Jill S.

Fischer May 3, 2012 REFLECTION PAPER 634 Practicum: Co-Teaching Intercultural Issues: Dealing with Re-entry A Half Semester Re-entry Class for Study Abroad Returnees

From January through March I engaged in the prep work and co-teaching of a study abroad returnee class called Intercultural Issues: Dealing with Re-entry (NDL 200, .5 Gustavus credits, and equivalent of 2 semester credits). The course met for eight sessions, February 6 through March 26, Mondays from 2:30 4:00 pm. This course has been taught by Dr. Patricia English of the Gustavus communications department since the early 2000s. The course was developed in large part as a response to an honors thesis paper that highlighted the need for and lack of adequate support for study abroad returnees. The original learning outcomes of this practicum were: 1) Develop a thorough understanding of the process involved in teaching/facilitating a college-level course (teaching skills, managing classroom skills, syllabus creation, class prep, etc.) 2) Develop an understanding of Milton Bennetts DMIS (Development Model of Intercultural Sensitivity) and better sense of re-entry theory and practice generally. 3) Develop an understanding of how reflection post-experience is connected to study abroad -- its role, the importance of it -- in the context of a students overall development. 4) Develop a better understanding of the role and process of re-entry in education abroad an element that sets it (perhaps) apart from other experiential education learning experiences: how students reentry is alike, how it differs, and identification of further research and support materials in this regard. 5) Glean as much as I can from Patty English, who has taught this course off and on for nearly 10 years and has a background in intercultural communication

Overall, the process of co-teaching this course and participating in the returnees processing and reflection was extremely rewarding. We had a very engaged group, and we were able to set a positive tone and group dynamic from the beginning. (I sat in on this same course in the fall with a different group of students. While a strong class, the spring group was more engaged, and I thought the spring class was more successful.) The course itself is not just a reflection course, but rather many reflection activities were woven within formal processing of their experiences abroad and study of relevant theories. This approach helped students to put their on-site and reentry experience into perspective. Students specifically (though lightly) studied identity theory (Shelley Smith, 2005), and Milton Bennetts (1993) intercultural sensitivity/adaptation model. The course was broken down into three main segments: the study abroad experience (Adaption Abroad), the reentry experience (Returning Home) and the future (the Now What focusing on skills gained, creating interview stories, mediation practice, and community and vocation conversation.) We made adaption and identity reoccurring activity and discussion themes. Students completed exercises, submitted guided journals entries and wrote a final reflection paper (a revised syllabus is included here for reference.) Responses to each of my course learning outcomes follow. 1) Develop a thorough understanding of the process involved in teaching/facilitating a college-level course (teaching skills, managing classroom skills, syllabus creation, class prep, etc.) This objective was met fully. Because of extenuating circumstances (my co-instructor has been dealing with a medical situation for some time), I was given the opportunity to teach the course on my own for two of the eight sessions (specific sessions indicated on the revised syllabus attached.) Theres nothing like needing to teach the class on your own that makes you appreciate what it takes to make it happen (and I learned that first in your course last term!) The

many hours I spent prepping for those session were enjoyed and well-spent. While nervous about these opportunities, I was ready for them and felt comfortable teaching those specific sessions. I found that I was good at some things, and that there is room for improvement in other areas. Specific areas that were positive were my ability to listen and ask engaging, pertinent questions; my ability to keep the focus on the student discussion, minimizing my personal responses; and, generally, my natural interest in and enthusiasm for the topic. Areas that need work include explaining tasks/assignments with clarity and creating better, more natural segues. I also participated in and generally led one of the sections of the other class sessions. During these I found that I was a bit more nervous with my co-teacher in the room, so that is an area that I will need to work on as well. With added practice my confidence will come. My co-teacher regularly complimented me on my question/facilitation skills, which I greatly appreciated. Not surprisingly, I found it awkward at times to co-teach, and I struggled to find my role a bit particularly in the beginning. My co-teacher was incredibly gracious, open and generous, and I know that this would not necessarily always be the case. I was very grateful for her hospitality with her course, and she stated that my presence helped to re-ignite her engagement in the course too. While I did not anticipate that we would re-create the syllabus in preparation for the course, I had made it a personal goal to at least contribute one tangible idea or activity to every class period, and I made good on this goal. It was wonderful to feel that I was contributing in a real way. Perhaps the greatest compliment to me is that my co-instructor has asked if I would co-teach the course with her again. The regular syllabus for this course is quite simple (and I dont mean that derogatorily) and, therefore, it allowed for great flexibility in letting the flow of the course happen. We ended up adding an entire session and we had many changes along the way. I think the finished course

