Workshops

Our workshops and teaching activities provide teaching enrichment opportunities that promote integration of our globally diverse student population (this includes all our students!) and facilitate inclusion of global, international, and intercultural elements into course design.

To access these workshops, you must first enroll in the Teaching in Globally Diverse Classes (TiGDC) program

Enroll Now

By enrolling in the TiGDC program, you will gain access to all of the unique TiGDC teaching activities workshops listed below and the associated resource folders and readings. Most importantly, by enrolling in this course, you will have the opportunity to complete the requirements for the TiGDC Micro-credential! Participants are not obligated to complete the requirements to earn a micro-credential; however, participants who complete the program and earn the micro-credential are more likely to experience lasting improvement in their teaching practice. Note: The Office of Curriculum Internationalization does not offer certificates of completion for individual TiGDC workshops. 

  • Format: All workshops are offered virtually.
  • Length: 30 minutes to 3 hours
  • Audience: The primary audience for these workshops is faculty, instructors, and instructional staff who directly  or indirectly support teaching and learning. UMN and non-UMN participants are welcome!
  • Cost: All workshops are free of charge to current UMN participants. Non-UMN participants must register and pay for the full TiGDC Micro-credential.

Core Workshops

Interactive and designed to create foundational knowledge on specific topics. Duration: 1 to 3 hours.

Course Design for Preparing Global-Ready Students *

How can we design a course that will deepen international, intercultural, and global learning for our students? Join us for this interactive online workshop where you will have the opportunity to expand your teaching strategies to prepare global-ready students. We suggest you focus on a semester-long course of your choosing to explore learning goals, assessment techniques, and teaching strategies that can help your students develop the skills, knowledge, and perspectives necessary to understand the world and work effectively to improve it.

 

Facilitating Intercultural Learning in Globally Diverse Classes *

How do we as teachers facilitate intercultural learning that centers on the diverse perspectives students bring to our classrooms? Join us for an interactive online workshop where you will have the opportunity to expand and deepen your teaching strategies to engage the global diversity in your classes. Faculty and instructors from all disciplines face increasing demands to help students develop the intercultural skills necessary to thrive in today’s world. During this workshop, you will learn from leaders in the field of intercultural education and practice strategies to facilitate interactions among students in your globally diverse classrooms.

“[This is] an OUTSTANDING workshop: [The facilitators] do such a wonderful job of modeling the skills they are teaching about as they facilitate deep and meaningful discussions about real situations. Regardless of your experience level with this topic it is really worthwhile attending this workshop." — past workshop participant

Leveraging Interactions for Intercultural Learning *

Let’s talk about how we can leverage all interactive classroom activities for deeper content learning and interpersonal and intercultural development. In this webinar, we will share considerations, strategies, scripts, and tools (including a student handout you can adapt) that can help you and your students realize the full potential of classroom interactions. When you facilitate student interactions around content area learning objectives, students are not only engaging with content, they are also engaging with each other. This affords them an additional learning opportunity to practice critical interpersonal and intercultural skills with intention. Naming these skills for students and providing periodic opportunities for reflection are all essential for building students’ global competence. We can’t assume students are aware of or thinking about these competencies. Just as with subject-area learning outcomes, we need to actively and intentionally facilitate this learning.

“I'm so glad to have a concrete framework to give students a way to think about how they engage with each other in class discussions or group work! I hadn't thought about asking them to put this into words, and I'm really glad to have a way to ask them to think about this in addition to the context we cover in my course.” — past workshop participant

Navigating the Unfamiliar: A Perspective-Taking Framework *

In this session, you will learn about and experience an activity called Describe, Analyze, Evaluate (DAE). The DAE is a framework for practicing one’s ability to ‘frame-shift," or to understand a situation from another’s point of view. This involves cultivating a critical skill-set and attitudes for interacting effectively across differences. Nam and Condon (2010) explain, this “exercise is intended to foster self-awareness of personal and cultural assumptions, promote the appreciation of cognitive complexity, and the importance of frame-shifting when encountering the unfamiliar” (p. 81). The DAE can be used daily in a variety of ways by students and faculty alike—join us to learn how! This webinar references the following article: Kyoung-Ah Nam, John Condon. The DIE is cast: The continuing evolution of intercultural communication’s favorite classroom exercise. International Journal of Intercultural Relations, 34 (2010), 81–87.

