Return to: Office of International Programs | U of M Home
Gold University of Minnesota M. Skip to main content.University of Minnesota. Home page.
One Stop | Directories | Search U of M 
 
Academics.
What’s inside
 
  Home > programs > Short Programs > 2009 > Education for a Global Citizen

Introduction to the Education for a Global Citizen Program
Student Informational Sheet

Overview

The Education for a Global Citizen program is an intensive undergraduate program that explores current U.S. American culture, cross-cultural competencies, language immersion and the overall study abroad experience. Specifically designed for students who are in the midst of studying abroad, this program seeks to equip international students with strategies that will assist them in successfully approaching, understanding and evaluating their language and cultural learning processes and experiences. The program also seeks to inform students about life and culture in the United States by directly engaging students in interactions with citizens from a variety of backgrounds. Throughout the program, students will actively participate in a mixture of discussions, presentations, outside visits, reflective writings, workshops, and related projects. This program is overseen and managed by the Office of International Student and Scholar Services (ISSS), in partnership with the Minnesota English Language Program (MELP) at the University of Minnesota.

Orientation

During the first week on campus (Thursday, September 3 – Friday, September 11), students will be given an intensive orientation to their semester-length program. Please note that the schedule during orientation will differ from that of the regular semester. Students should expect to participate in programming between 9:00 a.m. – 4:30 p.m. during orientation. Additionally, please note that there will not be any classes held on Labor Day (Monday, September 7).

Components of orientation will include:

  • Campus registration (UMN ID card, student email accounts, etc.)
  • An introduction to U.S. classroom expectations
  • An overview of their academic program
  • An introduction to experiential learning theory
  • Experience navigating campus
  • ESL proficiency/placement exams
  • Using the Metro Transit and campus shuttle bus systems (Tuesday, September 8)
  • Special presentations related to success in studying abroad
  • Having fun!
Academic Program

The academic program will consist of a variety of components. Each week will also have a theme, which will be explored via various avenues during the student’s courses and activities.

  1. 9/3- 9/4 Program Orientation
  2. 9/8-9/11 Orientation, continued: Introduction to Experiential Learning & Introduction to Campus Life No class on Mon. Sept. 7; Please note that students will be in class from 9 a.m. – 4:30 p.m. this week
  3. 9/14-/918 Civic Engagement & Volunteerism Regular semester schedule begins
  4. 9/21-9/25 Diversity, Part I Focus: Multiculturalism & Diversity in the United States
  5. 9/28-10/2 Diversity, Part II Focus areas: Equal access for all, GLBT, Religious Diversity
  6. 10/5-10/9 Diversity, Part III Focus: American Families
  7. 10/12-10/16 Intro to legal and political systems
  8. 10/19-10/23 Educational Systems in the US & Preparing for Graduate School in the US
  9. 10/26-10/30 Media & Pop Culture
  10. 11/2-11/6 Business in Minnesota
  11. 11/9-11/13 Foreign Policy & International Relations
  12. 11/16-11/20 Greater Minnesota
  13. 11/23-11/27 Thanksgiving Week – US American Holidays & Celebrations
  14. 11/30-12/4 US Travel & Preparing to Return Home
  15. 12/7-12/11 Preparing to Go Home
  16. 12/14-12/18 Finals week

Intercultural Communication & American Culture Course

The purpose of this course is to explore the impact of culture on communication and to improve each student’s ability to communicate with others, both formally and informally. Culture is defined here to include race, ethnicity, gender, age, socio-economic class, and so on. Students are encouraged to examine their own lives and the influence of their backgrounds on their personal communication processes.

All of these components are explored within the context of an ESL learning environment, where English utilization and proficiency expansion are emphasized. This course involves both individual and group work. Class time consists of lectures, group activities, written exercises, presentations, field experiences, and discussions. Students will gain theoretical, practical, and reflective knowledge and experience with cultural differences in the U.S. American cultural landscape, and extensive experience using English in the U.S. culture.