was much stronger that the course I observed in the fall, both in duration and in content. The revised version of the syllabus attached here reflects what we actually did, and served as a great exercise for me in revising an existing syllabus. I have revised it mostly for my reference (and yours) so I have a record of what we actually did, most of which ended up working very well. However, I suspect the next class would look differently, though this version would make a good starting point. Perhaps the most important thing I learned in doing this practicum, teaching this course, is that this is a course that I believe I could teach on my own in the future, and that I would enjoy it greatly. The time literally flew by, and my soul was so nourished by spending time with these thoughtful students who fully engaged their experiences abroad and re-entry, and who so courageously shared their experiences with the rest of us. It was an honor and a joy! My experience in this course was delightful and humbling. 2) Develop an understanding of Milton Bennetts DMIS (Development Model of Intercultural Sensitivity) and better sense of re-entry theory and practice generally. This objective was met fully. Though I had read the Bennett article before and have been familiar with it (and with his work) for years, I hadnt really taken the time to fully digest it until this term (this is embarrassing to admit for someone in my field as it is so central to what we do.) This practicum gave me the time and purpose to study it more carefully and embrace what it has to say. I still need to engage it and start to determine my response to it (do I really buy it? What other stages may be possible? Is it linear or not?) but I now have an excellent foundation as well as multiple real-life experiences to evaluate it against. This course also gave me greater insights into how adaptation is connected to identity, which is connected to relationship. I hadnt really thought of identity theory to this depth before, and I feel that there is a lot more to explore. These interests are understandable considering one of my undergraduate study areas was psychology, and I hope to have more time to study these issues more fully.

My exposure and participation in this course has allowed me to more fully embrace an area that I really enjoy in study abroad, which is the re-entry stage. Because of the opportunity to sit in on this course both in fall and co-teach in spring, I now feel as though I have academic, direct experience in an area for which Ive had a deep passion. 3) Develop an understanding of how reflection post-experience is connected to study abroad - its role, the importance of it -- in the context of a students overall development. This objective was met, certainly in experience and anecdote, if not by traditional research methods. The ability to sit alongside ten students who are in the midst of dealing with and processing a life changing event was magical and amazing. These students final papers highlighted to me that this course was not merely a place where they could come and randomly talk about their awesome times abroad. But rather the structure that we provided for them, the space to share openly, and the mixture of theory and reflection enabled them, yes, to share and reflect, but more importantly, to put this experience into context, to make deep meaning and to glean future implications and skills learned. I walked away thinking that all returnees should have such an experience and opportunity to make meaning upon their return (and some may get this in some ways via their programs). This experience, in fact, reinforced my belief that the most important learning opportunities come, not while ones abroad, but after one returns, when the waves of confusion, heart-ache, disillusionment and frustration sets in. Indeed one who doesnt have a way to process and un-pack these experiences and feelings may not ever fully understand their experience or be able to learn from it in any meaningful way. 4) Develop a better understanding of the role and process of re-entry in education abroad an element that sets it (perhaps) apart from other experiential education learning experiences: how students reentry is alike, how it differs, and identification of further research and support materials in this regard. With regard to better understanding how re-entry for education abroad may set it apart from other experiential learning areas, I do not feel as though I made much progress on this. My

