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:
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