Internationalization of the Curriculum: a remedy for International Students' Academic
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- Appendix B Best Practices/Good Practices For Teaching and Learning in an Internationalized Curriculum (Bond et al., 2003, pp. 11-12)
- Develop a climate of trust and respect
- Instructional strategies
- Preparing to internationalize course content
Conclusion The extensive body of research examining the academic adjustment difficulties of international students appears to provide evidence that the traditional Euro-centric curricular and pedagogical practices evident in post-secondary institutions within the Western world do not provide a learning environment readily conducive to many international students' academic success. An internationalized curriculum, encompassing curricular and pedagogical reforms that recognize the diverse backgrounds and learning styles of international students, could be an ideal remedy for better supporting the learning needs of this group of students. However, the establishment of an internationalized curriculum would require an ongoing, collaborative, interdisciplinary approach combining the support, knowledge, efforts, and skills of inter-culturally sensitive and internationally experienced faculty, students, and administrators. Such a curricular reform process must be institution-wide in order to best meet the needs of all students in all departments and faculties. Furthermore, institutions need to be aware of the numerous factors that can inhibit the successful development and delivery of an internationalized curriculum in order to address and minimize the effects of these variables on their curricular reform process. Although the infusion approach to the internationalization of the curriculum prevails in many Canadian post-secondary institutions today and is preferable to the earlier add-on approach, it is still not sufficient to meet the diverse needs of today's international students. The move towards a transformation approach, which promotes a critical awareness of the bias and values inherent in Western pedagogical and curricular approaches, honours and acknowledges culturally diverse ways of knowing and being, and values students as active partners in the learning process, is the goal towards which post-secondary institutions should aspire for the benefit of future generations of domestic and international students. References Adams, M. (1992). Cultural inclusion in the American college classroom. In L. L. B. Border & N. Van Note Chism (Eds.), Teaching for diversity: New directions for teaching and learning: Vol. 49 (5-17). San Francisco: Jossey-Bass. Andrade, M. S. (2006). International student persistence: Integration or cultural integrity? Journal of College Student Retention: Research Theory & Practice, 8(1), 57-81. Arthur, A. (2004). Counseling international students: Clients from around the world. New York: Kluwer Academic/Plenum Publishers. 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Studies in Higher Education, 33(1), 63-75 Appendix A Figure 2. Internationalized curricula by discipline: Canada 
Note. From Canadian University Efforts to Internationalize the Curriculum (p. 11), by F. Taylor, 2000, Ottawa, ON: Association of Universities and Colleges of Canada. Copyright 2000 by The Association of Universities and Colleges of Canada. Appendix B Best Practices/Good Practices For Teaching and Learning in an Internationalized Curriculum (Bond et al., 2003, pp. 11-12) Get to know your students very early in the course Make up a handout so that students can tell you about themselves Ask students about their different experiences (including education) in Canada and outside North America Be careful not to single out international students as different, exotic Find out how many languages are spoken in your class Find out how many students have lived or worked abroad, and where Ask about the ways in which your students have been taught before, particularly recently Ask students what teaching strategy seems to work best for them Disclose the languages you speak, even a little Develop a climate of trust and respect Make it known in your course outline and in your first meeting with your students that you invite them to contribute their ideas and experiences Describe your own experiences living and working in different cultures to help shape the course Tell your students about yourself, including your cultural heritage Disclose in your course outline what you believe about respect, diversity and inclusivity Make these beliefs explicit; practice them in the presence of students Set out in the course outline, or develop with the students, guidelines for conflict resolution should they be needed Discuss with students your choice(s) of teaching strategies and your reasons for making the choices; convey strategies in your course outline Try to use as many different teaching strategies as possible Be open to and invite disagreement Recognize that some students do not feel comfortable speaking in large groups; provide different types of opportunities for participation Instructional strategies Build on your students' linguistic and cultural distinctiveness Use current issues whenever possible to present or contextualize your course content Use experiential learning whenever possible (e.g. field-based assignments, group work, case studies); the more active the learning the better While group work has the potential to enhance learning, students who look or speak differently may be at a disadvantage Effective group work/assignments require students who are prepared for what is expected and know how to handle issues such as conflict or non-participation If you use group work, structure the membership to be diverse Assess group work based on individual effort Create assignments which build on students' background knowledge and experience Encourage your students to think critically and abstractly Preparing to internationalize course content Find out what your International Student Office and other campus services can offer you Collaborate with colleagues at home and abroad Join networks of faculty who teach the same or similar courses in Canada and outside North America Make good use of international guest speakers who are on campus Use examples in all assignments that introduce original materials from other countries and cultures Avoid stereotypes Appendix C Figure 1. Teaching for world-mindedness: The course design wheel 
Note. From "Internationalizing Pedagogy or Applying Pedagogy to Internationalism - The Journey of a Professional Development Workshop," by S. Schuerholz-Lehr and G. van Gyn, 2006, p. 23. Paper presented at Internationalizing Canada's Universities: Practices, Challenges, and Opportunities symposium. Download 0.85 Mb. Share with your friends:
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