism initiative, American Commitments: Diversity, Democracy, and Liberal Education, through which she has directed funded projects with over 140 colleges and universities. Under AAC&U’s more recent overarching global initiative, Shared Futures: Global Learning and Social Responsibility, Dr. Musil has served as project director in a series of global projects, from a FIPSE-funded grant on the major, Liberal Education and Global Citizenship: The Arts of Democracy, to the current combined Luce Foundation and FIPSE-funded project on global learning that is infused throughout general education. The impetus for her global work derived from an earlier Ford Foundation project with higher education representatives from India, South Africa, and the United States that explored cross-cutting issues about the role of the academy in diverse democracies. Dr. Musil is especially interested in linking the three powerful and overlapping educational reform movements involving civic, diversity, and global learning, which together are critical components of a 21st century liberal education.  Dr. Musil received her B.A. from Duke University and her M.A. and Ph.D. in English from Northwestern University. Before moving into national level administrative work in higher education, she was a faculty member for eighteen years. An author of numerous books and articles, Dr. Musil has also been an educational consultant and outside evaluator at many colleges and universities.

FACULTY DEVELOPERS' BREAKFAST SESSION Saturday, 7:30-9:15 a.m. -- Separate registration required DEVELOPING PROGRAMS TO IMPROVE INTERCULTURAL COMPETENCE Kimberly A. Johnson, Assistant Professor, Second Language Teaching and Learning Hamline University Lynda Milne, System Director for Faculty Development Minnesota State Colleges and Universities System Join your colleagues for an informal discussion on program development that focuses on increasing intercultural competence among your faculty. Learn about strategies to improve cross-cultural communication in the classroom and to increase the engagement and learning of students from diverse cultural backgrounds. This session will also include time to share your own experiences and develop next steps that best meet your campus needs.

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PLANNING COMMITTEE
Lesley Cafarelli The Collaboration	Patick Mulvihill Higher Education Consortium for Urban Affairs
Cheryl Hilinski The Collaboration	Diane Pearson Minneapolis Community and Technical College
Eric Lund St. Olaf College	Maria Ramos South Dakota State University
David Mathieu Minnesota State Colleges and Universities System	Suresh Tiwari Hawkeye Community College
Mary Maus Kosir University of Minnesota-Twin Cities	Patrick Troup University of Minnesota-Twin Cities

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CONCURRENT SESSION DESCRIPTIONS

IA. Assessing Cross-Cultural Competency: Teaching and Research Applications of the Intercultural Development Inventory (IDI)—Part 1 Christopher Brooks, Assistant Professor, Political Science Department Eric Lund, Professor and Director of International and Off-Campus Studies Elizabeth Norton, Student Presenter Patrick Quade, Interim Director of International Education  St. Olaf College  This double session, which continues during Concurrent Session II, introduces the Intercultural Development Inventory as an instrument for measuring levels of intercultural sensitivity among students and faculty engaging in cross-cultural forms of learning at institutions of higher learning. The first session will introduce the Developmental Model of Intercultural Sensitivity developed by Milton Bennett and Mitchell Hammer and the related IDI instrument that is designed to measure intercultural competence. The second session will focus on how the IDI has been used for teaching, research, and institutional assessment at St. Olaf College. Group activities associated with these sessions will facilitate a basic understanding of the instrument and explore possible ways to supplement its use as a diagnostic tool with exercises that contribute to growth in intercultural competence. IB. Micro-Credit to Macro-Lens: Seeing the World Differently Through Study Abroad Julie Ann Aho, Fourth-Year Student, Finance Melissa Anderson, Fourth-Year Student, Accounting and International Business Mindy Deardurff, Associate Program Director of the Undergraduate Program, Carlson School of Management Kathy Evenson-McDermott, Study Abroad Advisor, Undergraduate Program, Carlson School of Management Eric Howard, Fourth-Year Student, Entrepreneurial Management Brad Paulson, Fourth-Year Student, Marketing and German Studies Lisa Weitekamp, Third-Year Student, Operations Management, International Business and Spanish University of Minnesota–Twin Cities Why should I study abroad? This is a commonly asked question among students, and the answers they receive range from personal growth to academic rigor to career advancement. When students take the initiative to go