Manual of Tools and Resources
for Internationalization at Home
Manual de Recursos e Ferramentas para
a Internacionalização em Casa
David Shallenberger
April 2015
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Academics
Inventory
of
Resources
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Outside
the
classroom
Integrated
Academic
Curricular
Outside the classroom
Além das Aulas
Strategies
Examples
Estratégias
Exemplos
Use of nonnational (and
non-Western)
cases, data, and
other materials.
Uso de leituras,
casos, dados e
outros materiais
estrangeiros e
não ocidentais
para os
trabalhos em
classe.
Integrated
Integrado
Examples of specific activities:

Statistics exercise: Each student researches the rate of infant mortality in a
particular world country. In a group, they bring this information together and
study regional and global tendencies. (B. Leitherer, USA)

Engineering exercise: A group of students designs a bridge for a rural Kenyan
community, taking into account local resources and culture, the history of the
region, and community values.
More general ideas and approaches:

Articles, cases, texts

NGO, governmental, and organizational websites

Data and research results from other countries.

Software

International reference lists for students who can read another language

In any course: Twitter – The student follows a specialist (author, researcher,
organization)

Online Courses: MOOCs, Kahn Academy, Code-academy

Cinema / Video: documentaries, TEDTalks, Youtube (subtitled or in the local
language)

Virtual visits to museums and other institutions in other countries.
Resources and sources of more information:
● Journals, magazines and books/novels from other countries
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● Academic articles from other countries (in many countries, there is a central
depository for these -- for example, in Brazil:
http://www.periodicos.capes.gov.br).
Use of Skype
and social
media to
connect
classrooms,
students and
faculty.
Uso do Skype e
de mídias sociais
em âmbito
internacional
com estudantes,
especialistas
e/ou outra
classe, em outro
país.
Examples at Secondary and Tertiary Level Collaboration:

Uni. Fairleigh-Dickinson (USA) hires faculty from around the world to lead
modules and courses: Global Faculty

Uni de Indiana (IUPUI - USA) has a well-developed program for linking faculty
through web and video technology. For example, tourism course, with
Slovenia

Carnegie Mellon University / Brazil / Israel / Turkey / Collaborative
International Project on Management of Construction

Dickinson College “Mixer” network of language exchange (Skype):
http://www.language-exchanges.org/

EU-funded tele-collaborative language learning project.

Purdue University teacher education program to learn to use Web 2.0 tools to
get involved in global practice communities.

iEarn (International Education and Research Network) collaborative
classrooms with students around the world\

Skype in the Classroom -- students from the United Kingdom and the US
accompany an Icelandic scientist on a visit to a glacier.

Allegheny College (US) – Forman Christian College (Pakistan) collaborative
geography course (also refers to a US-Morocco course)

Young Brazilians learn English through conversations with elderly persons in
Chicago. See the article.
An easy general approach:

Guest lectures and other participation in classes by professionals from outside
the country (e.g., expat Brazilian engineer who Skypes into engineering class
in Brazil; US American professor who gives virtual guest lecture for course in
São Paulo)
Faculty development to assist in creation of online collaborative projects:

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SUNY Collaborative Online International Learning Project supports faculty in
developing courses to “bring together geographically distant instructors and
students.”

DePaul University (USA) “Global Learning Experience” helps faculty develop
collaborative courses.
Tools:
● Synchronous:
Skype
GoToMeeting / Webinar
Whiteboard Lite
● Asynchronous:
Facebook – for asynchronous collaboration and communication
Email
● Combined:
Moodle
Mural.ly
Wikis/Google docs/Dropbox
Other Resources:
● NAFSA “Borderless via Technology”
● Resources for the COIL Project.
Integration of
students with
international
experience.
Integração de
estudantes com
a experiência
internacional
nas aulas.
Formats:
●
Presentations (research, experience)
●
Seminars
●
Research groups
●
Groups integrated with classroom activities
For example:
Japanese interns at Northwestern College are invited to a kinesiology course to
answer questions about cultural differences in nutrition and health
Returning study abroad students are invited to make presentations in classes to
share learning from abroad.
Resources:
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● NAFSA (e-pub on Curriculum Integration and e-pub on Globally Competent
Pedagogy)
● Forum on Education Abroad “Toolkit”
● Higher Education Academy (UK), Mixing, learning and working together
● Australian teaching and Learning Council, Bringing the Learning Home
Internships and other Activities
Integration of
local community
 Uni. Massachusetts Amherst – Civic Engagement & Service Learning.
Integração da (e
na) comunidade
Global
certificate
Desenvolvimento
de um tipo de
programa com
certificação
global para
estudantes

