GLH10 Preparation, Implementation, Assessment, & Additional Considerations

 Preparation

Topics 

  • Develop a schedule of cultural themes for each session. 
  • Find or create multimedia resources (videos, articles, music) related to each theme. 
  • Prepare conversation prompts and activities for each session. 

Time Required

  • Initial preparation may take several hours to a few days depending on the number of themes and resources. 
  • Ongoing adjustment to the plans will take less time  

 Materials and Resources Needed

  • Access to a video conferencing platform (e.g., Zoom) for online sessions. 
  • Café-style, flexible seating for in-person sessions. 
  • Multimedia resources (e.g., videos, music, articles). 
  • Cooking supplies and cultural artifacts.  

Tech and Materials

  • Computers, internet access, presentation tools (e.g., projectors, speakers). 

 Implementation

Topics are suggested below. Ideally, try to implement at least three topics per semester, choosing from the suggested list or creating your own prompt on a topic inspired by your course topics.  

 Depending on the complexity of the topic, allow the students to think about the assigned topic and take notes before engaging in conversation. Students can converse in pairs or larger groups. The most important aspect of group interaction is to vary the composition of the group. Ask the students to work with different partners every time to maximize their opportunities to interact with students from different linguistic, cultural, and disciplinary backgrounds, as well as different personalities and language proficiency levels.  

 A good configuration might include two international students from different backgrounds and a U.S. student. It is OK to occasionally have students from the same country or linguistic background in the same group, as long as the conversation occurs primarily in the common language of everyone in the group and the target language of the international students – English. However, brief exchanges in the international students’ first language are OK when the students need to clarify some points for each other in the language they share. Moderation is key.   

Instructors can identify topics that are best for their course and students. Some topics for consideration are: 

  • Traditions: Students discuss cultural traditions 
  • Food: Students discuss culinary norms and, optionally, bring food to share or display virtually 
  • Cultural artifacts: Students display and explain items that have meaning in their cultures 
  • Language: Students teach basic phrases or course related vocabulary in their native languages. 
  • Hometowns or countries: Students lead virtual tours of their hometowns or countries. 
  • Global issues or challenges such as politics, economics, environment, etc.: Students debate global issues, fostering critical thinking. 

Specific actions to take:

  1. Introduction to Students
    1. At the beginning of the semester, introduce the cultural conversations/Global Café activity to the students.
    2. Explain the purpose, objectives, and benefits of participating in these sessions. 
    3. Provide an overview of the themes and activities planned for the semester. 

  2. Scheduling and Planning
    1. Develop a schedule for the café sessions, ensuring they align with the course syllabus.
    2. Decide on the frequency of the sessions (e.g., weekly, bi-weekly). 
    3. Choose themes for each session and prepare a detailed plan, including multimedia resources and conversation prompts. 

  3. Group Formation
    1. Divide students into small, diverse groups, ensuring a mix of international and domestic students. 
    2. Rotate group members periodically to maximize interaction among all students

  4. Preparation
    1. Create and share multimedia resources related to each session's theme in advance. 
    2. Prepare conversation prompts and activities that align with the session themes. 
    3. Encourage students to bring cultural artifacts and home-cooked food for designated sessions. 

  5. Conducting the Sessions
    1. Set up the classroom or virtual space to mimic a café environment with small tables or breakout rooms. 
    2. Introduce the content goals for the day and provide a summary of class activities for the day.
    3. Use the cultural exchange activity as an ice-breaker or the main activity of the session, if appropriate.  
    4. Have the students reflect on the meaning of the cultural exchange activity at the end of class. Use an exit slip to have the students articulate what they learned from the class.  

 Assessment

  • After each session, have students write a short reflection on what they learned and share feedback. 
  • Use this feedback to adjust and improve future sessions. 
  • Use reflective journals, pre- and post- surveys, and participation evaluations to assess student learning and growth in intercultural competence. 
  • Provide constructive feedback to students based on their engagement and reflections.

 Additional Considerations