This series of seven 90-minute virtual workshops will offer professional development in the facilitation and assessment of one facet from the AAC&U Global Learning (GL) VALUE Rubric and/or the Intercultural Knowledge and Competence (ICKC) VALUE Rubric during each workshop. The series begins in early August 2024 and ends in mid-June 2025. Facilitators include educators from Purdue University’s Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR) and our invited guests from University of Notre Dame, Florida International University, Indiana University Indianapolis, Allegheny College, Culture Beyond Borders, Concordia University, Purdue University, and the Forum on Education Abroad.
Although the AAC&U VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics were written for use in a higher education undergraduate context, we know that you'll find the information presented to be practical for use by anyone involved in helping others to increase their intercultural competence.
Please join us!
The tentative schedule is here. Registration information coming soon. Follow us at facebook.com/purduecilmar or linkedin.com/company/cilmar for updates.
August 7, 2024, 12:00pm-1:30pm EDT
Facilitators: Kris Acheson-Clair, CILMAR; Horane A. Diatta-Holgate, University of Notre Dame
Intercultural Openness is one of the requisite attitudes individuals should develop in order to engage in effective and appropriate communication across various cultural contexts and situations (Deardorff, 2006, 2009). In this opening session of the 2024-2025 AAC&U-CILMAR Global Learning Webinar Series we will discuss Intercultural Openness as defined on the AAC&U VALUE rubric for Intercultural Knowledge and Competence as well as explore experiential activities and different ways to assess individual's development of this construct. As a result of participating in this session, attendees will be able to: describe intercultural openness and its relevance in their particular teaching or training context, identify a specific experiential learning activity they can use or adapt in order facilitate their learners' developing intercultural openness, and select an appropriate method or tool for assessing intercultural openness in a way that aligns with their outcomes for learners.
Wednesday, September 25, 2024, 12:00pm-1:30pm EDT
Facilitators: Alankrita Chhikara, CILMAR; Hilary Landorf, Florida International University
As learners grow in their understanding of cultural diversity, they move from being able to describe the experiences of others historically or in comtempoary contexts primarily through one cultural perspective to being able to adapt and apply a deep understanding of multiple worldviews, experiences and power structures while initiating meaningful interactions with other cultures to address significant global problems.
For more, please investigate the Global Learning VALUE Rubric here.
November 6, 2024, 12:00pm-1:30pm EST
Facilitators: Aletha Stahl, CILMAR; Leslie Bozeman, Indiana University Indianapolis
Learners who are growing in intercultural competence move from demonstrating surface knowlege to a sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
For more, please investigate the Intercultural Knowledge and Competence VALUE Rubric here.
Early February 2025
Facilitators: Aparajita Jaiswal, CILMAR; Caryl Waggett, Allegheny College
According to the ICKC rubric, learners who are starting their intercultural journey show minimal awareness of their own cultural rules and biases (even those shared with their own cultural groups); as they become more self-aware, learners can articulate insights into their own cultural rules and biases, seeking complexity and being aware of how their experiences have shaped these rules. The GL rubric defines growth in self-awareness as movement from connecting personal decision-making and certain local and global issues to learning to effectively address significant issues in the natural and human world based on articulating one's identity in a global context.
For more, please investigate the Intercultural Knowledge and Competence VALUE Rubric here and the Global Learning VALUE Rubric here.
Late March 2025
Facilitators: Tatjana Babic Williams, CILMAR; Kwesi Ewoodzie, Culture Beyond Borders, LLC
According to the ICKC VALUE rubric, learners who have matured in intercultural empathy interpret intercultural experience from more than one worldview and act in a supportive manner that recognizes the feelings of another cultural group. Similarly, the GL VALUE rubric defines a more advanced developmental stage in perspective taking as the ability to evaluate and apply diverse perspectives to complex subjects within natural and human systems in the face of multiple and even conflicting positions.
For more, please investigate the Intercultural Knowledge and Competence VALUE Rubric here and the Global Learning VALUE Rubric here.
Mid-May 2025
Facilitators: Kelsey Patton, CILMAR; Basma Ibrahim DeVries, Concordia University
Learners who are more interculturally competent can articulate a complex understanding of cultural differences in verbal and nonverbal communication and are able to skillfully negotiate a shared understanding based on those differences.
For more, please investigate the Intercultural Knowledge and Competence VALUE Rubric here.
Mid-June 2025, 12:00pm-1:30pm EDT
Facilitators: H. Parker, College of Engineering, Purdue University; Mary F. Price, The Forum on Education Abroad
Learners who have matured in this aspect of global learning take informed and responsible action to address ethical, social, and environmental challenges in global systems and evalute the local and broader consequences of individual and collective interventions.
For more, please investigate the Global Learning VALUE Rubric here.