Gustavus Adolphus Community-Based Service & Learning

Wellesley College Internships

Language in Motion programs at many schools (Dartmouth, Juniata,
Willamette, and others) where international students and returned study
abroad students volunteer in community schools

Providence College in the Department of Public and Community Service
volunteer in immigrant/refugee program (International Institute RI), providing
educational, social and legal services.

Kalamazoo Public Schools Arts Integration Initiative, “focused on forming
partnerships with teachers and artists in the Kalamazoo Public Schools in
order to create meaningful arts-integrated curriculum.”
Certification programs can take many formats:

Goucher College International Scholars Program

Deakin University Global Certificate Program

Franklin Pierce University Global Citizenship Certificate

Carroll University Cross Cultural Component

Tokyo Institute of Technology Academy of Global Leadership, with students
chosen to develop key skills.

Bath Spa University Certificate in Global Citizenship

Sewickley Academy Global Studies Certificate Program (K-12, Pittsburgh, PA)
There are many other examples: Carroll University, Goucher College, Kennesaw State,
Connecticut College, Lehigh University, Community College of Baltimore, Chapman
University, University of Kansas, Utah Valley State, Macquarie University, Gettysburg
College, U of Southern California, Villanova University School of Business, Webster
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University, Soka University (Japan), Kwansei Gakuin University (Japan) – the list
continues to expand.
In addition, there are many full degree programs in globally-focused areas.
Integration of
Visiting
Professionals
Integração de
palestras
proferidas por
profissionais
visitantes.
Visiting professionals may be in the area for a variety of reasons.
The institution may bring the individual directly, through a Speakers Bureau:

Queen’s University (Canada) International Speakers’ Series

Stanford Center for Global Business and the Economy Global Speakers Series

UNAI-Kyung Hee University (Korea) International Symposium
There may be Conferences in the area, and attendees from outside the country can be
invited to the campus for classroom and open presentations:

Lone Star College International Education Conference

Jaffna University (Sri Lanka) International Research Conference

[And in Brazil: There are many international conferences sponsored (or not)
by HEIs: Paraná (Homeopathy in Agriculture), Ceará (Community Psychology),
Bahia (Academic Innovation), Santa Catarina (Renewable Energy), Roraima
(Education of Adults), Tocantins (Human Rights), e Campo Grande (MS
Florestal)]
The institution may sponsor a Research Roundtable, with invited guests from outside
the country:

St. John U. Interdisciplinary Research Roundtable: Social Media

U. British Columbia International Research Roundtable Program

Georgetown University Qatar CIRS Research Roundtable

UIA Associations Roundtable (Singapore, October 2013)

Asia Foundation (private) Myanmar Roundtable

Georgetown University Qatar CIRS Research Roundtable
In addition, refer to the “Skype and Social Media” strategy for ways in which professionals can
participate virtually – even if they’re not in the area.
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Cultural and
other
internationallyfocused
Festivals
(sometimes
student-led)
Eventos culturais
(Festivais,
Danças, Moda,
Cozinha)
Festivals may have different kinds of activities:

UNC Charlotte International Festival

KAIST (Korea) International Food Festival and World Creativity Festival

University of San Francisco International Festival

University of New Mexico International Festival

SIT Graduate Institute: IE Week, International Fashion Show

And other examples include U de Caldas Manizal (Colombia), Festival
Internacional de Teatro Universitário de Blumenau (Brazil), Festival
International de Théâtre Universitaire de Casablanca (Morocco), International
Food Festival Marburg (Germany), and from the US: U of Illinois Springfield,
Soka University, Georgia Southern University, University of Montana – and
many more.
IE Week all over the US.
Outras Idéias “além das aulas”
Internationally- Residences:
focused
 Juniata College Global Village
residence halls,
 U. Maine Global Crossroads LLC
living-learning
communities
 UNC-Charlotte Witherspoon Hall International House
and centers
Moradias e
Centros

James Madison University Madison International residential living community

Tamkang University Reitaku International House

U. of Michigan Global Scholars Program LLC

College of William and Mary language houses
Other:

English language centers abroad (typically not residential, but provide support),
such as Kinki University “E-Cube,” Soka University “World Language Center”
and Osaka Jogakuin English-speaking lounge and writing center.

