Two Rubrics on Internationalizing Your Course

Explanation of the Following Two Rubrics:

The first rubric represents guidelines on how to start the process of Internationalizing a course, what questions to ask, and what to do.”How to Get Started”. The second rubric (next page) represents the different phases or levels through which faculty proceed to Internationalize their courses, it also addresses students outcomes (adapted rubric from the (ACE) American Council on Education Handbook on Internationalizing curriculum).

Tangier, Morocco

  1 2 3 4 5
Get Started! Research international elements of your discipline and/or course. Decide on a course to focus on. Think about what internationalized elements would best fit with your course. Get started with internationalized components, modules, assingments or just enrich your course with new resources e.g. readings, speakers, website links etc. Revise your current syllabus including both SAC outcomes and clearly stated Internationalization outcomes. Formalize your commitment by telling your administrative assistant to indicate your focus in the the description line in the class schedule.
Do a Test run! On the first day of class share with your students your new focus. As the course runs, continue to emphasize the theme or present internationally focused assignments. Take notes of what works, and what doesn't work. Talk to other faculty who are internationalizing, compare notes. Celebrate! You did something new.

Revise your course, providing greater depth.

Continue your research on the international focus of your choice. Revise your course materials to reflect your new found knowledge about the culture, themes, etc. Make adjustments based on what worked or didn't work. Share your process and ideas with your colleagues.  
Keep going! Attend conferences and workshops. Explore new assessment strategies. Plan a trip to a country you have never visited -- if you can!    
Share with others.          

 

Continuum of Global Competence

 

Area of Focus

Phase 1:

introductor

Describe, list, state facts

Phase 2:

exploratory

Think critically/analyze

Phase 3: participatory

Engage/relate to self

Phase 4:

integrative

Integrate into larger picture

Factual knowledge (facts about demographics, politics, history, art, etc.)

Able to list and provide basic descriptions of several current global issues/topics. Demonstrates general introductory knowledge of world geography, and major global historical periods Can articulate the actual cause and effect relationships between factual information and a current global topic/issue. Can imagine other hypothetical cause and effect relationships Can argue the root causes of a global issue/topic. Can articulate how the global issue/topic is connected to several disciplines and how those disciplines affect the topic/issue.

Inter-cultural Skills (foreign language skills, intercultural communication, etc.)

Communicate in a second language at the survival level. Able to list, locate, and minimally describe several different cultural groups in the word. Communicate in a second language at a beginning level. Able to identify the communication styles and social/behavioral norms of another cultures as well as one's own.

Communicate in a second language at an intermediate level. Demonstrates ability to interact and communicate appropriately according to another culture's behavioral and communication norms.

Communicates in a second language at a level appropriate for use in daily life and/or career. Frequently and easily adapts own communication and behavior to another culture's because of regular interaction with that culture.

Understanding values/perspectives (understanding of philosophies, religions, etc. that shape a culture)

Able to identify major components of another culture's value system. Can identify one's own cultural value system. Can compare and contrast one's own values to another culture's. Can articulate how a culture's value system affects its political/environmental/artistic/economic system. Can also articulate how own value system fits into a global context. Can argue a global topic/issue from a cultural perspective different from one's own.
Personal engagement (understanding of personal connection to issue. Also service learning and study abroad) Can list/brainstorm possible connections between a global issue/topic and students at an American university Can articulate a direct or indirect connection between a global issue and one's own personal life and/or vocational choices Engages in a direct or indirect activity that connects their personal/career goals with a global issue. Demonstrates a potential for leadership in a direct or indirect activity that connects their personal/career goals with a global issue.

"Global issues" = over-consumerism, processes of development/modernization, shrinking biodiversity, poverty, communal conflict, inadequate healthcare, water shortages, population growth, human rights, etc.

"Global topics" = artistic/scientific/economic contributions, historical diasporas, immigration, biodiversity, etc.