Intercultural Competence Inventory and Global Competence Assessment

DESCRIPTION: Learn how to leverage two of the leading tools in the intercultural field – GlobeSmart Profile SM & Intercultural Effectiveness Scale (IES) – to understand work style differences and global competence and identify strategies to communicate effectively across boundaries.  Profiles can be used to anticipate and mitigate potential challenges of study abroad or international work, before students/employees run into them.

GlobeSmart Profile is a statistically-validated tool that assesses individual work styles across five behavioral dimensions proven to impact workplace relationships, productivity and efficiency around the world.

Intercultural Effectiveness Scale is a statistically valid self-assessment based upon empirical research that evaluates competence essential for effective interaction with people from different cultures.  It is an abridged version of the Global Competence Inventory (GCI)

Participants will receive access to both tools.

Valuable Resources Internationally-Educated workers, and the People Who Assist Them

DESCRIPTION: This session will focus on two distinct topics.  The first will be a professional development portion focused on a general overview of World Education Services, and the various informative resources provided to university faculty and administrators to assist them in their work with international applicants and students.  Resources such as WES’s Country Profiles, webinars, World Education News and Reviews newsletter, iGPA Calculator and Degree Preview Tool will give attendees a better idea of what resources to utilize when they have questions about international education.

The second part of the session will be spent discussing topics regarding how Maryland faculty and administrators can help advocate for those skilled immigrant students coming into their state.  Topics covered include brain waste, the importance of recognizing international credentials in the U.S., and utilizing existing resources to better help internationally-educated individuals.

 

Globalized curriculum: An award-winning institution-wide initiative

DESCRIPTION: This presentation explores Heiskell-award-winning approaches to establishing an institution-wide initiative to internationalize the curriculum, including general education courses. The authors recently published a book chapter on this topic.

 

From Student Worker to Global Leader: Professional Development for Student Staff

DESCRIPTION: Student employees help us to manage multiple competing priorities as we serve our campus communities. As international educators, fostering opportunities for students to develop intercultural competence and global leadership skills is at the heart of everything we do. In this session, attendees will learn strategies for developing an effective student employee professional development and training program that both increases the quality of our services and prepares our students to be interculturally competent global leaders.

 

World Trade Center Global Pathways Program

DESCRIPTION: The World Trade Center, located in Baltimore’s Inner Harbor, piloted a new program in 2018 call the Global Pathways for Students.  The presentation will present the goals of the new program for both Maryland college students and Maryland employers.  The program is designed to help college students enhance their readiness for a career in international business through a series of workshops and meetings with Maryland’s top international companies.  It is also designed to showcase Maryland-based businesses with global reach to a handpicked group of high achieving students from area schools while helping our region retain top talent.

 

Global competence through study abroad in underrepresented professional programs

DESCRIPTION: In this session, experienced study abroad practitioners and faculty leaders present strategies for maximizing students' global competence outcomes via faculty-led study abroad for the professional majors. Professional majors are extremely popular among students but have notoriously tight curricular/scheduling requirements, thus relatively few students enrolled in these majors typically study abroad or otherwise engage with international education at all. Short-term faculty-led study abroad programs designed specifically to meet these students' unique needs are an excellent way for our offices to engage this population.

 

A Brief History of the Future of Education: Learning in the Age of Disruption

DESCRIPTION: How do educators, administrators, and leaders prepare the global digital citizens for the future of learning? Examine how fixed mindsets prohibit systemic change in education. Perform a comparative analysis of what traditional schools teach and the next-generation skills students must learn to thrive in modern times. Explore what learning will look like in 20 years and the new roles educators must assume to help learners reach their full potential.

Participants will:

  • Identify fixed mindsets that continue to exist in current instructional practices that must be transformed in order to create future-focused, future-ready learning environments

  • Examine the next generation skills that today’s and tomorrow’s learners must cultivate to ensure future success in both work and life

  • Discover nine core learning attributes of the digital generations;

  • Identify the teaching, learning, and assessment strategies needed to access these learning attributes.

  • Create a new profile for the roles of educators in the future of learning.

  

AAC&U Intercultural Knowledge and Competence Rubric

DESCRIPTION: Dawn Whitehead, Vice President for the Office of Global Citizenship for Campus, Community and Careers.

The American Association of Colleges and Universities (AAC&U) has created 16 Rubrics.   The Intercultural Knowledge and Competence rubric is used widely, especially by Study Abroad professionals but can be adapted to any learning environment.  Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008.).  This rubric identifies six of the key components of intercultural knowledge and competence and its use and applicability will be discussed at the session.

The call to integrate intercultural knowledge and competence into the heart of education is an imperative born of seeing ourselves as members of a world community, knowing that we share the future with others. Beyond mere exposure to culturally different others, the campus community requires the capacity to: meaningfully engage those others, place social justice in historical and political context, and put culture at the core of transformative learning. The intercultural knowledge and competence rubric suggests a systematic way to measure our capacity to identify our own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being.

The levels of this rubric are informed in part by M. Bennett's Developmental Model of Intercultural Sensitivity.  In addition, the criteria in this rubric are informed in part by D.K. Deardorff's intercultural framework which is the first research-based consensus model of intercultural competence (Deardorff, D.K. 2006).