abroad they find that their answers to this question are complex. Studying abroad provides a meaningful entrance into global citizenry that cannot be replicated in a textbook or classroom setting. Through the shared experiences of four students’ travels, learn how students engaged themselves in a new culture, made productive strides towards career preparation, and developed future life goals based on their study abroad experiences. The session will provide preplanning activities, the shared experiences of a student panel, and planning for integration following the return from study abroad. IC. Increasing Awareness of African Cultures  Dan Aubin, Fourth-Year Student, Marketing Katryna Johnson, Associate Professor of Marketing and Management, Department of Business James Kramer, Fourth-Year Student, Marketing Blake Schuman, Fourth-Year Student, Marketing Concordia University–St. Paul This presentation will provide participants with an approach for increasing awareness of African cultures and economies. Student groups conduct an analysis of the geography, history, economics, infrastructure and social patterns of an African nation. Students then evaluate global corporations to determine which ones might establish a presence in their chosen country to enhance its economic development. Insight is drawn from both Thomas Friedman’s book, The World is Flat, and David Landes’ book, The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor. Students and their professor will discuss the insights they gained. Group discussion will examine how different disciplines such as anthropology, communications, geography, history, and sociology can create projects to stimulate student awareness and discussion of global issues.  ID. The Ethics of Globalization: Training in Global Citizenship Nels Granholm, Global Studies Director and Professor, Biology and Microbiology Department South Dakota State University  “What the world needs now” is an abundance of authentic global citizens. Universities are obligated to teach and promote concepts of global citizenry. Ethical training provides one indispensable tool—developing in students an ability to assess what is right and what is wrong in the world! By examining ethics of globalization we may clarify and impart characters of global citizenship in our students. Three primary learning goals of this session are to: 1) Convince you of the value of courses like “The Ethics of Globalization,” 2) Provide tools  such as compelling case studies adaptable to various course offerings, and 3) Instill a desire in faculty and internationalization officers of colleges and universities to implement new courses or modify existing ones to provide authentic and lasting learning in principles of global citizenship.  IE. Conversation with Janet Bennett and Caryn McTighe Musil  Join us for an informal conversation with our major speakers following the opening keynote session. Bring your questions and comments to contribute to this discussion.  IF. Beyond Multiculturalism: Toward a Theory of Transcultural Competence  Steven Jongewaard, Professor, Department of Education Hamline University Four questions will be addressed in this presentation. First, what key citizenship characteristics are essential for today’s highly diverse, complex classrooms? Second, what can we draw from a convergence of the fields of multiculturalism and global education that will help us derive a new theoretical understanding of cross-cultural interaction? Third, what knowledge, skills and dispositions compose the essential components of this synthesis? Finally, how can this theory and these components be taught and measured? Participants will discuss results of the most recent phase of this ongoing project. The presenters will review sample curriculum projects and provide handouts. IG. "The World is Large": Teaching Humanities Beyond the Western Tradition William Dyer, Professor and Director for the Humanities Program Thomas Hagen, Professor, Humanities Program Donald Larsson, Professor and Department Chair, Department of English Minnesota State University, Mankato In Chinua Achebe’s now-classic novel, Things Fall Apart, the inhabitants of a small African village acknowledge the ways of cultures other than theirs with the proverb, “The world is large.” This session will be based on our experiences with the two-semester “Global Humanities” sequence and the team-taught “Chinese Traditions” course offered by the Humanities Program at Minnesota State University, Mankato. During this session, audience members will actively participate by outlining their own experiences, successes, and frustrations with such multicultural courses. Participants will also participate in course-based activities that offer possible models and engage in discussion and critique of these approaches. We hope to use this session as a forum that will lead to wider discussion and sharing of course materials and pedagogical approaches that will engage students in understanding cultures in the large world.

