Intercultural Seminar - Revision history

Horia Modran: /* Non-mandatory items */

2025-05-29T14:17:08Z

Non-mandatory items

← Older revision		Revision as of 14:17, 29 May 2025
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	<li>A certain number of students wish to have an ‘international’ experience, whether it be a semester of mobility or a work placement abroad, for example. In order for them to adapt as well as possible and make the most of it, a first approach to the workings, values and ways of working of other cultures is essential.</li>		<li>A certain number of students wish to have an ‘international’ experience, whether it be a semester of mobility or a work placement abroad, for example. In order for them to adapt as well as possible and make the most of it, a first approach to the workings, values and ways of working of other cultures is essential.</li>
	<li>Other students do not envisage this experience, BUT they will undoubtedly be confronted with the international reality at some point in their professional and/or personal lives, when cultural diversity may come to them (work colleagues, suppliers, clients with another culture). It's important to make all students aware of these aspects of life, which can have an impact on their day-to-day (and professional) lives.</li>		<li>Other students do not envisage this experience, BUT they will undoubtedly be confronted with the international reality at some point in their professional and/or personal lives, when cultural diversity may come to them (work colleagues, suppliers, clients with another culture). It's important to make all students aware of these aspects of life, which can have an impact on their day-to-day (and professional) lives.</li>
			</ul>
	<br/>		<br/>
	The information given below is the fruit of 19 years of developing this internationalisation tool at USMB. What is described below is the 2025 version. However, we have done different activities in the past and this is reflected in the parts named, “Other Possibilities”.		The information given below is the fruit of 19 years of developing this internationalisation tool at USMB. What is described below is the 2025 version. However, we have done different activities in the past and this is reflected in the parts named, “Other Possibilities”.

	</div>		</div>

Horia Modran at 14:16, 29 May 2025

2025-05-29T14:16:53Z

← Older revision		Revision as of 14:16, 29 May 2025
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	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: Decide on which countries/activities you wish to do in the morning workshops and find the workshop leaders. This could also be done the other way around: i.e. find possible workshop leaders and see if this fits with the vision you have for this part.:<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: Decide on which countries/activities you wish to do in the morning workshops and find the workshop leaders. This could also be done the other way around: i.e. find possible workshop leaders and see if this fits with the vision you have for this part.:<br/>
	~~<br/>~~
	A1) Country workshops:		A1) Country workshops:
	<ul>		<ul>
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	<li>For flags to use for poster, free of copyright, I recommend: World flags \| free flag gifs </li>		<li>For flags to use for poster, free of copyright, I recommend: World flags \| free flag gifs </li>
	</ul>		</ul>
	~~<br/>~~
	A2) Other possibilities:		A2) Other possibilities:
	<ul>		<ul>
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	<li>African dancing: this is a different, more physical, expression of culture. The students perform a group dance at the end of the seminar, which requires both individual body coordination AND group coordination. A big positive is that often the students who are best at this, are not necessarily the most academically gifted. It shows that “everyone has their gifting”. In practical terms, it is important to be in a room a certain distance from other study areas, as African drums can be heard from far away!</li>		<li>African dancing: this is a different, more physical, expression of culture. The students perform a group dance at the end of the seminar, which requires both individual body coordination AND group coordination. A big positive is that often the students who are best at this, are not necessarily the most academically gifted. It shows that “everyone has their gifting”. In practical terms, it is important to be in a room a certain distance from other study areas, as African drums can be heard from far away!</li>
	</ul>		</ul>
	~~<br/>~~
	B) Student presentations of their family’s country of origin: This Intercultural Seminar is for 1st-year university students. We are therefore very clear on the following points:		B) Student presentations of their family’s country of origin: This Intercultural Seminar is for 1st-year university students. We are therefore very clear on the following points:
	<ul>		<ul>
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	<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>		<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>
	</ul>		</ul>
	~~<br/>~~
	B2) Other possibilities:		B2) Other possibilities:
	<ul>		<ul>
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	<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline-specific issues. </li>		<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline-specific issues. </li>
	</ul>		</ul>
	~~<br/>~~
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>
	<ul>		<ul>
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	<li>Depending on the profiles and backgrounds, you could also add points to discuss to the document in Appendix 3.</li>		<li>Depending on the profiles and backgrounds, you could also add points to discuss to the document in Appendix 3.</li>
	</ul>		</ul>
	~~<br/>~~
	C) Professionals’ presentations: These are done in the afternoon and follow the same format as the student presentations.		C) Professionals’ presentations: These are done in the afternoon and follow the same format as the student presentations.
	<ul>		<ul>
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	<li>A representative from the UNITA team also comes to give a presentation of the OPPORTUNITA’ available as well as share her international experiences in the context of work.</li>		<li>A representative from the UNITA team also comes to give a presentation of the OPPORTUNITA’ available as well as share her international experiences in the context of work.</li>
	</ul>		</ul>
	~~<br/>~~
	D) Reflective work		D) Reflective work
	<ul>		<ul>
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	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 5: Create the different administrative documents: posters & presence sheets.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 5: Create the different administrative documents: posters & presence sheets.<br/>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 6: Do the Intercultural Seminar.~~.<br/>~~		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 6: Do the Intercultural Seminar.<br/>
	<br/>

