This webinar is directed toward professionals who provide intercultural training to students both incoming and outgoing, including: study abroad professionals and faculty who organize, design, or teach in education abroad programs; international student professionals; student service professionals; and others. This webinar provides content that assumes a basic prior knowledge of intercultural training techniques.
Knowledge community affiliation may include TLS, ISSS, EA, or RAP, as long as the professionals are providing training.
As a trainer focused on intercultural development for your students, you know that international and education abroad students speak most often of the transformation they have gone through as a result of their intercultural experience. You may also know that your effort to engage real transformative learning falls far below expectations. Experience without support does not render the intercultural competence that we strive for in our intercultural training. Instead, it requires a rich integration of the right training and support.
Is your current intercultural training meeting the transformative learning demands of your students and the field?
By the end of this webinar, you will be able to:
- Critically review your current intercultural training and devise a more effective strategy.
- Consider how the appropriate interventions lead to transformational learning.
- Revise your current training plan to select, sequence, and time activities that more effectively engage students in their intercultural experience.
Four intercultural training experts share their key strategies for transformative learning and provide you with insights into how to move toward intercultural training excellence fostering real transformative learning. In this webinar:
- Mick Vande Berg asks you to resist the status quo if you seek transformative learning and tells you why.
- R. Michael Paige describes why learners need intervention in order to transform.
- Janet Bennett speaks to the many-layered process of training design.
- Bruce La Brack shares his principles for selecting content for intercultural training.
Janet Bennett, PhD, is executive director of the Intercultural Communication Institute and chair of the ICI/University of the Pacific Master of Arts in Intercultural Relations program. For 12 years, she was chair of the Liberal Arts Division at Marylhurst College, developing innovative academic programs for adult degree students. As a trainer and consultant, she designs and conducts intercultural and diversity training and teaches courses in the training and development program at Portland State University. Janet has published on developmental "layered" intercultural training and adjustment processes, authored the chapter "Cultivating Intercultural Competence: A Process Perspective" from The SAGE Handbook of Intercultural Competence, and is coediting The Handbook of Intercultural Training, 3rd edition.
Bruce La Brack, PhD, is a cultural anthropologist and Professor Emeritus of Anthropology and International Studies at University of the Pacific in Stockton, California. For more than three decades he headed Pacific's innovative and integrated orientation and reentry programs for study abroad. He has published extensively on culture adjustment issues and consults and trains regularly on cultural competency issues related to international educational exchange and cross-cultural training for study abroad. He is a senior faculty member at the Summer Institute of Intercultural Communication and is the primary author and editor of the widely used "What's Up With Culture?," a free Internet resource for preparing U.S. American study abroad students going to and returning from an international educational experience.
R. Michael Paige, PhD, is a professor of international and intercultural education in the Department of Educational Policy and Administration at the University of Minnesota. An intercultural and international educator for more than 40 years, he has been honored with the Peter A. Wollitzer Advocacy Award by the Forum on Education Abroad (2007), and as senior interculturalist by SIETAR Japan (2003). He serves on the faculty of the Summer Institute for Intercultural Communication and has b