IIA. Assessing Cross-Cultural Competency: Teaching and Research Applications of the Intercultural Development Inventory (IDI)—Part 2 Christopher Brooks, Assistant Professor, Political Science Department Eric Lund, Professor and Director of International and Off-Campus Studies Patrick Quade, Interim Director of International Education St. Olaf College  This double session, which continues during Concurrent Session II, introduces the Intercultural Development Inventory as an instrument for measuring levels of intercultural sensitivity among students and faculty engaging in cross-cultural forms of learning at institutions of higher learning. The first session will introduce the Developmental Model of Intercultural Sensitivity developed by Milton Bennett and Mitchell Hammer and the related IDI instrument that is designed to measure intercultural competence. The second session will focus on how the IDI has been used for teaching, research, and institutional assessment at St. Olaf College. Group activities associated with these sessions will facilitate a basic understanding of the instrument and explore possible ways to supplement its use as a diagnostic tool with exercises that contribute to growth in intercultural competence. IIB. MAXIMIZING STUDY ABROAD: An Online Language and Culture Learning Course Christine Anderson, Program Director, Learning Abroad Center Thuy Doan, Associate Advising Director, Learning Abroad Center Shelly Kippa, Graduate Student, Educational Policy and Administration University of Minnesota–Twin Cities  “Maximizing Study Abroad” is an innovative curriculum designed to teach language and culture learning. All students in University of Minnesota learning abroad programs now take this online course. This session outlines the content of the course. We will discuss the research used to support our decision to add this mandatory course to all our study abroad curriculum. We will also explore the strengths and challenges of teaching this online course to approximately 1,000 students the first year. IIC. Bringing The Outside In: Educating for Justice Through Global Issues Stephen Pattee, Assistant Professor, Institute for Interdisciplinary Studies Brendan Corcoran, Student Presenter Kristina Perez, Student Presenter Dorothy Diehl, Assistant Professor, Department of Modern and Classical Languages Saint Mary's University of Minnesota  As our global society becomes ever more interrelated and complex, our universities are called upon to prepare students to be knowledgeable, engaged, and socially conscious citizens. This session provides concrete examples of ways to empower students to recognize and actively respond to current social justice issues by training them to critically analyze the root causes of injustices and helping them to develop strategies to communicate cross-culturally to work for the common good. IID. Unlearning Racism Lee Mun Wah, Executive Director StirFry Seminars and Consulting  Conflicts often arise from miscommunication, a situation made more complex by the dramatic changes in the world over the past fifty years. Diversity, whether domestic or global, has come to encompass a broad spectrum of issues, including gender, ethnicity, ableism, age, sexism, heterosexism, and classism. We cannot expect to use a standard approach to each of these issues, but rather a variety of techniques to meet the needs of such diverse populations. One of the constants that bind all of these diverse issues and populations is the need for developing adaptive and relevant communication skills. Through the use of film clips, experiential exercises, and cross-cultural teaching aids, participants will have the opportunity to observe and practice such methods. IIE. Native Ways of Knowing: A Cosmological Orientation  Virginia Allery, Professor and Department Chair, Department of Education Carmelita Lamb, Project Director of Native Ways of Knowing, Department of Education Tibi Marin, Science Instructor, Department of Education Jeffrey Slebodnick, Science Instructor, Department of Education Turtle Mountain Community College  “Native Ways of Knowing” is currently being implemented at Turtle Mountain Community College as an indigenous approach to the teaching of science. It proposes an ecological approach that clearly reverberates across and beyond the boundaries of science. It essentially challenges the Western Ways of Knowing on a national and global scale in order to change the academic system into a more holistic and natural environment. You are invited to mutually explore the values of best teaching practices (appropriate for all disciplinary fields) such as brain-based learning, interdisciplinary studies, thematic instruction, accommodation of learning styles and the adoption of authentic assessment strategies and instruments—all of which are a must if we are to implement a paradigm shift in teaching and learning. IIF. Cultural Competence and Critical Pedagogy: A Combination for Global Citizens Sandie McNeel, Director, Writing Center Leon Rodrigues, Associate Dean of Diversity and Community Bethel University  This session examines cultural competence and