	== Non-mandatory items ==		== Non-mandatory items ==

Horia Modran at 14:15, 29 May 2025

2025-05-29T14:15:45Z

← Older revision		Revision as of 14:15, 29 May 2025
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	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: Decide on which countries/activities you wish to do in the morning workshops and find the workshop leaders. This could also be done the other way around: i.e. find possible workshop leaders and see if this fits with the vision you have for this part.:<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: Decide on which countries/activities you wish to do in the morning workshops and find the workshop leaders. This could also be done the other way around: i.e. find possible workshop leaders and see if this fits with the vision you have for this part.:<br/>
			<br/>
	A1) Country workshops:		A1) Country workshops:
	<ul>		<ul>
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	<li>For flags to use for poster, free of copyright, I recommend: World flags \| free flag gifs </li>		<li>For flags to use for poster, free of copyright, I recommend: World flags \| free flag gifs </li>
	</ul>		</ul>
			<br/>
	A2) Other possibilities:		A2) Other possibilities:
	<ul>		<ul>
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	<li>African dancing: this is a different, more physical, expression of culture. The students perform a group dance at the end of the seminar, which requires both individual body coordination AND group coordination. A big positive is that often the students who are best at this, are not necessarily the most academically gifted. It shows that “everyone has their gifting”. In practical terms, it is important to be in a room a certain distance from other study areas, as African drums can be heard from far away!</li>		<li>African dancing: this is a different, more physical, expression of culture. The students perform a group dance at the end of the seminar, which requires both individual body coordination AND group coordination. A big positive is that often the students who are best at this, are not necessarily the most academically gifted. It shows that “everyone has their gifting”. In practical terms, it is important to be in a room a certain distance from other study areas, as African drums can be heard from far away!</li>
	</ul>		</ul>
			<br/>
	B) Student presentations of their family’s country of origin: This Intercultural Seminar is for 1st-year university students. We are therefore very clear on the following points:		B) Student presentations of their family’s country of origin: This Intercultural Seminar is for 1st-year university students. We are therefore very clear on the following points:
	<ul>		<ul>
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	<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>		<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>
	</ul>		</ul>
			<br/>
	B2) Other possibilities:		B2) Other possibilities:
	<ul>		<ul>
Line 112:		Line 116:
	<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline-specific issues. </li>		<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline-specific issues. </li>
	</ul>		</ul>
			<br/>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>
	<ul>		<ul>
	<li>Get contact details by speaking to colleagues, university services and your business contacts./li>		<li>Get contact details by speaking to colleagues, university services and your business contacts.</li>
	<li>Depending on the profiles and backgrounds, you could also add points to discuss to the document in Appendix 3.</li>		<li>Depending on the profiles and backgrounds, you could also add points to discuss to the document in Appendix 3.</li>
	</ul>		</ul>
			<br/>
	C) Professionals’ presentations: These are done in the afternoon and follow the same format as the student presentations.		C) Professionals’ presentations: These are done in the afternoon and follow the same format as the student presentations.
	<ul>		<ul>
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	<li>A representative from the UNITA team also comes to give a presentation of the OPPORTUNITA’ available as well as share her international experiences in the context of work.</li>		<li>A representative from the UNITA team also comes to give a presentation of the OPPORTUNITA’ available as well as share her international experiences in the context of work.</li>
	</ul>		</ul>
			<br/>
	D) Reflective work		D) Reflective work
	<ul>		<ul>

