Why we internationalize
Other opportunities for internationalization in the curricula include study abroad, teach abroad, and collaborative online international learning.International @ USask
USask endeavours to provide support to academic units and individual faculty to:
- build international and cross-cultural content
- generate associated learning outcomes
- use effective teaching strategies and assessment to support students in intercultural growth.
The goal of internationalized courses is to help students extend beyond narrower, monocultural perspectives to more global and inclusive ones. Content alone is not sufficient to accomplish the change. Course internationalization, then, can be conceived as “a process by which international elements are infused into course content, international resources are used in course readings and assignments, and instructional methodologies appropriate to a culturally diverse student population are implemented" (Schuerholz-Lehr et al., 2007, p. 70).
International and cross-cultural content
A simple way to start internationalizing a course is to add assigned readings or other media from international perspectives. This can be a way to start conversations and to look for similarities and differences between Canadian and foreign content. Even the writing and presentation structure might reflect cultural differences. This is a rudimentary form of internationalization that does not require much effort, and it’s efficacy is limited. Students may not value or be changed by this experience.
Like any ability or skill, an instructor's intercultural teaching capacity requires practice and development.
Learning outcomes & assessment
For help on writing robust course outcomes, refer to this article:All Aligned - Outcomes
Adapting or adding to course outcomes is a more robust manner of ensuring that internationalization is achieved in a course. Students are assessed on their skills, abilities, and knowledge of specific international or intercultural competencies. When assessment is done effectively, a student is able to describe what they know and how they know it. This is a deeper level of understanding and requires higher order thinking. Students should be able to address cognitive, affective, and behavioural aspects of their learning.
“Effective instructors are able to critically evaluate the curriculum and create learning materials that transcend the limitations of monocultural disciplinary paradigms, scaffold student learning so students have a chance to master intercultural skills relevant to their discipline, and design assessments that allow students to demonstrate learning in a variety of ways.” – Dimitrov, N., & Haque, A. (2016)
Tools for Assessment
Teaching practices survey
Assessment of student intercultural competence
- To what degree did this course help students become more aware of cultural difference?
- To what degree did the learning experiences in this course help you practice working with groups of diverse race, culture, religion, gender, orientation and/or origin?
- At the time of registration for this course, my confidence in working with cultural difference was…high/low?
- At the time of completing this survey, my confidence in working with cultural difference was…high/low?
Inclusion and access to learning are fundamentals of internationalized learning experiences. This can help international students feel seen in a USask course and also help domestic students grow their global identity. We want all our students to become the graduates the world needs.
Tips & Tricks
Take a Different Point of View
Build for Choice
Design for Learning
Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: A multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437–456.
Schuerholz-Lehr, S., Caws, C., Van Gyn, G., & Preece, A. (2007). Internationalizing the Higher Education Curriculum: An Emerging Model for Transforming Faculty Perspectives. Canadian Journal of Higher Education, 37(1).