critical pedagogy as essential areas of knowledge and skill for global citizens in a culturally diverse nation and an interdependent world. Cultural competence assists people in crossing cultural boundaries effectively, while critical pedagogy leads people to choices and action that result in social change. The session explores the impact of the presence and absence of cultural competence on underrepresented and dominant groups and strategies for social change from a critical pedagogical approach. Participants will respond in small groups to a hypothetical campus scenario in which cultural competence is lacking, describe its impact, and later create responses for social change. IIG. The Latino Academy: A Cultural Immersion Experience for Faculty John Clementson, Professor and Chair, Education Department Debra Pitton, Associate Professor, Education Department Gustavus Adolphus College  Experiential learning can serve as a means for providing college faculty with a common learning event that can be used to shape new understandings and improved programs for students. Participants will hear the story of one department that immersed itself in the culture of its students. An opportunity to experience a reading from the immersion process will enable participants to share the power of this type of learning. Faculty in this session will be challenged to create a cultural immersion experience to re-direct and re-focus their own learning communities.

IIIA. Teaching Social Justice in a Global Context: Possibilities, Pitfalls, and Practicalities Laura Davidson, Student Presenter, Business Administration Jyothi Gupta, Assistant Professor, Occupational Science Department Susan Goetz, Program Director, Center for Women, Science and Technology Vera Wenzel, Director for Global Studies College of St. Catherine  The philosophical and pedagogical underpinnings of a model for an interdisciplinary approach to global justice are the focus of this workshop. Speakers will present, in practical terms, the partnership-building process, preparation, and implementation of courses taught in India and South Africa. Faculty and an administrator will share the challenges and rewards of organizing a global experience for students. The student will share her experiences and the benefits of contextual learning. The faculty expectation of creating a learning environment for students to understand diversity and to connect with and be moved by the experiences appears to have impacted students to continue to work for social justice as engaged citizens in their communities. IIIB. Reducing The Barriers to Study Abroad  Kevin Upton, Senior Lecturer for Marketing and Logistics, Carlson School of Management Wendy Witherspoon, Assistant Director, International Programs University of Minnesota–Twin Cities  In 2004, the number of Carlson School majors taking advantage of international study and travel options was flat due to a large number of students feeling that a semester abroad did not fit within their academic plan. At the same time, the number of potential employers recruiting at the college expressing an interest in students with cross-cultural competence was increasing. For students the reasons for rejecting international study were many. Most believed that taking time away from the college would be harmful to their career search. Solving this dilemma required a partnership among the Office of International Programs, the faculty, and the administration to craft a full credit course, one that satisfied a key graduation requirement, while at the same time providing an international learning experience. The presentation will emphasize an active and reflective process enabling participants to develop their own programs. IIIC. Fostering Global Citizenship and Local Partnerships: Active Learning Through Model UN Simulations Joseph Underhill-Cady, Associate Professor, Political Science Department Augsburg College Michael Eaton, Executive Director, NCCA (Sponsor of National Model United Nations) Model United Nations simulations provide a concrete strategy for enhancing global citizenship through inviting students to research and represent viewpoints different from their own. This session will help faculty, administrators, and student affairs staff become more familiar with Model UN as a pedagogical tool, and learn about organizing, planning, funding, and completing simulations from small classrooms to large conferences. Through panel presentations, “think-pair-share” activities, and conversation with participants, this session will also explore how these programs can be enriched by collaboration with local organizations from the United Nations Association to issue-oriented NGOs and local professionals who can share international and multicultural expertise with faculty and students. IIID. Deconstructing Ethnocentrism: Learning about humanity and culture while traveling in Africa Matthew Aschenbrener, Assistant Dean for Student Services and Registrar Sally Gillman, Assistant Professor, Human Development, Consumer, and Family Sciences Zeno Wicks, Professor, Department of Plant Sciences South Dakota State