We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.

1. Pedagogical Design for Honors
Study Abroad and Beyond
Beata Jones, Sandy Callaghan
Texas Christian University
b.jones@tcu.edu s.callaghan@tcu.edu
Utrecht Honours Conference 2016: Honours Futures
June 2, 2016, Utrecht, the Netherlands

2. Welcome!
•Beata Jones, Ph.D.
● Honors Faculty Fellow & Professor of
Business Information Systems Practice
● Associated with Honors and study
abroad for over a decade
Contact:
b.jones@tcu.edu
http://www.linkedin.com/in/beatamjones
@BeataJones
http://www.slideshare.net/BeataJones
•Sandra Callaghan, Ph.D.
● Associate Professor of Accouting
● Associated with Honors and discipline
specific international programs
Contact:
s.callaghan@tcu.edu
https://www.linkedin.com/in/sandra-callaghan-
00399234

3. Agenda
The Need
The Goal
The Evidence
The Theory
Translating Theory into Practice
Debrief

4. The Need – Why?
Internationalization
of Higher Education1
• Branch Campuses Oversees
• Institutional Partnerships
• Study Abroad Programs
The Challenges 2
• Inadequate Program Design
• Deficient Pedagogy & Planning
• Uncertain Learning Goals
1Altbach, Reisberg, & Rumbley, 2009; Kuh, 2008 2 Arcaro & Haskell, 2009; Benham Rennick & Desjardins, 2013b; Byram,
2006; Hellstén & Reid, 2008; Lewin, 2009; Stearns, 2008).

5. The Goal
Engage session
participants in creative
Study Abroad curriculum
design that can be
translated into
any discipline and any
honors classroom.

6. The Evidence
Jones & Williams (2015)

7. The Theory: Design for Significant Learning Experiences
Self-Directed Guide to Designing
Significant Learning Experiences

8. Situational Factors
How does this course fit into the curriculum?
What are the course expectations?
Profile of the students
Profile the teacher
What is important to discover about the course and the students?

9. Learning Goals
General “Significant Learning” Goals Sample Study Abroad Learning Goals
• from AAC&U Learning Outcomes
• Intercultural Knowledge &
Competence (IKC)
• Global Learning (GL)

10. Intercultural Knowledge & Competence (IKC)
Knowledge
• Cultural Self-
Awareness
• Knowledge of
Host Culture
Skills
• Intercultural
Communication
• Empathy
Attitudes
• Curiosity
• Openness /
Flexibility
AAC&UVALUE RUBRIC
"a set of cognitive, affective, and behavioral skills and characteristics that support effective and
appropriate interaction in a variety of cultural contexts.” (Bennett, 2008)
Intercultural Knowledge & Competence (IKC)

11. Global Learning (GL)
Knowledge
• Global Self-
Awareness
• Understanding
Global Systems
Skills
• Cultural Diversity
• Applying
Knowledge to
Contemporary
Global Context
Attitudes
• Perspectives Taking
• Personal and Social
Responsibility
Students should 1) become informed, open-minded, and responsible people who are attentive to
diversity across the spectrum of differences, 2) seek to understand how their actions affect both local
and global communities, and 3) address the world’s most pressing and enduring issues
collaboratively and equitably
AAC&UVALUE RUBRIC
Global Learning (GL)

12. Feedback & Assessment : Self Assessment
Sample Instruments:
• Intercultural Effectiveness Scale
• Cross-Cultural Adaptability Inventory (CCAI)
• GAP Test: Global Awareness Profile
• Global Perspectives Inventory (GPI)
• Intercultural Development Inventory (IDI)

13. Feedback & Assessment: Rubrics
AAC&UVALUE RUBRIC

14. Teaching & Learning Activities –
Honors Pedagogy
Offering
Bounded
Freedom
Creating
Community
Enhancing
Academic
Competence
Wolfensberger, 2012
Image source: https://emtaylorblog.wordpress.com

15. Enhancing Academic Competence
1. Depth of Learning:
a. Challenging Tasks
b. Research
c. Creative Endeavors
2. Breadth of Learning:
a. Multi-perspectives
b. Interdisciplinary
c. Integrative
d. Academic & Societal
Wolfensberger, 2012

16. Offering Bounded Freedom
1. Choices
2. Flexibility
3. Experimentation
4. Self-regulation
5. Passion
6. Co-production
7. Innovative Pedagogies
Wolfensberger, 2012

17. Creating Community
1. Teacher Behavior:
a. Engagement
b. Joy
c. Inspiration
d. Interest in Students
e. Availability
2. Building Relationships:
a. Feedback
b. Interaction
c. Active Learning
Wolfensberger, 2012

18. Teaching & Learning Activities: Active Learning

19. Active Learning: PRISM© Pedagogy
Prisms
Uses facets, angles
Change the direction
of a light wave
Producing a
multifaceted wave
The PRISM
Pedagogy
Uses tools, resources,
intervention
Change the student’s
understanding of the
intercultural
experience
Williams, 2014

20. PRISM & IKC
PERSPECTIVES
RESOURCES
INSIGHTS
SKILL SETS
MINDSETS
The PRISM is a multi-modal approach to
engaging students in experiential learning
Williams, 2014
PRISM
Intercultural Knowledge & Competence (IKC)

21. PERSPECTIVES
• Snippets of info:
• To introduce the topic
• To contextualize the topic
• To stimulate thinking /
conversation on the topic
• Purpose / goal:
• To begin generating knowledge
• To serve as reminders
• Examples:
• Quotes, warm-up activities, pre-
readings
Williams, 2014

