To create international connections through social media in my courses, I will start by identifying relevant social media platforms that are popular internationally and commonly used by students from different countries. Then, I will establish course-specific accounts or groups on these platforms where students can engage with each other and share their perspectives. I will encourage students to connect with peers from other countries, participate in discussions, and collaborate on assignments or projects. Additionally, I will leverage social media to facilitate virtual cultural exchanges by organizing live sessions where students can interact with guest speakers or students from partner institutions… >>>

In order to implement internationalization in my courses, I plan to diversify my curriculum materials by incorporating perspectives from various cultures and regions. This means including case studies, readings, and examples that reflect the global context of the subject matter. I also aim to foster an inclusive classroom environment where diverse viewpoints are respected and valued through encouraging cross-cultural discussions and collaboration among students. Additionally, I will integrate technology to facilitate virtual exchanges with students from different countries and invite guest speakers with international expertise to share their insights. Furthermore, I intend to provide opportunities for experiential learning, such as… >>>

Incorporating the SAGE (Student Choice, Authentic Work, Global Experiences, Exhibition to a Real-World Audience) framework into course design has been a transformative journey, enriching both the content and learning outcomes across various modules. 

One notable adaptation involves introducing a new assignment centered on creating a how-to-text and a marketing campaign for opening a new project. This project not only emphasizes authentic work but also encourages students to explore global influences in welding applications/processes and manufacturing business, aligning with the SAGE framework's emphasis on global experiences. By incorporating elements of market analysis and cultural sensitivity, students will gain practical insights into… >>>

This module offered many suggestions and valuable learning tools for faculty to take to the classroom. Central Piedmont's Culinary Arts  program is very diverse. The Nepalese cuisine project gave me further insight on other opportunities to increase globalization beyond employment and cuisine.

I see the need to work around / with institutional as well as certifying organization parameters for course descriptions and learning outcomes effects many of us. Fortunately, I have the support I need from leadership to utilize the flexibility and freedom I do have with  my instruction and assessment.  The syllabi and rubric resources here are wonderful tools.

I really appreciate all of the resources available here.  After just completing a Global Cuisines course - oo late for this training :( -  I r could have used t and will be able to incorporate next time, the virtual field trip handout in association with the Study Abroad Assn virtual field trips I had assigned.

In this module I learned the value of internationalizing my course outcomes along with the course description and to best align those to industry standards for enhancing employability skills. Because the course I chose is a general broad course it was more challenging than anticipated to globalize outcomes due to the volume of content already stated in the outcomes. 

I really enjoyed this module and found the Nepalese cuisine project very helpful. I also think knowing and understanding your students is vital creating a positive CTE experience. I found the Columbia University example very informative as well.

I feel like most of my learning objectives can be internationalized fairly easily, which is exciting. 

I found new insights and ideas in this module and especially thought the Nepalese restaurant project was innovative and impactful.