NPEA Workshop by:Jay Davis

& Zeva LevineDartmouth College

I. Reflection on Value of Cross-Cultural LearningII. Language in Motion (LIM) NationallyIII. LIM at DartmouthIV. Best Practices for Presentations & Professional

DevelopmentV. AssessmentVI. Q & AVII. Ideas for Incorporation

Agenda:

Please think of a time when you had an experience where you were most aware of cultural difference.

Share with 1-2 people.

Pair & Share Question:

Dartmouth’s LIM program shares the world with and promotes college awareness for students in under-resourced, rural high schools by bringing together:

HS Teachers Undergraduates Campus Partners (Faculty/Staff)

LIM-Dartmouth Mission:

Deb Roney ‘73 at Juniata College (PA) in 2000

LIM as a “Community-Based Learning” course

Addition of Teacher Professional Development

Significant Growth & Replication to Colleges/Universities

Dartmouth College joins LIM Consortium in 2009

How the LIM Program Started:

A. Juniata College (PA - Founder)B. Bryn Mawr College (PA)C. Dartmouth College (NH)D. Drew University (NJ)E. Iowa State University (IA)

F. Johnson & Wales Univ. (RI)G. Loras College (IA)H. Vassar College (NY)I. Westminster College (PA)J. Willamette University (OR)

List of LIM Consortium Members:

Location

◦ Urban

◦ Suburban

◦ Rural

Incentive

◦ Credit-bearing course

◦ ExtraCurricular Activity

◦ Campus Job

Campus Connection◦ World

Languages & Culture Dept.

◦ International and/or Study Abroad Office

◦ Community Service Coordinators

Undergrads

◦ International Students

◦ Study Abroad Returnees

◦ Foreign Language

Different LIM Program Models:

…all for K-12 students!

Dartmouth’s international focusCollege awareness for high school studentsEmphasize best practices in:

(a) service to schools(b) presenting to HS students

Teacher as the multiplier (AVD)Supports and resources

Dartmouth’s Approach to LIM:

Teachers Undergraduates

Campus Partners

Professional

Development Trainings

HS Students

Presentations

LIM-Dartmouth Constituents:

To share with high school students the intercultural opportunities college can provide

To emphasize the importance and opportunities of post-secondary education for students

To partner with teachers to supplement coursework with presentations on language and culture

To foster collaboration among high school and college language and culture faculty

To offer professional development opportunities for high school faculty

To help Dartmouth undergraduates understand rural, under-resourced high schools

To help undergraduates make meaning of their cross-cultural experiences

To help undergraduates explore their own interests in education

To enhance collaboration among Dartmouth departments focused on intercultural education and foreign language

Objectives:

Select Undergrads & Match with Partner Teacher (1:1 or 2:1)

Trainings & Planning Training I: Program Overview, Professionalism, Logistics, Pedagogy

Planning Meeting with Partner Teacher

Training II: Special Topics: Intercultural Reflection, Adolescent Psychology, College Awareness, etc.

Training III: Final Presentation Development

Presentations Minimum of 1-2 presentations

Debriefing Meeting with LIM Staff during reading period of each term

2010-2011 LIM Program Model:

At Juniata, LIM grew from:◦ 11 undergrads reaching 318 students (K-12) – YEAR 1 ◦ 72 undergrads reaching 3971 students (K-12) – YEAR 10

Since 2000, over 90% of Teachers, Undergrads, & K-12 students agreed ‘LIM presentation was a valuable experience’ & wanted more!

At Dartmouth, LIM grew from:◦ 14 undergrads reaching over 250 HS students – YEAR 1◦ 24 undergrads reaching over 450 HS students – YEAR 2

Of 107 HS Students surveyed from 4 partner schools◦ 88.8% agreed “Presentation expanded/deepened my view of culture discussed”

(11% neutral)

◦ 83.2% indicated wanting to see additional LIM presentations (14 % neutral)

100% of HS Teachers agreed to the prompt “The presentation was a valuable addition to my curriculum.”

Results:

Engaging Activities◦ Artifacts (view and/or touch)◦ Sensory appeal: video, music, food, etc.◦ Personal stories

EXAMPLE: ‘Asking students to check shirt tags’

In K-12 students’ own voice◦ Pair & share discussions◦ Q & A time at the end◦ Questions that help students see their self-efficacy

EXAMPLE: ‘If given the opportunity to travel abroad tomorrow, where would you go?'

Informational AND Approachable◦ Use humor/confidence (naturally & appropriately)◦ Speak frankly and openly about financial aid and other resources used◦ Reference maps◦ Leave a handout behind with resources & contact info.

Best Practices for Presentations:

…all planned with partner teacher!

Support (financial and otherwise) for teacher-initiated development opportunities◦ Connected to classroom … yes. Junket … no!

Facilitated workshops on campus◦ Bring teachers together from across districts◦ Honor expertise that teachers can share with each other◦ Tap into resources that campus partners can offer:

Rassias Foundation at Dartmouth; Off-Campus Programs, etc.

Ongoing, sustainable connections◦ Provide forum & model for sharing opportunities and resources

Best Practices for Teacher Professional Development:

Online Evaluations through SurveyMonkey◦ Teachers◦ Campus Partners◦ Undergraduates

External Review

Staff Evaluation

Reporting to The Arthur Vining Davis Foundations

Assessment:

Questions?

In what ways could cross-cultural learning be incorporated into your programming?

Final Question: