Survey of instructional professional development for teaching international graduate students: The case of the Università degli Studi di Padova

Journal title EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Author/s Joellen E. Coryell, Monica Fedeli, Anglia Lapina Salazar
Publishing Year 2019 Issue 2019/2 Language English
Pages 20 P. 22-41 File size 323 KB
DOI 10.3280/EXI2019-002002
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The current era of globalization, international programs, and international student mobility has resulted in a changing demographic in classrooms across Italian universities. While we know that international students come to universities with various cultural, linguistic, and academic backgrounds, this diversity in the student population poses benefits and challenges for instruction as faculty seek to provide effective teaching in their classrooms. As well, university instructors participate within a variety of communities of practice that may (or may not) help them to prepare to teach diverse populations of students. The current study, a component of a larger research project funded by the U.S. - Italian Fulbright Commission, investigated the professional development topics and formats in which university instructors at the Università degli Studi di Padova engage to teach such diverse student populations. This research assists in identifying models, content, and contextual factors of informal and formal faculty development currently in Italy. The findings offer culturally nuanced insights for instructor professional development during a period of internationalization efforts and increased international student mobility.

Keywords: Internationalization in higher education, teaching in higher education; teaching international students, faculty development, instructional development

  1. Blumberg, P. (2016). Assessing implementation of learner-centered teaching while providing faculty development. College Teaching, 64(4), 194-203.
  2. Broggini, S., & Costa, F. (2017). A survey of English-medium instruction in Italian higher education: An updated perspective from 2012 to 2015. Journal of Immersion & Content-Based Language Education, 5(2), 238-264.
  3. Bodycott, P., & Walker, A. (2000). Teaching abroad: Lessons learned about inter-cultural understanding for teachers in higher education. Teaching in Higher Education, 5(1), 79-94.
  4. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
  5. Campagna, S., & Pulcini, V. (2014). English as a medium of instruction in Italian universities: Linguistic policies, pedagogical implications. Textus, 27(1), 173.
  6. Coryell, J.E. (2016). Active learning and interactive lectures. In M. Fedeli, V. Grion, & D. Frison (Eds.). Coinvolgere per apprendere. Metodi e tecniche participative per insegnare (pp. 141-163). Lecce, Italy: Pensa Multimedia.
  7. Coryell, J. E., Fedeli, M., Frison, D., & Tyner, J. (2015). Teaching internationally diverse students: An international comparative study of faculty development during higher education internationalization. Proceedings of the 8th annual International Conference of Education, Research, and Innovation (pp. 311-320). Seville, Spain.
  8. De Noyelles, A., Cobb, C., & Lowe, D. (2012). Influence of reduced seat time on satisfaction and perception of course development goals: A case study in faculty development. Journal of Asynchronous Learning Networks, 16(2), 85-98.
  9. European Commissione. (2010). Europe 2020. A European strategy for smart, sustainable and inclusive growth. Brussels: Publications Office of the European Union. European Commission. (2011). Supporting growth and jobs – an agenda for the modernization of Europe’s higher education systems. Luxembourg: Publications Office of the European Union.
  10. European Commission. (2013). Report to the European Commission on improving the quality of teaching and learning in Europe’s higher education institutions. Luxembourg: Publications Office of the European Union.
  11. Fedeli M., (2016). Coinvolgere gli studenti nelle pratiche didattiche: potere, dialogo e partecipazione. In M. Fedeli, V. Grion, D. Frison (a cura di). Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione, (pp.113-142). Lecce: Pensa Multimedia.
  12. Fedeli, M. (2019). Migliorare la didattica universitaria: Il cambiamento organizzativo e il ruolo del change agent. FORMAZIONE & INSEGNAMENTO. Rivista internazionale di Scienze dell'educazione e della formazione, 17(1), 267-282.