Horia Modran: /* Non-mandatory items */

2025-05-29T14:15:06Z

Non-mandatory items

← Older revision		Revision as of 14:15, 29 May 2025
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	<li>A certain number of students wish to have an ‘international’ experience, whether it be a semester of mobility or a work placement abroad, for example. In order for them to adapt as well as possible and make the most of it, a first approach to the workings, values and ways of working of other cultures is essential.</li>		<li>A certain number of students wish to have an ‘international’ experience, whether it be a semester of mobility or a work placement abroad, for example. In order for them to adapt as well as possible and make the most of it, a first approach to the workings, values and ways of working of other cultures is essential.</li>
	<li>Other students do not envisage this experience, BUT they will undoubtedly be confronted with the international reality at some point in their professional and/or personal lives, when cultural diversity may come to them (work colleagues, suppliers, clients with another culture). It's important to make all students aware of these aspects of life, which can have an impact on their day-to-day (and professional) lives.</li>		<li>Other students do not envisage this experience, BUT they will undoubtedly be confronted with the international reality at some point in their professional and/or personal lives, when cultural diversity may come to them (work colleagues, suppliers, clients with another culture). It's important to make all students aware of these aspects of life, which can have an impact on their day-to-day (and professional) lives.</li>
			<br/>
	The information given below is the fruit of 19 years of developing this internationalisation tool at USMB. What is described below is the 2025 version. However, we have done different activities in the past and this is reflected in the parts named, “Other Possibilities”.		The information given below is the fruit of 19 years of developing this internationalisation tool at USMB. What is described below is the 2025 version. However, we have done different activities in the past and this is reflected in the parts named, “Other Possibilities”.

	</div>		</div>

Horia Modran at 14:14, 29 May 2025

2025-05-29T14:14:12Z

← Older revision		Revision as of 14:14, 29 May 2025
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	<li>a volunteer activity abroad (humanitarian aid…)</li>		<li>a volunteer activity abroad (humanitarian aid…)</li>
	</ul>		</ul>
	<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline specific issues. </li>		<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline-specific issues. </li>
	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>

Horia Modran at 14:13, 29 May 2025

2025-05-29T14:13:53Z

← Older revision		Revision as of 14:13, 29 May 2025
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	<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>		<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>
	</ul>		</ul>
	B2) ~~Alternatives~~:		B2) Other possibilities:
	<ul>		<ul>
	<li>Ask students who have been on:</li>		<li>Ask students who have been on:</li>
Line 110:		Line 110:
	<li>a volunteer activity abroad (humanitarian aid…)</li>		<li>a volunteer activity abroad (humanitarian aid…)</li>
	</ul>		</ul>
			<li>To come and present to the participants at the seminar. They could be from the same programme OR a different one; it does not really matter as we are not discussing discipline specific issues. </li>
	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>