Neuroscience-based Strategies for Creating Inclusive Classrooms *

This one-hour interactive webinar is designed to introduce you to the mechanisms in our brains that prevent us from being interculturally inclusive and those that make such inclusion possible. It will include a brief summary of recent findings from cultural and educational neuroscience as well as practical strategies that could help you create more inclusive classrooms. There will be several interactive activities that will help you connect what you are learning from this webinar to your classroom practices. No previous knowledge on neuroscience is required.

Elective Options: Teaching Activities, Strategies, and Approaches

These workshops are designed to introduce and model evidence-based, high-impact interactive teaching activities, strategies, and approaches that are applicable across disciplines/courses, easily integrated into curriculum and lesson plans, versatile and practical.

3-2-1 Classroom Assessment Technique (CAT)

Join us to learn about this versatile and easy classroom assessment technique (CAT). This activity serves to provide instructors with valuable mid-term information on how students are doing.  We will share several ways this activity can be implemented to demonstrate its versatility.

7-Word Story and Other Student Check-in Activities

You will experience one quick and easy “check-in’ activity, the 7-Word Story, and discuss others that can be integrated into your course design in order to 1) build and strengthen a sense of community among learners, 2) broaden participation, 3) provide frequent and brief opportunities for students to engage content and practice and develop interpersonal and intercultural skills, and, very importantly, 4) for you to gather valuable information from students about the students themselves and/or about what and how they are processing class content.

Birds of a Feather: Supporting and Leveraging Class and Team Diversity

This is a fun activity that demonstrates our human tendency to gravitate to the familiar—people who look, think, and act like us, as well as the limitations of this tendency. We observe this in our classrooms all the time. Students self-segregate into their same social or cultural groups, and in doing so miss out on valuable opportunities to grow their networks, broaden their perspectives, and practice intercultural skills needed in our interconnected world.

Creating a “Global Village” in Your Classrooms

This 30-minute webinar activity is designed to help you turn your class into a Global Village, where students examine how people in different countries are affected by global issues and trends and deepen their international and intercultural learning. Whether it is for a single assignment, module, or full semester, the Global Village activity asks students to practice representing a point of view from a different country or culture. You will learn about the original activity and its adaptations to different disciplines.

Cultural Communication Styles

This 30-minute webinar is designed to help you consider the role of cultural communication styles in your classroom, so you can help your students deepen their intercultural communication skills. During the webinar, we will review high-context and low-context communication styles used in different cultures and countries and provide you with an opportunity to reflect on your own communication style. You will also experience a teaching activity that you can do with your students on cultural communication styles.

Cultural Self-Awareness in Teaching

This one-hour webinar is designed to help you reflect on your cultural identity in teaching. You will have an opportunity to think about how the culture(s) you grew up in and lived in for an extended period of time influence your teaching. We will also discuss several strategies on how you can effectively share your intercultural experiences and lessons learned with your students and what you can do to help your students realize that their culture(s) have influenced their perspectives on self, others, and the world.

Cultural Values Collage

This 30-minute webinar will introduce you to the Cultural Values Collage activity, which can be implemented in a single class session or woven throughout the semester. In this activity, students reflect on how their own culture shaped their values and beliefs and deepen their intercultural learning. You will learn about the original activity and its adaptations to different class sizes and teaching formats.

Establishing Class and Group Agreements and Expectations

Learn one approach for establishing class or group agreements and expectations. Establishing class or group agreements and expectations sets a tone for the course that reinforces intentionality and collaborative decision-making processes, and the idea that the classroom learning environment is something we all contribute to, are responsible for, and can influence. Making these explicit and clear for yourself and for students is important for all members of the class, and even more so for students who may be new to U.S. classrooms and educational practices in higher education.

Finding Common Ground: A Community Building Activity

Experience an activity that is especially valuable for fostering rapport among students from diverse cultural backgrounds. During this 30-minute webinar, we will model and discuss effective facilitation strategies for how you can help your students "find common ground."

Give One, Get One (GOGO): A Review and Community-Building Activity

Come experience a fun, interactive review activity. Give one, get one (GOGO) is a great way to get students up and moving and talking to each other while assessing their understanding. Through this activity students can share key takeaways from a lesson, and based on what they come up with and share, you can learn what students are gaining from the lesson and if there are any underrepresented areas of content that you can address in a future class or exam review session. We will demonstrate the GOGO activity’s versatility, as well.

Global Learning: Changing Misconceptions About the World

This 30-minute webinar will introduce you to several teaching activities designed to help your students change common misconceptions about the world and think more critically about statistical data on global tendencies. This webinar is based on the book by Hans Rosling “Factfulness: Ten reasons we're wrong about the world and why things are better than you think.” During the webinar, you will be introduced to Rosling's most important research findings, experience one of the teaching activities based on the book, and learn about other activities you can try in your class.

