Journal of Higher Education Policy And Leadership Studies
International students are an important presence on U.S. campuses today; however, many student af... more International students are an important presence on U.S. campuses today; however, many student affairs professionals and institutions struggle to engage international students in campus life. This study explored the co-curricular engagement of international students to investigate what motivates students to get involved, how they choose their engagement opportunities, and what inhibitors or barriers they perceive as they consider their engagement. Using data collected through focus group participation, we found that international students may face challenges in making sense of involvement in the U.S. context. Additionally, international students may face challenges to involvement that are culturally centric and different from their U.S. peers. With these findings in mind, we challenge student affairs professionals to redefine involvement to be more interculturally competent, taking into consideration differences in social and cultural capital among students and better understanding the international student experience. Additionally, we encourage student affairs professionals to move from proactive to reactive approaches in engaging international students. We end this article with recommendations for campus-based practitioners to include international students when designing inclusive environments for campus involvement.
Communicative language teaching has been a hallmark of foreign language pedagogy in the US and ab... more Communicative language teaching has been a hallmark of foreign language pedagogy in the US and abroad since the 1970s. Although classroom instruction and teaching materials are based on communicate teaching methods and ACTFL's five Cs and standards for foreign language learning, assessment warrants additional attention. Most forms of assessment in the communicative classroom still coincide with grammar-translation and audio-lingual methods. This article presents a model for a learner-portfolio in a Business German class as a form of assessment that can mend the disconnect between instruction and assessment by focusing on communicative abilities, cultural awareness, and real-world application, while also integrating skill-based knowledge. Although the portfolio project is conceived for the Business German classroom, its structure is readily applicable to other German courses. The article invites instructors to carefully examine the relationship between instruction and assessment ...
Partnerships : A Journal of Service-Learning and Civic Engagement, 2017
We share a transferable program model that applies innovation theory to partnership-centered civi... more We share a transferable program model that applies innovation theory to partnership-centered civic engagement hosted and facilitated by an institution of post-secondary education. To address the issue of college readiness, our model created multiple 3-person, cross-sector teams operating with a shared mission and multiple points of contact over the course of a year to prepare classroom-ready curriculum units for area high schools. Teams were comprised of a high school teacher, a college faculty member, and a college student. The cross-sector team model disrupts traditional hierarchies, promotes creativity, and invites multiple actors to draw upon their resources of knowledge and influence to grow, and help others grow, while achieving common goals. In this essay, we present the theory behind our program model; the context from which our program emerged; and details about our practice, including the structure, implementation, and assessment of the program. We conclude with framing qu...
The iterative and reflective process of intercultural learning, for both instructors and students... more The iterative and reflective process of intercultural learning, for both instructors and students, is key to questioning our own assumptions and underlying values as well as those of our discipline. We propose a framework for the longitudinal integration of intercultural competence (IC) throughout the curriculum and share how we are beginning to implement this framework across language curricula in the context of a diverse modern language department. This framework foregrounds attention to the constructedness of identities and to the revision of mental models of different cultures, while nurturing an openness to change within oneself. It challenges learners through experiential learning to develop their self-awareness, tolerance for ambiguity, strategies for dealing with discomfort, and understanding of cultural value orientations.
Frontiers: The Interdisciplinary Journal of Study Abroad, 2019
This is a book review of the title: Pasquarelli, Susan Lee, Cole, Robert A., and Tyson, Michael J... more This is a book review of the title: Pasquarelli, Susan Lee, Cole, Robert A., and Tyson, Michael J. (eds.) (2018). Passport to Change. Designing Academically Sound, Culturally Relevant, Shortterm, Faculty-led Study Abroad Programs. Sterling, VA: Stylus. 256 pages.
Journal of Higher Education Policy And Leadership Studies
International students are an important presence on U.S. campuses today; however, many student af... more International students are an important presence on U.S. campuses today; however, many student affairs professionals and institutions struggle to engage international students in campus life. This study explored the co-curricular engagement of international students to investigate what motivates students to get involved, how they choose their engagement opportunities, and what inhibitors or barriers they perceive as they consider their engagement. Using data collected through focus group participation, we found that international students may face challenges in making sense of involvement in the U.S. context. Additionally, international students may face challenges to involvement that are culturally centric and different from their U.S. peers. With these findings in mind, we challenge student affairs professionals to redefine involvement to be more interculturally competent, taking into consideration differences in social and cultural capital among students and better understanding the international student experience. Additionally, we encourage student affairs professionals to move from proactive to reactive approaches in engaging international students. We end this article with recommendations for campus-based practitioners to include international students when designing inclusive environments for campus involvement.
Communicative language teaching has been a hallmark of foreign language pedagogy in the US and ab... more Communicative language teaching has been a hallmark of foreign language pedagogy in the US and abroad since the 1970s. Although classroom instruction and teaching materials are based on communicate teaching methods and ACTFL's five Cs and standards for foreign language learning, assessment warrants additional attention. Most forms of assessment in the communicative classroom still coincide with grammar-translation and audio-lingual methods. This article presents a model for a learner-portfolio in a Business German class as a form of assessment that can mend the disconnect between instruction and assessment by focusing on communicative abilities, cultural awareness, and real-world application, while also integrating skill-based knowledge. Although the portfolio project is conceived for the Business German classroom, its structure is readily applicable to other German courses. The article invites instructors to carefully examine the relationship between instruction and assessment ...
Partnerships : A Journal of Service-Learning and Civic Engagement, 2017
We share a transferable program model that applies innovation theory to partnership-centered civi... more We share a transferable program model that applies innovation theory to partnership-centered civic engagement hosted and facilitated by an institution of post-secondary education. To address the issue of college readiness, our model created multiple 3-person, cross-sector teams operating with a shared mission and multiple points of contact over the course of a year to prepare classroom-ready curriculum units for area high schools. Teams were comprised of a high school teacher, a college faculty member, and a college student. The cross-sector team model disrupts traditional hierarchies, promotes creativity, and invites multiple actors to draw upon their resources of knowledge and influence to grow, and help others grow, while achieving common goals. In this essay, we present the theory behind our program model; the context from which our program emerged; and details about our practice, including the structure, implementation, and assessment of the program. We conclude with framing qu...
The iterative and reflective process of intercultural learning, for both instructors and students... more The iterative and reflective process of intercultural learning, for both instructors and students, is key to questioning our own assumptions and underlying values as well as those of our discipline. We propose a framework for the longitudinal integration of intercultural competence (IC) throughout the curriculum and share how we are beginning to implement this framework across language curricula in the context of a diverse modern language department. This framework foregrounds attention to the constructedness of identities and to the revision of mental models of different cultures, while nurturing an openness to change within oneself. It challenges learners through experiential learning to develop their self-awareness, tolerance for ambiguity, strategies for dealing with discomfort, and understanding of cultural value orientations.
Frontiers: The Interdisciplinary Journal of Study Abroad, 2019
This is a book review of the title: Pasquarelli, Susan Lee, Cole, Robert A., and Tyson, Michael J... more This is a book review of the title: Pasquarelli, Susan Lee, Cole, Robert A., and Tyson, Michael J. (eds.) (2018). Passport to Change. Designing Academically Sound, Culturally Relevant, Shortterm, Faculty-led Study Abroad Programs. Sterling, VA: Stylus. 256 pages.
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Papers by Beate Brunow