  13. Fernandez, I., Guisasola, G., Garmendia, M., Alkorta, I., & Madinabeitia, A. (2013). Does teacher training have global effects in the university? Faculty development, active methodologies and hybrid curriculum. Infancia y Aprendizaje, 36(3), 387-400.
  14. Gizir, S. (2014). A qualitative case study on the organizational identity of faculty members. Educational Sciences: Theory and Practice, 14(4), 1309-1324.
  15. Green, W. & Whitsed, C. (2013). Reflections on an alternative approach to continuing professional learning for internationalization of the curriculum across disciplines. Journal of Studies in International Education, 17(2), 148-164.
  16. Horta, H. (2009). Global and national prominent universities: internationalization, competitiveness and the role of the State. Higher Education, 58(3), 387-405.
  17. Jin, L. & Cortazzi, M. (2017). Practising cultures of learning in internationalising universities. Journal of Multilingual and Multicultural Development, 38(3), 237-250.
  18. Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
  19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
  20. Leask, B. (2013). Internationalizing the curriculum in the disciplines – Imagining new possibilities. Journal of Studies in International Education, 17(2), 103-118.
  21. Merriam, S. B., & Caffarella, R. S. Baumgartner. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley.
  22. Moon, J., Passmore, C., Reiser, B., & Michaels, S. (2013). Beyond comparisons of online versus face-to-face PD. Journal of Teacher Education, 65, 172-176.
  23. Nandan, S., & Nandan, T. (2012). Perceived learning from faculty development programs of faculty in higher education. International Journal of Learning, 18(11), 277-288.
  24. Nawaz, T. (2018). Internationalization strategy, faculty response and academic preparedness for transnational teaching: The significance of pre-departure training. Education + Training, 60(9), 1084-1096.
  25. Niehaus, E., & Williams, L. (2016). Faculty transformation in curriculum transformation: The role of faculty development in campus internationalization. Innovative Higher Education, 41(1), 59-74. Paige, R. M., & Goode, M. L. (2009). Intercultural competence in international education administration: Cultural mentoring: International education professionals and the development of intercultural competence. In D. Deardorff (Ed.). The SAGE handbook of intercultural competence, (pp. 333-349). Thousand Oaks, CA: SAGE.
  26. Pataraia, N., Margaryan, A., Falconer, I., & Littlejohn, A. (2013). How and what do academics learn through their personal networks. Journal of Further and Higher Education, 39(3), 336-357.
  27. Phuntsog, N. (2010). Culturally responsive teaching: What do selected United States elementary school teachers think? Intercultural Education, 12(1), 51-64.
  28. Razzano, E. (1994). Faculty perceptions of the impacts of overseas experience. Unpublished doctoral dissertation, State University of New York, Buffalo.
  29. Saroyan, A. & Trigwell, K. (2015). Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92-101.
  30. Sursock, A., Smidt, H., & Davies, H. (2010). Trends 2010: A decade of change in European higher education. Brussels: European University Association.
  31. Taylor, L., & Rege Colet, N. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.). Building teaching capacities in higher education: A comprehensive international model. Sterling, Virginia: Stylus Publishing.
  32. Teaching for Learning. (2019). Università degli Studi di Padova. -- https://www.unipd.it/en/teaching4learning
  33. Urban, E., Navarro, M., & Borron, A. (2017). Long-term impacts of a faculty development program for the internationalization of curriculum in higher education. Journal of Agricultural Education, 58(3), 219-238.
  34. Van der Wende, M. (1996). Internationalising the curriculum in Dutch higher education: An international comparative perspective. The Hague: The Netherlands Organisation for International Cooperation in Higher Education (NUFFIC).
  35. Van Waes, S., Van den Bossche, P., Moolenaar, N. M., De Maeyer, S., & Van Petegem,
  36. P. (2015). Know-who? Linking faculty’s networks to stages of instructional development. Higher Education, 70(5), 807-826.
  37. Visser-Wijnveen, G. J., Stes A. & Van Petegem, P. (2014). Clustering teachers’ motivations for teaching. Teaching in Higher Education, 19(6), 644-656.

Joellen E. Coryell, Monica Fedeli, Anglia Lapina Salazar, Survey of instructional professional development for teaching international graduate students: The case of the Università degli Studi di Padova in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 2/2019, pp 22-41, DOI: 10.3280/EXI2019-002002