2024-2025 AAC&U-CILMAR Global Learning Webinar Series

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.
• select an appropriate method or tool for assessing intercultural openness in a way that aligns with their outcomes for learners.

The AAC&U Intercultural Knowledge and Competence VALUE Rubric is here.

A collection of materials featured in the webinar are here.

A self-learning module created from this webinar is available in the HubICL Courses.

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 contemporary contexts primarily through one cultural perspective to being able to adapt and apply a deep understanding of multiple worldviews while initiating meaningful interactions with other cultures to address significant global problems.

In this second webinar of the series, we explore cultural diversity as defined by the AAC&U Global Learning VALUE Rubric—the curiosity to learn respectfully about the cultural diversity of other people and on an individual level to traverse cultural boundaries to bridge differences and collaboratively reach common goals.

Participants will be engaging in a variety of hands-on activities including a case study, visual thinking prompt and exposure to a cultural mapping tool.

Participants of this webinar will be able to:

1. define cultural diversity for global learning.
2. understand theoretical frameworks underlying cultural diversity.
3. engage in activities that enhance learners’ cultural diversity.
4. identify various methods and tools for assessing cultural diversity.

The AAC&U Global Learning VALUE Rubric is here.

A collection of materials featured in the webinar are here.

November 6, 2024, 12:00pm-1:30pm EST
Facilitators: Aletha Stahl, CILMAR; Leslie Bozeman, Indiana University Indianapolis

Knowledge of cultural worldview frameworks goes beyond the accumulation of facts about a cultural group's history, values, politics, communication styles, economy, beliefs, etc. It entails an understanding of the complexity of how these elements are important to members of a cultural group and inform their meaning-making. 

In this third webinar of the AAC&U-CILMAR Global Learning Webinar Series, we explore ways to engage learners in conversation about the concepts included in cultural worldview frameworks as defined by the AAC&U Intercultural Knowledge and Competence VALUE rubric.

 As a result of participating in this webinar, you will be able to:

• describe knowledge of cultural worldview frameworks and its relevance in your particular educational context
• identify an experiential learning activity you can use or adapt with learners to facilitate development of knowledge of cultural worldview frameworks
• select a method or tool for assessing knowledge of cultural worldview frameworks that aligns with your learning outcomes

A collection of materials featured in the webinar are here.

February 7, 2025, 12:00pm-1:30pm EST
Facilitators: Aparajita Jaiswal, CILMAR; Caryl Waggett, Allegheny College

Self-awareness is key to developing intercultural competence. According to AAC&U’s Intercultural Knowledge and Competence VALUE Rubric, learners beginning their intercultural journey often show minimal awareness of their own cultural rules and biases. However, as they progress, they gain the ability to articulate insights into their cultural frameworks, recognize complexity, and understand how their experiences shape their perspectives. The AAC&U Global Learning VALUE Rubric further defines growth in self-awareness as the ability to connect personal decision-making to local and global issues. As learners develop, they can address significant global challenges by articulating their identities in a broader, global context. As a result of participating in this webinar, you will be able to:

• describe self-awareness as a learning outcome, and its relevance in your educational context; 
• identify experiential learning activities that promote the development of self-awareness in intercultural competence; and 
• select methods and tools for assessing self-awareness as it relates to both cultural knowledge and global understanding.

March 26, 2025, 12:00pm-1:30pm EDT
Facilitators: Tatjana Babic Williams, CILMAR; Kwesi Ewoodzie, Culture Beyond Borders, LLC

Intercultural empathy and global perspective-taking are complex skills at the heart of our ability to communicate, interact, and bridge across cultural differences. Learners who have matured in these skills can interpret intercultural experience from more than one worldview. They can act in a supportive manner that recognizes the feelings of another cultural group, as well as evaluate complex situations by applying diverse perspectives within natural and human systems in the face of multiple and even conflicting positions. 

In the fifth webinar of the series, we invite you to delve into the complexities of intercultural empathy and global perspective-taking as defined by the AAC&U Intercultural Knowledge and Competence and Global Learning VALUE Rubrics. As a result of participating in this session, you will be able to: 

• describe intercultural empathy and global perspective-taking and the relevance of these skills in your professional and personal contexts.
• identify a specific experiential learning activity you can use or adapt in order to facilitate developing learners’ intercultural empathy and global perspective-taking.
• select an appropriate method or tool for assessing intercultural empathy and global perspective-taking that aligns with your learning outcomes.

For more, please investigate the Intercultural Knowledge and Competence VALUE Rubric here and the Global Learning VALUE Rubric here.

May 14, 2025, 12:00pm-1:30pm EDT
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.

Tuesday, June 17, 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.

As a result of participating in this webinar, you will be able to: 

• Describe citizenship frameworks  applicable to furthering student learning of social and personal responsibility in global contexts
• Critically appraise course designs to strengthen alignment between course goals, activities and assessments related to social and personal responsibility
• Select activities and strategies that aid students in moving from learning about social and personal responsibility to taking informed action
• Identify methods and tools relevant for assessing social and personal responsibility