  •   Academic Field Programs

This program views civic and cultural activities as an integral part of the intercultural learning experience. Generally, the formal activities organized by the program are called Academic Field Programs (AFPs). Each Friday the students in the Education for a Global Citizen program will attend an AFP.

AFPs focus on the experiential learning process and are chosen very intentionally. They are sequenced carefully, to provide more opportunities for group team building at the beginning of the program, and opportunities for deeper and more complex learning as the program progresses. Whenever possible, AFPs are selected to integrate with course content. Course assignments may be framed to use the AFP as source material (e.g., readings in the English course one week might focus on U.S. or Minnesota history, with the weekly AFP being the Minnesota History Museum).

Students will receive a handout with additional information about each AFP at the beginning of each week. Academic Field Program site visits usually include locations such as:

  • Minneapolis Institute of Arts
  • Minnesota History Museum
  • Medica Senior Skyway Center
  • Midtown Global Market
  • Minnesota State Capitol Tour
  • Mill City Museum
  • Cathedral of Saint Paul
  • A local elementary or junior high school
  • Holidazzle Parade
Prior to each AFP, participants are given opportunities to prepare for the experience, thereby maximizing learning from the experience. This may include readings, vocabulary reviews, and in-class discussions. During and after each excursion, participants will be asked to debrief, or carefully review, each experience through a series of reflective discussions and/or writings. Our desire is that through the use of the experiential learning process, by the end of the program participants will be able to:
  1. understand how they learn and use knowledge
  2. recognize different learning and communication styles
  3. approach learning in new ways
  4. better understand people who learn and interact in dissimilar ways
Attendance at each AFP is mandatory. Students who need to miss an AFP for any reason other than illness must discuss the absence with their instructor in advance and receive permission and any necessary make-up work before the absence occurs. The instructor reserves the right to deny permission for an absence at his or her discretion. The AFPs are an integral part of this program and any absence will affect a student’s grade. (Note: There will not be an AFP during the Thanksgiving holiday.)

  •   Service Learning

As a part of the Intercultural Communication & American Culture Course, each student will be required to participate in a 10-week service learning experience. ISSS will partner with the Career and Community Learning Center (CCLC) on campus in order to place students in local organizations. For those who are not familiar with service learning, CCLC provides the following description:

There are many definitions of service-learning. Here at the University of Minnesota, we use the term to describe a teaching method that incorporates community involvement into coursework. This class-related community involvement enhances students understanding of course materials. While deepening the learning process in this way, students build a sense of civic responsibility. At that same time, they address community-identified needs.

Service-learning is a form of experiential education that allows students to learn by doing. Time spent working with a community-based organization becomes part of the students homework. In service-learning classes, the community serves as a “lived text” for the class – another powerful source of information to complement course readings, lectures, and discussions.

It is expected that students will use English for all components of this (and every!) course, including during the Academic Field Programs and Service Learning projects.

  •   Discussion Groups

Discussion groups are a required lab component of the Intercultural Communication & American Culture Course. Students are provided with a relaxed environment in which to explore topics which have been carefully chosen to help them work through processes related to intercultural adjustment.

English as a Second Language Courses

Each student will take two English courses throughout the program. Specific details about the English courses will be provided to the students in the syllabus for each class.

TandemPlus Conversation Partners

Each student will be provided with an opportunity to sign-up for the TandemPlus program. The TandemPlus program at the University of Minnesota matches native speakers of two different languages, who train each other and help one another to learn. Typically, the partners meet in person-to-person exchanges for about two hours every week. While not required, participation is strongly encouraged. As an added bonus, participation in this program allows students an opportunity to meet, interact and perhaps even develop a friendship with a U.S college student.

Please be sure to check this website for updates as the program date draws near.

 

 

 
 
 
©2003 Regents of the University of Minnesota. All rights reserved. Trouble seeing the text? | Contact U of M | Privacy
The University of Minnesota is an equal opportunity educator and employer. ISSS is a part of the Office of Inter. Programs