University South Dakota State University’s trip to Africa, which draws a significant number of students every year, is designed provoke learning through “disorienting dilemmas” (Mezirow, 1991). The contrast between expectations and experiences on-site help students reflect on their ethnocentrism and their assumptions about Africans. This session will present the design of the course and some results of the students’ learning. IIIE. Creating a Global Studies Program at a Rural Community College Linda Smith, Chair and Professor, Humanities Department Patrick Malloy, Instructor, Arts and Sciences Department Hawkeye Community College In this presentation, we will discuss our adventures at our institution, Hawkeye Community College, in bringing together a Global Studies program from commonly available items. Those interested in attending the presentation are urged to bring a copy of their respective college’s catalog. IIIF. Opportunities and Perils of Global Survey Courses   Matthew Rohn, Assistant Professor, Department of Art St. Olaf College Heather Shirey, Assistant Professor, Department of Art History University of St. Thomas This session explores survey-course reforms intended to cultivate healthy, multicultural, global thinking in the humanities. Art history surveys will be used in a case-study approach in a session relevant to any number of disciplines, including history and literature. The facilitators will provide syllabi and information on how various institutions have reformed their surveys (e.g., dropping the survey, stressing methodology and using cultural examples in a case-study fashion, expanding traditional surveys to include specific continents) and why they adopted approaches they did relative to national trends, specific philosophies, and institutional constraints. Participants will spend part of the session divided into groups examining in depth the advantages and perils of specific approaches and then sharing their findings in a general discussion. IIIG. Globalization Begins at Home Maria Ramos, Professor of Spanish and Department Head, Modern Languages Marina Falasca, Graduate Student and Assistant, Educational Leadership South Dakota State University  While a global perspective is usually achieved through international studies and travel, sometimes it can be obtained just looking in your backyard. You can also be a world citizen while acting locally. This is one of the lesson Spanish students at SDSU are learning in a newly designed service-learning course in which the study of language and language learning and immigration issues in the Midwest are combined with first hand experience as ESL volunteer teachers for recent immigrants. While the idea is hardly revolutionary, its implementation is more complicated than it seems. However, the benefits for the students involved in this project are tremendous, not only to complete a Spanish major, but also as individuals in a globalized world.

IVA. Olympic Studies: A Versatile Tool for Inspiring Global Perspectives Heather Reid, Associate Professor and Department Chair, Department of Philosophy Morningside College This presentation lays the groundwork for integrating Olympic Studies into college courses as part of the effort to engender attitudes of global citizenship. It includes an overview of the field and its available resources, explores three sample activities that promote global perspectives, and concludes with general suggestions for integrating Olympic Studies into core courses as well as traditional academic disciplines. Handouts include an annotated bibliography and list of internet resources, short descriptions of the three classroom activities, and sample syllabi from both a core writing course and a discipline-specific course built around Olympic Studies. IVB. Curricular Innovation in Study Abroad Melissa Embser-Herbert, Professor and Chair, Sociology Department Brandon Lussier, Assistant Director for Off-Campus Programs and Study Abroad Kari Richtsmeier, Director for Off-Campus Programs and Study Abroad Hamline University This session presents information on three innovative programs encompassing both curricular and co-curricular components: First-Year Seminar Study Abroad, Crossing Borders I and II, and Study Abroad Colleagues. This session aims to provide strategies: 1) that faculty and administrators can use to create and implement study abroad opportunities for first-year students, 2) that faculty and administrators can use to develop curricula that support the study abroad experience, and 3) for building bridges between academic affairs and student affairs staff and study abroad instructors and program directors. After an opening presentation, participants will self-select into discussion groups by topical interest. Session presenters will gather all information and questions and distribute the results and responses to participants following the conference. IVC. Documenting Outcomes for a Diversity Goal April Bradley, Assistant Professor, Psychology Department Joan Hawthorne, Assistant Provost for Assessment of Student Learning, Academic Affairs Anne Kelsch, Assistant Professor, Department