Language tables at SIT Graduate Institute and many others.
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Clubs,
communities
and activities
(sometimes
student-led)
Workshops and
training
programs
Clubs, Organizations, Communities and other Activities may be organized and
managed by the institution or by the students themselves:

International Coordinating Council, Kansas State U, “works together to
promote fellowship and cultural understanding of people of diverse
nationalities.”

Language clubs at many institutions: U. of Southampton (UK), Uni. Of Kentucky,
and many more.

San Francisco State International Education Exchange Council, whose priority is
“to get foreign exchange students and American students together at SFSU.”

Kingston University (UK) International Student Society, as well as Arabic,
Oriental, and Scandinavian societies, and religious groups; International Café
nights

Universität Bremen has its “kompass” program to bring international activities
and awareness to campus.

Macalester College: international office “sends US and international students
into Minneapolis and St. Paul with a bus token and instructions not to come
back until they have found and interviewed several people with distinct
characteristics, from eyeglasses to tattoos”

Connecticut College: Foreign Language Fellows (international students organize
events)

Western Kentucky University Student Ambassador Program -- ambassadors
“are trying to find ways to bring the international experiences into classrooms,
clubs, as well as encouraging others to study abroad.”
Staff, administration and faculty training can take many different forms:
U. California Santa Cruz Diversity and Inclusion Certificate Program
U. Minnesota Intercultural Training Program
Workshops e
programas de
treinamento
Conferences and professional associations: NAFSA, Forum, FAUBAI, SIETAR, CAEI
Inventory of
Resources
Institutions take stock of their internal resources through online databases and other
systems:
Inventório de
Recursos
North Carolina State’s Database of International Connections and Expertise
University of Cincinnati’s Online System for Managing International Collaboration
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University of South Florida Global Discovery Database
Duke University “Duke in the World.”
University of North Carolina Chapel Hill Faculty International Expertise Database
For More Information (Para mais informações):
Organizational Websites
Resources for Campus Internationalization
Resources of the American Council on Education):
●
American Council on Education (ACE) 2012 mapping internationalization on US campuses (website).
(documento.)
●
American Council on Education international toolkit
●
Green, M. and Olson, C. (2003). Internationalizing the campus: A user’s guide. Washington, DC:
American Council on Education.
●
Olson, C. L., Green, M. F., & Hill, B. A. (2006). A handbook for advancing comprehensive
internationalization: What institutions can do and what students should learn. Washington, DC:
American Council on Education.
Resources of NAFSA
●
NAFSA's Contribution to Internationalization of Higher Education. (2008).
●
Green, M. F. (2012) Measuring and assessing internationalization. Washington DC: NAFSA (pdf)
●
Hudzik, J. K. and McCarthy, J. S. .(2012) Leading comprehensive internationalization: Strategy and tactics
for action. Washington, DC: NAFSA (pdf)
●
Hudzik, J. K. (2011) Comprehensive internationalization: From concept to action. Washington, DC: NAFSA
(pdf)
Other organizations with valuable resources include:

ACPA (American College Personnel Association)
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
NACADA (National Academic Advising Association)

NASPA – Student Affairs Professionals in Higher Education
Other Publications and Resources
●
Brustein, William (2009). It takes an entire institution: A blueprint for the entire university. In R. Lewin (Ed.), The
handbook of practice and research in study abroad: Higher education and the quest for global citizenship (Ch. 15,
pp. 249-265). New York, NY: Routledge
●
Knight, J. (2008) Higher education in turmoil: The changing world of internationalization. Rotterdam: Sense
Publishers.
●
Leask, B. (2011). Internationalization of the Curriculum. [PowerPoint slides]. Retrieved from
http://www.aieaworld.org/assets/docs/Additional_Resource_PDFs/internationalizationofthecurriculumleask.pdf
Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international
students. Journal of Studies in International Education, 13(2), 205-221.
●
●
Wiggins, G. & McTighe, J. (2005). Understanding by design (2d edition). New York: Pearson
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