Jigsaw: A Collaborative Learning Activity

One challenge that many instructors face is a concern about fitting in all the required course content while also engaging students in active learning. A jigsaw activity is a way to do both by partially shifting the onus of teaching content onto the students. Come experience the Jigsaw activity with your colleagues, and consider/discuss course content that lends itself to the jigsaw approach.

Snowball: A Playful Review Activity

An often-cited reason students choose not to ask questions or contribute to large- or small-group discussions is they are afraid they will “say something stupid.” Come learn a new activity that involves anonymity, and other concrete strategies to alleviate these fears and promote increased participation from all students.

Strategies for More Inclusive Participation, and a Whip Around Discussion

Join a conversation on class participation to learn and share ideas, resources, and tools for establishing broader and deeper student engagement and interaction. We will facilitate this discussion using an activity that invites all voices, the Whip Around.

UN Sustainable Development Goals: Scenarios for Global Learning

This 30-minute webinar is designed to help you integrate the UN Sustainable Development Goals into your courses. Integrating the goals can help your students build awareness of global issues and learn about concrete steps they could take to address them on both global and local levels. We will review several methods for and examples of integrating the UN 2030 Sustainable Development Goals that address various global challenges, including poverty, inequality, climate change, peace, and justice that you can include in your classroom discussions.

What’s in a Name?

Learning and using students’ names, and encouraging students to do the same with each other, is essential for building community in your class. There are many creative ways to encourage students to learn and use names. In this 30-minute session, we will experience two simple activities and discuss others.

Group Discussions

The Group Discussions offer opportunities to meet and talk with facilitators and fellow participants. These small group discussions are largely unstructured and address broad focus areas. Participants are encouraged to bring questions, ideas, and insights related to the focus area that arise from their professional experiences and/or from other  program components (readings, workshops, reflections, etc).

Group Discussion A: Community Building *

The Group Discussions are designed to offer participants of the Teaching in Globally Diverse Classes Certificate Program opportunities to meet and talk with facilitators and fellow participants. Aside from establishing broad focus areas, these small-group discussions are largely unstructured. You can bring questions, ideas, and insights related to the focus area from your own experiences and/or from your participation in the various components of the certificate (readings, webinars, reflections, etc).

Group Discussion A - Community Building: This session provides an informal, fun, and friendly chance to get to know a few of your fellow TiGDC colleagues. We believe that teaching shouldn’t happen in isolation, and that we should build community among us in support of each other in our teaching and our own learning. We will also invite conversation about ways we can intentionally and effectively build a sense of community in our classes.

Note: Only participants of the Teaching in Globally Diverse Classes Certificate Program may enroll in the Group Discussion sections.

Group Discussion B: Required Readings *

The Group Discussions are designed to offer participants of the Teaching in Globally Diverse Classes Certificate Program opportunities to meet and talk with facilitators and fellow participants. Aside from establishing broad focus areas, these small-group discussions are largely unstructured. You can bring questions, ideas, and insights related to the focus area from your own experiences and/or from your participation in the various components of the certificate (readings, webinars, reflections, etc).

Group Discussion B - Required Readings: In this discussion session, participants dig into the certificate's required readings. All six required readings are available on the TiGDC Canvas site.

Note: Only participants of the Teaching in Globally Diverse Classes Certificate Program may enroll in the Group Discussion sections.

Group Discussion C: Webinars and Workshops *

The Group Discussions are designed to offer participants of the Teaching in Globally Diverse Classes Certificate Program opportunities to meet and talk with facilitators and fellow participants. Aside from establishing broad focus areas, these small-group discussions are largely unstructured. You can bring questions, ideas, and insights related to the focus area from your own experiences and/or from your participation in the various components of the certificate (readings, webinars, reflections, etc).

Group Discussion C - Webinars and Workshops: This discussion session is an opportunity to reflect on the webinars and workshops included in the certificate program. The majority of your time in this program will be spent participating in them, so we want to make sure you have a chance to share your thoughts, ask any questions you may not have had time to ask, explore ways to apply different teaching activities or approaches in your own learning environments, and dive deeper into and ideas and activities that caught your attention. Prior to participating in Discussion C, you must attend at least 5 webinars or workshops.

Note: Only participants of the Teaching in Globally Diverse Classes Certificate Program may enroll in the Group Discussion sections.