of History Anne Walker, Associate Professor, Department of Teaching and Learning University of North Dakota–Grand Forks  Gaining an appreciation for diversity is so important that it merits inclusion in the list of general education goals at almost all universities. But defining—and assessing—such goals is a challenge. As part of a university assessment team, we developed, implemented, and scored an entirely novel means of direct assessment of outcomes for our general education diversity goal. In this session, we will share our assessment strategy, as well as the rationale for it, and provide a handout summarizing outcomes to date. We will also provide opportunity for session participants to brainstorm additional assessment ideas for their own diversity goals and to address ways of adapting methods for other challenging goals. IVD. LeadNow: A Comprehensive Leadership Development Program Chelle Lyons Hanson, Director of Student Leadership and Service, Department of Student Affairs Jess Almlie, Assistant Director of Leadership Development, President's Office Concordia College-Moorhead LeadNow is a comprehensive leadership development program for every student at Concordia College. It is designed to complement the college’s new core curriculum, “Responsible Engagement with the World,” and an institution-wide commitment to global learning. The program specifically connects to the the college's diversity efforts by integrating skills for cultural competency. Students earn certifications by participating in workshops, service-learning, and meetings with a Leader Mentor. This session will outline the leadership theories that ground the program and the overall implementation framework in addition to providing opportunity for discussion about how to assess student learning in leadership development programs.  IVE. Global Modules: Fostering Global Citizenship Through Active Online Dialogue  Gary Scudder, Professor of History, Education and Human Studies Department Champlain College  This interactive presentation will examine Champlain College’s Global Module program. Global Modules link students and faculty at two or three international educational institutions for shared readings, discussion, and teamwork. The topics challenge cultural assumptions as well as promote critical thinking and collaborative learning. Faculty work together to choose a topic that is designed to make students question cultural assumptions, but it is the students themselves who work to solve problems through their collaboration with international partners. Students at Champlain have used the Global Modules format to discuss women’s issues with students in the U.A.E., terrorism with Jordanians, globalization with Indians, the peace movement with Austrians and the Lebanon crisis with Australians—and we are expanding. Participants will help design their own Global Modules.  IVF. Transforming Language Learning For a Global Society  Jan Marston, Associate Professor and Director, Language Acquisition Department Ashley Templeton, Program Assistant, International Relations Drake University  Drake University’s Language Acquisition Program (DULAP) is transforming language studies to meet students’ demands for building communication skills in other languages and critical thinking about life from other cultural perspectives. This discussion outlines Drake’s approach, methods, strategies, objectives, and assessment and how other institutions can implement its elements alongside their current language offerings. DULAP is part of Drake International, which also includes the Center for Global Citizenship, International Programs, and Chinese Cultural Exchange. Our mission includes all of the conference’s major themes: Cross-Cultural Competence, Global Citizenship, Culture Learning, Language Acquisition, and Career Preparation. Session activities include brainstorming about which elements can be put into practice at participants’ institutions. The intended audience includes faculty, developers and administrators.  IVG. Internationalizing Courses by Design: The Basics and Beyond  Kathleen O'Donovan, Education Specialist, Center for Teaching and Learning Elena Stetsenko, Associate Education Specialist, Center for Teaching and Learning Services University of Minnesota-Twin Cities  Efforts to internationalize curriculum are gaining momentum at institutions of higher learning across the U.S. As a result, instructors face new challenges that compel us to rethink how we design, present, and evaluate our courses. The expectation of preparing “global citizens” gives administrators, teachers, and faculty developers the unprecedented chance to bring new insights and innovative outcomes to the process of course design. Using a variety of interactive strategies, workshop presenters invite participants to surface personal assumptions about designing an internationalized course, to consider various definitions of key terms, to critique an internationalized syllabus, to discuss two theoretical frames, and to outline an action plan for internationalizing a course they currently teach or hope to teach at some future time.