  

Global Career Preparedness for Liberal Arts and Health Sciences Majors: A Five Year Pilot Study

DESCRIPTION: Salisbury University, a public comprehensive university and member of the University System of Maryland has partnered with Global Experiences, Inc. a private internship placement company located in Annapolis on a five year pilot program that has sent students from numerous majors in the liberal arts and allied health areas to complete full-semester credit-bearing internships around the world.  The presentation summarizes the impressive Maryland workforce development outcomes of this pilot and the plans to greatly expand the program in coming years.

  

Developing Student Learning Outcomes for Effective Student Programming

DESCRIPTION: Many International Student Offices struggle to provide effective and innovative programming to their international student populations with limited resources, despite collaborations with better-funded partner departments. This session will focus on developing Student Learning Outcomes (in the framework of Global Learning Outcomes-GLO’s) to guide and inform programming efforts, in order to ensure student learning goals and maximize office resources. Also, the process of developing SLOs based on CAS standards (utilizing learning from GLO’s development) best practices and supporting the university internalization efforts will be highlighted.

Learning Objectives

  • Identify university’s internationalization efforts and support so as to inform development of SLOs(with the framework of GLO’s) that are aligned with overall mission.

  • Identify best practices for SLO development using CAS standards for international education.

  • Develop assessment metrics to select program and partnerships that meet SLO guidelines.

 

 Glocalization – Acting Locally and Impacting Globally

DESCRIPTION: This session highlights the basic concepts in regards to global competences required for student, post graduates and/or young professionals interested in health and related human services entrepreneurship opportunities in developing countries.

The key competence to be presented are (but not limited to)

  • Developing Cross-Sector multidisciplinary and transdisciplinary organizational collaboration initiatives

  • Establishing global partnerships and resource sharing strategies for enhancing community- based global health and human services delivery systems initiatives

  • Strategies development frameworks for enhancing start-ups of small- and medium-sized businesses addressing approaches to be in compliance with the World Health Organizations Sustainable Development Goals Strategies

  

Intercultural dialogues: A unique low-resource initiative to inject global perspectives across the curriculum

DESCRIPTION: This session explores the Intercultural Dialogues program, a unique CCBC initiative that brings advanced ESL and other international students into credit classes as guest speakers on a relevant course theme: for example, what happens when old US computer equipment goes to Ghana in an IT or environmental class, what it is like to be albino in two parts of the world during a genetics unit in a biology course, demonstrating hip-hop culture in Russia in a dance class, and the like. This process brings global topics to life for domestic students, supports international students' leadership and communication skills development, and garners faculty a guest speaker with regional expertise -- and from a staff perspective, the program is relatively simple to administer, has wide reach and impact, and can foster the interpersonal connections across cultures that so many of us aim to support in our work.

 

Mitigating the Stress of Intercultural Communication through Student Run Organizations

DESCRIPTION: A common challenge in developing globally competent students is the lack of relationships between international and domestic students. This presentation will provide new findings on the relationship of stress inhibiting intercultural communication, and the way participation in clubs can offset this barrier preventing intercultural bonding.

  

Think Local, Act Global: The New 21 st Century Paradigm

DESCRIPTION: The term “Think Global, Act Local” has become a more popular principle over the last several decades that people and organizations across the world embrace. In theory, actions we take that positively affect our local communities will add up to eventually create a positive global impact. Many organizations tie this mantra into their corporate social responsibility programs. The proposed presentation will be looking at this concept in a new light. What if we flipped the idea backwards? The presentation is driven by the presenter’s belief in the new idea of, “Think Local, Act Global”.

The new concept proposed above has the potential to enhance the global competence level of students from an applied entrepreneurial perspective through an experiential education paradigm developed by the presenter/facilitator in reference to business leadership, management, and advocacy strategies which ultimately have a positive impact of on the global workforce capacity building environment.

The presentation highlights essential aspects in regards to how entrepreneurs across all industries can apply this model to create lean and sustainable businesses solving the global workforce development challenges of today. The presenter will engage with the audience to see how they can apply the model to industries they are working in. The presentation will also offer wholesome instruction of how the presenter has applied global competence skills training in the past geared towards providing undergrads with hands on educational experiences in collaboration with various institutions and organizations abroad. Since his early college days, the presenter started creating global health services organizations geared towards solving local undergrad educational issues (over 5 years of experience). The presenter will cover what he has learned about the hard and soft skills needed by students to thrive in the global workforce.

“Think Local, Act Global” has the potential of being a new 21st century business model that can usher in a new generation of sustainable enterprises geared towards solving local educational problems while creating the global workforce of tomorrow.

  

Articulating Curricular and Co-Curricular Career Readiness Skills

DESCRIPTION: To introduce and explain USM’s B.E.S.T. (Badging Essential Skills for Transition) initiative.   Based on NACE’s (National Association of College and Employers) eight competence or career ready skills – which includes Global/Intercultural Fluency – the USM badges will allow a student to demonstrate and articulate skills learned and practiced both in and out of the classroom.  The badges are rigorously assessed and when awarded can be posted on platforms such as LinkedIn.  Prospective employers not only see the digital badge but can review the specific skills accomplished and the evidence that supported the awarding of the badge.   More information about B.E.S.T. can be found at https://www.usmd.edu/cai/usm-digital-badging-initiative.  Currently, TU is piloting the Leader Badge and FSU the Problem-Solver Badge, both skills vital in a global community.  TU plans to next launch the Interculturalist Badge.

A major part of this initiative is USM’s collaboration with Portfolium, an online e-portfolio platform.  For two years (starting Fall 2018), 100 students at each participating university (TU, FSU, UMBC, UB, Bowie, and USG) have free access to Portfolium’s badging module, Portfolium EDU.