time was so focused on the re-entry for study abroad that I didnt have the chance to consider other experiential learning settings. I did, however, come away with a wonderful comparative experience in terms of how study abroad students re-entry experiences may be alike or may differ. There were common themes and issues shared, and yet the manifestations were so different at times. Students also noted appreciation for developing better-rounded understanding of re-entry and how it affects students differently or similarly. Again, my sense that re-entry is a very individualized experience with common themes was reinforced. It further solidified my belief that a good re-entry program must be multi-pronged: it needs to offer a variety of opportunities and programming at different times, via different methods so that students at different stages and places can find the best fit for them. To the last point of the objective, this course did lead me to other resources and theories to explore. Particularly it opened me up to the vast research in communication and psychology that deals with intercultural communication and identity. Outside of re-entry, I was also led to other major articles in our field that most fully express support and understanding for the intersections of experiential education and study abroad, specifically to the Frontiers Journal of winter 2002 which is dedicated to this intersection. 5) Glean as much as I can from Patty English, who has taught this course off and on for nearly 10 years and has a background in intercultural communication Having had the opportunity to observe and work with Prof. Patty English for two consecutive semesters on this course, I was able to watch and study her methods and marvel at her understanding of the subject matter. She is very well versed both academically and personally in this area (Prof. English lived in Japan for an extended period of time and also has led numerous short-term J-term programs. Thus, she adeptly approached the material from an academic perspective and from personal experiences.) I left this course with a huge appreciation for the intercultural communication field and a strong desire to more fully understand the

Bennett theories and theories of identity development. My interest in college-age student development was also re-sparked. Prof. English teaches with great ease and an amazing understanding of her subject matter. This allows her to flow easily with the class, offering examples and insights with great depth if needed. She has a knack for getting to the heart of a question or discussion starter. From observing her, I took away a desire to clarify my thoughts before speaking, and to more quickly get to the essence of what I want to say. I am hopeful that I will be able to co-teach with her in the future so that I may continue to learn and grow from her, while also further creating and growing comfortable in my own teaching style. In summary, I would like to share a few of the comments of the students final papers that best reflect the spirit and success of the class.
I had thought that after leaving Spain my study abroad experience was over, it was an entire year ago of course it seems like it is over. I never would have thought that I would be able to share my experiences in such an open way without feeling judged... As for the segments of the course that impacted me, the portion analyzing how we have changed truly helped meThus, this courses focus on personal change has radically altered my future: something I will be eternally grateful for. I really loved this course! It has been EXTREMELY helpful for me and really has made the reentry process much smoother for me (though I am definitely still having a hard time, but am more understanding and aware of why this might be after taking this class!) The aspect of the course that surprised and impacted me the most is the fact that the study of reentry and adaptation to ones own culture is so highly researched and relevant to todays worldThe knowledge of re-entry will help me adjust to changes in life, travel related or not, and to remember that re-entry comes in stages but is not the same for every person. Re-entry is a part of life and should be accepted with open arms. Use it to grow As for the class portionthe most useful portions were by far the discussions. Because of this class I feel that I have the resources to talk and communicate about my experiences. When I first signed up to take this class, I thought it would simply be a good course to take to really break down my study abroad experience and get a better grip on my re-entry back into the states. It turned out to be much more than that, however, and I was able to learn a ton about myself and how my time spent in Italy really impacted me in much greater ways than I ever would have thought.

Revised Class Syllabus Created for this report Intercultural Issues: Dealing with Re-entry NDL-200 Mondays 2:30 4:00 pm Instructors: Patricia English penglish@gustavus.edu, BH 356 Jill Fischer, jfische4@gustavus.edu

Required Readings on Moodle: Bennett, Milton J. Toward Ethnorelativism: A Developmental Model of Intercultural Sensitivity. Education for the Intercultural Experience. Ed. R. M. Paige. 2nd edition. Yarmouth, ME: Intercultural Issues, 1993. Smith, Shelley. An Identity Model of Reentry Communication Competence. Journal of Intercultural Communications Research (formerly World Communication). Volume 30, . 2005. Course Description: This course is designed to provide study abroad returnees with an opportunity to reflect, analyze and discuss the many intercultural issues connected to study/living overseas. The structure of the course will be a seminar format. Course materials will include readings in intercultural theory and literature that revolves around cross-cultural themes; these readings will be discussed in the context of the students actual experiences. Assignments: Journal: You will keep a journal throughout the time that we meet. I encourage you to write in your journal reflecting on your experiences of adaptation and re-entry as they emerge from class discussion. In addition, I will ask you to respond to guided journal assignments. Final Reflection Paper: You will write a final paper that addresses your experience in the course, specifically addressing the following two statements: 1. Describe your future goals as an intercultural practitioner as it relates to your career or personal/life choices. 2. Describe aspects of the course that impacted your and how you will utilize them in the future. Share at least two examples. Schedule: Items in red are activities I contributed Week 1 February 6, 2012 Introductions, syllabus review, setting the space, and starting to share stories. Maximizing Study Abroad exercise Reacting to the Changes, p 373 Assignments for Week 2: Bring (2) Two artifacts from time abroad to share. They should have meaning and a story. Guided Journal Entry discuss two disparate values that you encountered, experienced abroad. What were they, what was the situation, how did it resolve, what did it mean. Examples: sense of time (mono-chromatic vs. polychromatic), sense of formality, sense of self/community. May not be negative experience, just disparate