22. RESOURCES
• Readings and resources
• To explain and illustrate the topic
• To further develop understanding
• Purpose / goal
• To expand understanding / knowledge
• Examples:
• Readings
• Videos
Rick Steves: The Value of Travel
https://www.youtube.com/watch?v=kYXiegTXsEs
Williams, 2014

23. INSIGHTS
• Space for reflecting and
analyzing
• To show understanding of the
element
• Purpose / goal:
• For students to articulate their own
understanding
• Examples:
• Reflection papers
• Classroom discussions
What have you discovered is part of
American culture, that you had not
realized before? What did you think was
just “normal” which is actually cultural?
Share a saying, proverb, or motto from
your host culture. How and when do they
use it? What insight does it give you?
Williams, 2014

24. SKILL SETS
• Engaging and interactive
activities
• To develop the competencies
• Purpose / goal
• To implement / apply the learning
through engagement & experience
• Examples:
• Assignments / activities
• Games
Take a photo of an iconic
image. Ask a few locals: what
makes this special to you?
What do tourists not
understand about this? What
are the social, historical,
environmental, and / or
economic factors contributing
to or resulting from this?
Williams, 2014

25. MINDSETS
• Methods and motivations
• To move forward with learning in
life
• To apply competencies
• Purpose / goal
• To think creatively
• To apply the learning
• To reflect deeply
• Examples:
• Student ideas for responding,
engaging
PHOTO CONTEST PARTICIPATION
Williams, 2014

26. PRI_M: Sample Modalities
• Share through
• Learning Management System
• emails
• class meeting
• ePortfolio
• blog/journal
• presentations
• social media
• dinner discussion
• contests
Williams, 2014

27. ___S_: Sample Modalities
• Site-visits
• Interactive assignments
• Explorations
• Games
• Life abroad
Williams, 2014

28. Teaching & Learning Activities
S
I, MP,R

29. Translating Theory Into Practice:
Study Abroad Module Design Exercise
Step 1:
Consider
Situational
Factors
Step 2:
Identify Learning
Goals
Step 3:
Develop
Assessment
Step 4:
Develop Teaching
and
Learning Activities
Step 5:
Confirm
Components
are Integrated

30. Activity Debrief
What went well?
Not so well?
Can you use this
approach?
How can the
approach be
improved?

31. A Study Abroad
Program Example:
Cultural Pathways
(CP3) through
Eastern Europe
https://tcu.digication.com/cultural_pat
hways_2015_program_eportfolio/Abo
ut_the_Program/published
Program Portfolio

32. Student Study Abroad Program Example:
ePortfolio Capturing Individual Insights and Mindsets
Student’s Finished Portfolio:
https://tcu.digication.com/diana_rogers_cp3/Home/ https://tcu.digication.com/your_name_cultural_pathways_2015_eportfolio/Home/published
Student Template:

33. References
• AACU. VALUE: Valid assessment of learning in undergraduate education. Retrieved from http://www.aacu.org/value/.
• Altbach, P.G., Reisberg, L., & Rumbley, L.E. (2009). Trends in global higher education: Tracking an academic revolution. A report prepared for the
UNESCO 2009 World Conference on Higher Education. Paris, France: UNESCO.
• Arcaro, T., & Haskell, R. (Eds.). (2009). Understanding the global experience: Becoming a responsible world citizen. Upper Saddle River, NJ: Allyn &
Bacon.
• Benham Rennick, J., & Desjardins, M. (Eds.). (2013b). The world is my classroom: International learning and Canadian higher education. Toronto,
Canada: University of Toronto Press.
• Byram, M. (Ed.). (2006). Living and studying abroad: Research and practice. Bristol, UK: Multilingual Matters Limited.
• Fink, D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA:Jossey-Bass.
• Hellstén, M., & Reid, A. (Eds.). (2008). Researching international pedagogies: Sustainable practice for teaching and learning in higher education. New
York, NY: Springer Publishing Company.
• Jones, B. & Williams, T, (2015). Going Abroad, or Learning Abroad: Pedagogical Tools for Gaining Intercultural Competencies in Programs Abroad.
National Collegiate Honors Council Conference Presentation.
• Kuh, G. (2008) “High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter”, Association of American
Colleges and Universities, http://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf
• Lewin, R. (Ed.). (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York, NY:
Routledge Press.
• Stearns, P. (2008). Educating global citizens in colleges and universities: Challenges and opportunities. New York, NY: Routledge Press.
• Williams, Tracy Rundstrom (2014). “Learning through A PRISM.” Insights into Teaching and Learning. (Fall)
https://issuu.com/tcuelearning/docs/14_fall_insights_final, pp. 5-7.
• Wolfensberger, M. V. (2012). Teaching for Excellence: Honors Pedagogy Revealed. Waxmann Verlag. Retrieved from:
http://dspace.library.uu.nl/bitstream/handle/1874/261033/wolfensberger.pdf?sequence=2

34. Questions, Answers & Sharing
What resources
can you share?
Questions?
Concerns?

35. Thank you!
•Beata Jones, Ph.D.
● Honors Faculty Fellow & Professor of
Business Information Systems Practice
● Associated with Honors and study
abroad for over a decade
Contact:
b.jones@tcu.edu
http://www.linkedin.com/in/beatamjones
@BeataJones
http://www.slideshare.net/BeataJones
•Sandra Callaghan, Ph.D.
● Associate Professor of Accouting
● Associated with Honors and discipline
specific international programs
Contact:
s.callaghan@tcu.edu
https://www.linkedin.com/in/sandra-callaghan-
00399234