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Building Cross-Cultural Competencies
Unformatted Document Text:  D. Relevance. The implications for policy from this program are that we have in existence an established program that only scratches the surface as to what teacher education programs can do with international education. As we continue to seek ways to provide opportunities and experiences outside the borders of the United States, this program can serve as an affordable, workable, and practical means to achieve one goal of preparing future educators. An additional policy implication is that this program already has an established record of success, thus could be easily replicated on various campuses, regardless of size. Thus, the successful, albeit exemplary, example of this program is both a practical and important component to teacher education programming that seeks to prepare educators for their role in understanding and possibly immersing in the global community, whether it be as a classroom teacher in the United States or a teacher abroad. E. Implication for Action. From this poster session and subsequent feedback from observers/discussants, it is anticipated that our model will get affirmation as well as constructive remarks that will allow us to move forward with designs to expand this program to less reliance on national sites to involving more global entities. While students have already participated in programming in China, Vietnam, Guatemala, Honduras, Palestine, Italy, Spain, Poland, and Northern Ireland, it is hoped that this session will springboard more internal and external alliances that would provide candidates with a variety of experiences in other continents, notably Africa, and Australia. The potential to expand this existing program is limitless, as the institution currently supports the initiative. As with most programming, subsequent enhancements/changes are always welcome and invited. This national forum would allow us the opportunity to validate and make recommendations for growth for our teacher education candidates. II. Outcomes and Methods A. Learner/participant outcomes. From this poster session it is anticipated that participants will view examples/highlights of an existing model that has been operational for a number of years. Participants will be able to take from this session both practical and theoretical materials. The fundamental structure of the program, the practical details [budget, registration, faculty commitment] will be illustrated, and pictorial display of student engagement and interaction in various cultures will also be provided. Participants will be able to dialogue with various faculty members who have been involved in the development of new sites and discuss first hand knowledge of the challenges and opportunities provided by this cross-cultural experience. Participants will also learn about the applicability to individual campuses and the opportunity to easily replicate this programming into existing curricula. B. Methods. A 15-20 page poster display will illustrate examples of existing programs, as will illustrations of practical matters, such as budget, faculty load, student participation numbers, and faculty handbook for the cross cultural experience. Recent revisions to the program will also be noted. Participants will have the opportunity to dialogue with three faculty members who have or will be participating in these ventures. Handouts will be made available as will video segments of May 2005 experiences. References Agnew, D. & Fincham, K. (2004, Spring). Education for development: A worthwhile investment. Education Canada, 44(2), 49-52.

Authors: Metz, George., Trollinger, Gayle., Peterson, JoEllyn. and Myers, Val.
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D. Relevance.
The implications for policy from this program are that we have in existence an established program that
only scratches the surface as to what teacher education programs can do with international education. As we
continue to seek ways to provide opportunities and experiences outside the borders of the United States, this
program can serve as an affordable, workable, and practical means to achieve one goal of preparing future
educators. An additional policy implication is that this program already has an established record of success,
thus could be easily replicated on various campuses, regardless of size. Thus, the successful, albeit exemplary,
example of this program is both a practical and important component to teacher education programming that
seeks to prepare educators for their role in understanding and possibly immersing in the global community,
whether it be as a classroom teacher in the United States or a teacher abroad.
E. Implication for Action.
From this poster session and subsequent feedback from observers/discussants, it is anticipated that our
model will get affirmation as well as constructive remarks that will allow us to move forward with designs to
expand this program to less reliance on national sites to involving more global entities. While students have
already participated in programming in China, Vietnam, Guatemala, Honduras, Palestine, Italy, Spain, Poland,
and Northern Ireland, it is hoped that this session will springboard more internal and external alliances that
would provide candidates with a variety of experiences in other continents, notably Africa, and Australia. The
potential to expand this existing program is limitless, as the institution currently supports the initiative. As with
most programming, subsequent enhancements/changes are always welcome and invited. This national forum
would allow us the opportunity to validate and make recommendations for growth for our teacher education
candidates.
II. Outcomes and Methods
A. Learner/participant outcomes.
From this poster session it is anticipated that participants will view examples/highlights of an existing
model that has been operational for a number of years. Participants will be able to take from this session both
practical and theoretical materials. The fundamental structure of the program, the practical details [budget,
registration, faculty commitment] will be illustrated, and pictorial display of student engagement and interaction
in various cultures will also be provided. Participants will be able to dialogue with various faculty members
who have been involved in the development of new sites and discuss first hand knowledge of the challenges and
opportunities provided by this cross-cultural experience. Participants will also learn about the applicability to
individual campuses and the opportunity to easily replicate this programming into existing curricula.
B. Methods.
A 15-20 page poster display will illustrate examples of existing programs, as will illustrations of
practical matters, such as budget, faculty load, student participation numbers, and faculty handbook for the
cross cultural experience. Recent revisions to the program will also be noted. Participants will have the
opportunity to dialogue with three faculty members who have or will be participating in these ventures.
Handouts will be made available as will video segments of May 2005 experiences.
References
Agnew, D. & Fincham, K. (2004, Spring). Education for development: A worthwhile investment. Education
Canada, 44(2), 49-52.


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