Week 2 February 13, 2012 FACILITATED BY JILL (Patty gone) More stories, Images of study abroad experience Cultural Identity and the other Share Artifacts Identity Exercise Your Identity Abroad Assignments for Week 3: Read Bennett Article Prepare two questions about the article; applying theory/application questions Week 3 February 20, 2012 Bennett Article and Experiences On-site Debrief Guided Journal Entries from Week 2 Disparate Values Assignments for Week 4: Bennett Article - complete Guided Journal Entry write up a narrative of your re-entry experience, an experience of reentry -a real, true story from your re-entry. Could be immediately from your return, could be in the first few days, etc. Something that shook you, made you feel disjointed. Examples: write about your arrival and airport pick-up, write about returning to your family, home. Week 4 February 27, 2012 Bennett Article/Model Debrief Bennett article, questions, finish Assignments for Week 5: Guided Journal Entry using the stages of the Bennetts Model of Adaptation discuss where you are/have seen yourself in those stages Finish up/type up your re-entry narratives Week 5 March 5, 2012 - FACILITATED BY JILL (Patty gone) Smith Article, Identity & Relationships Debrief Smith Article Discuss Adlers Coping Methods Debrief guided journal entries/notes re: where you are on Adlers scale Identity and Relationships: Identity Exercise Your Identity Since Returning Home/Reentry Identiy Assignments for Week 6: Complete the St. Thomas: Crafting Your Stories/AFS: What have I gained from my experience? Handout Guided Journal Entry using the What have I gained worksheet, expand on 2 or 3 items. Give concrete examples of the growth / skills development you have experience because of your time abroad. Example: I am more flexible give evidence, start to develop your interview stories (STAR assignment given next week) Finish up/type up your re-entry narratives (if not already done) Week 6 March 12, 2012 Re-entry Narratives Share/read Re-entry Narratives Assignments for Week 7: Complete the St. Thomas: Crafting Your Stories/AFS: What have I gained from my experience? Handout

Guided Journal Entry using the What have I gainedworksheet, expand on 2 or 3 items. Give concrete examples of the growth / skills development you have experience because of your time abroad. Complete the St. Thomas: Crafting Your Stories/AFS: STAR-Focused Interviewing Handout, write interview stories

Week 7 March 19, 2012 Now What? Skills & Interview Stories, Vocation and Community connection Debrief the What have I gained from my experience handout and connected guided journal entries Role play/share STAR Stories Q&A Amy Pehrson, CSL Speaker Vocation, Community handouts, What, So What, Now What and Reflections From Abroad Booklet (Jill helped create this booklet) Assignments for Week 8: Come dressed to meditate Final Reflection Paper due: Address the follow two areas: 1. Describe your future goals as an Intercultural Practitioner as it relates to career or personal life choices, etc. 2. Describe the aspects of this course that impacted you and how you will utilize them in the future. Pull out at least two aspects of the course. Week 8 March 26, 2012 Last Class, Sharing and Celebration Meditation Exercise Debrief the final paper Intercultural Practitioner and Impacts of Class Treats and Snacks

Resources/Bibliography Bennet, Milton J. Toward Ethnorelativism: A Developmental Model of Intercultural Sensitivity. Education for the Intercultural Experience. Ed. R. M. Paige. 2nd edition. Yarmouth, ME: Intercultural Issues, 1993. Smith, Shelley. An Identity Model of Reentry Communication Competence. Journal of Intercultural Communications Research (formerly World Communication). Volume 30, . 2005. Paige, R. M., Cohen, A., & Shively, R.. Maximizing study abroad: A students guide to strategies for language and culture learning and use. Minneapolis: University of Minnesota, 2002. St. Thomas Workshop Materials: Crafting Your Stories