Bulding a Community of Learners among Teachers Faculty Development in Indigenous and International Learning Environments Mascha N. Gemein-Stolte, PhD Office of Instruction and Assessment, The University of Arizona Despite long-standing pledges to foster learning environments that give explicit consideration to needs specific to teaching Indigenous and international students, faculty development in the past two decades has largely focused on new technologies and assessment of student outcomes. In a survey conducted in 2006, multiculturalism and diversity were identified as a key issue and one of the most needed future directions for faculty developers to take (Sorcinelli et al. 2006). 1,201 Native American and 3,696 international students attended the University of Arizona (UA) in 2014. Yet despite the UA’s long-standing diversity efforts, faculty, students, and administrators express a lack of comprehensive internationalization (Hudzik, 2011). This project will explore how faculty developers can support and help build necessary networks, collaborations, and professional development opportunities to increase inclusive excellence at institutions of higher education in the U.S. What UA faculty developers do now: Concepts and tools we have found: • Consulting; workshops; brown bags • Online mini-courses and modules • Faculty learning communities • Certificate in College Teaching High dependency on collaboration • • • • • • • • What we want to do: 1) Seek Collaboration with Student Services • • Global Initiatives; Native American Student Affairs (NASA); Graduate Diversity Programs; Center for English as a Second Language (CESL); Center for Educational Resources in Culture, Language, and Literacy (CERCLL) 2) Align Core Components: • • Faculty Learning Communities (Cox, 2002-3) Learner-Centered Teaching (Weimer, 2013) Alignment; Backward Design (Wiggins & McTighe, 2005) VALUE Rubric on Intercultural Knowledge and Competence (AACU) Intercultural Competence Assessment (Deardorff, 2011) Comprehensive Internationalization (Hudzik, 2011) Funds of Knowledge (Moll & Cammarota, 2014) Resilience; Family Education Model (Heavyrunner & DeCelles, 2002) Transculturation (Huffman, 2001) Sacred Hoop: calling, welcoming, healing (processing),releasing (Zlotak & Martin, in Martin & Thunder, 2013) Four R’s: Respect, Relevance, Reciprocity, Responsibility (Kirkness & Barnhardt, 1991) … Hoping to learn and find out more Sales   North Conduct, assess, and refine activity to benefit community   West Seek knowledge, tools and feedback to design learning opportunities for faculty East Connect administrative units with each other and with research resources South Connect faculty developers with faculty, students, Indigenous and other communities     Strategy: Designing Faculty Development for Intercultural Competence Goal for years 1-2: Create a Faculty Learning Community Tools: • Online module with facts and resources • Brown bags and panels with researchers and practitioners • Faculty needs assessment • Workshops with students (e.g. student club leaders) Opportunities: Int’l Education Week (Nov); Native American Heritage Month (Nov); Int’l Orientation Days (Aug); Intercultural Competence Conference (Jan 2016); etc. Assessment: Surveys on informal feedback data following events; interest generated to develop a faculty learning community References: Cox,M.D. (2002-3). Achieving teaching and learning excellence through faculty learning communities. Essays on Teaching Excellence 14(1), n.pag. Retrieved March 6, 2015 from http://podnetwork.org/content/uploads/02_03_v14.pdf. Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79. Fox, M.J.T. (2005). Voices from within: Native American faculty and staff on campus. In Serving Native American students. Fox, M. J. T., Lowe, S. C., & McClellan, G. S. San Francisco: Jossey-Bass, 49-59. Heavyrunner, I. & DeCelles, R. (2002) Family Education Model” Meeting the Student Retention Challenge. Journal of American Indian Education, 41(2), 29-37. Hudzik, J.K. (2011). Comprehensive internationalization: From concept to Action. Retrieved January 27, 2011 from http://www.nafsa.org/uploadedFiles/NAFSA_Home/ Resource_Library_Assets/Publications_Library/2011_Comprehen_Internationalization.pdf/ . Huffman, T. (2001). Resistance theory and the transcultural hypothesis as explanations of college attrition and persistence among culturally traditional American Indian students. Journal of American Indian Education, 40(3), 1. Intercultural Knowledge and Competence VALUE Rubric. Association of American Colleges and Universities. Retrieved September 16, 2014 from https://www.aacu.org/value-rubrics Kirkness, V.J. & Barnhardt, R. (1991). First Nations and higher education: The four Rs—respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30(3), 1-15. Martin, S.C., & Thunder, A.L. (2013). Incorporating Native Culture into Student Affairs. In Beyond the asterisk: Understanding native students in higher education. Shotton, H. Sterling, Virginia: Stylus Pub, 39-51. Moll, L.C. & Cammarota, J. (2014). Teachers and student living culturally: The ethnographic mediation of culture in the urban school complex. In Researching race in education: Policy, practice, and qualitative research. Dixson, A. D. Charlotte, NC: Information Age Publishing, Inc., 97-110. Sorcinelli, M. D. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, Mass: Anker Pub. Co. Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Wiggins, G.P. & McTighe, J. (2005). What is Backward Design? In Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 13-34.