Horia Modran at 14:12, 29 May 2025

2025-05-29T14:12:33Z

← Older revision		Revision as of 14:12, 29 May 2025
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	<li>NB: the four parts of the seminar described in “Short description”, and the times given are based on the author’s experience and context. These activities could also be separated and done over a longer period. Advantage: it will allow the students more time to think about things.</li>		<li>NB: the four parts of the seminar described in “Short description”, and the times given are based on the author’s experience and context. These activities could also be separated and done over a longer period. Advantage: it will allow the students more time to think about things.</li>
	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: ~~Choose~~ countries/activities ~~for~~ workshops and ~~recruit~~ leaders:<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 3: Decide on which countries/activities you wish to do in the morning workshops and find the workshop leaders. This could also be done the other way around: i.e. find possible workshop leaders and see if this fits with the vision you have for this part.:<br/>
			A1) Country workshops:
			<ul>
			<li>This 3-hour workshop is ideally led by a native of the country presented. It should enable the student to: </li>
	<ul>		<ul>
	<li>A1) ~~Country workshops~~:		<li>Get a basic understanding of the culture (knowledge) </li>
			<li>Ask questions about the given culture(s): some reflective thinking! </li>
			<li>Identify the differences and similitudes between his/her country and the one discovered during the workshop: some reflective thinking again! </li>
			</ul>
			<li>For flags to use for poster, free of copyright, I recommend: World flags \| free flag gifs </li>
			</ul>
			A2) Other possibilities:
	<ul>		<ul>
	<li>~~Led by~~ a ~~native~~ of ~~the country~~.</li>		<li>Intercomprehension workshop: With the arrival of UNITA, we decided to add an Intercomprehension workshop to encourage another approach to making links between similar cultures, via a common ground in language. In this case, the Latin base of Romance languages.</li>
	<li>~~Objectives~~: ~~basic cultural knowledge~~, Q&A, ~~cultural comparisons~~.</li>		<li>African dancing: this is a different, more physical, expression of culture. The students perform a group dance at the end of the seminar, which requires both individual body coordination AND group coordination. A big positive is that often the students who are best at this, are not necessarily the most academically gifted. It shows that “everyone has their gifting”. In practical terms, it is important to be in a room a certain distance from other study areas, as African drums can be heard from far away!</li>
	</ul>		</ul>
	~~</li>~~		B) Student presentations of their family’s country of origin: This Intercultural Seminar is for 1st-year university students. We are therefore very clear on the following points:
	~~<li>A2~~) ~~Alternatives~~:
	<ul>		<ul>
	<li>~~Intercomprehension workshop (Romance languages)~~.</li>		<li>A 10-minute presentation: Appendix 3 offers a basic structure for the students to follow, as they often do not know where to start. They are encouraged to introduce music, dance and fun elements. It is NOT a formal academic presentation.</li>
	<li>~~African dance workshop (~~group ~~coordination~~, ~~cultural expression)~~.</li>		<li>Avoid sensitive points related to the culture: the idea is to present aspects of the culture their fellow students do not know. It is not to get into a debate around political or religious questions.</li>
			<li>Who will be there: the presentation is done to a group of around 20 of their fellow students so that it is not too intimidating for them. A teacher will be present throughout the presentation.</li>
			<li>The students manage the session: there are 2 students per session, each presenting their respective culture. At the end of each presentation, there is a Question-and-Answer session. </li>
	</ul>		</ul>
	~~</li>~~		B2) Alternatives:
	~~<li>B~~) ~~Student presentations~~:
	<ul>		<ul>
	<li>~~10-minute presentations~~ on ~~family country~~ of ~~origin.~~</li>		<li>Ask students who have been on:</li>
	<li>~~Use Appendix 3 structure; encourage music, dance, fun elements.~~</li>		<ul>
	<li>~~Avoid sensitive topics; include Q&A with peers.~~</li>		<li>a semester of mobility and/or</li>
	</ul>		<li>a work placement abroad and/or</li>
	</li>		<li>a volunteer activity abroad (humanitarian aid…)</li>
	<li>B2) ~~Alternatives~~:		</ul>
	<ul>		</ul>
	<li>~~Invited~~ students ~~returning from mobility, internships, or volunteering~~.</li>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Decide on the different profiles of professional you would like to have present their international experience to your students.<br/>
	<~~/ul~~>		<ul>
	</li>		<li>Get contact details by speaking to colleagues, university services and your business contacts./li>
			<li>Depending on the profiles and backgrounds, you could also add points to discuss to the document in Appendix 3.</li>
			</ul>
			C) Professionals’ presentations: These are done in the afternoon and follow the same format as the student presentations.
			<ul>
			<li>The students must come with some questions prepared beforehand.</li>
			<li>A representative from the UNITA team also comes to give a presentation of the OPPORTUNITA’ available as well as share her international experiences in the context of work.</li>
	</ul>		</ul>
	~~[[File:Square_blue.png\|10px\|link=\|baseline]] Step 4: Select professionals for afternoon sessions:<br/>~~		D) Reflective work
	<ul>		<ul>
	<li>~~Contact colleagues~~ and ~~partners~~.</li>		<li>Several activities have been done over the years. The students take notes of the different points that surprised/interested them and then:</li>
	<li>~~Prepare discussion points (~~Appendix 3).</li>		<li>Perform a group sketch at the closing event of the Intercultural Seminar.</li>
	<li>~~Include~~ a ~~UNITA team presentation~~.</li>		<li>Answer the questions found in Appendix 4, using the notes taken during the seminar.</li>
			<li>Make a 2-minute video in groups of 3 to show what they have learnt during the Intercultural Seminar.</li>
	</ul>		</ul>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 5: ~~Prepare~~ administrative documents (posters & ~~attendance~~ sheets).<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 5: Create the different administrative documents: posters & presence sheets.<br/>
	[[File:Square_blue.png\|10px\|link=\|baseline]] Step 6: ~~Run~~ the Intercultural Seminar.<br/>		[[File:Square_blue.png\|10px\|link=\|baseline]] Step 6: Do the Intercultural Seminar..<br/>
	<br/>		<br/>

	== Non-mandatory items ==		== Non-mandatory items ==
	* <b>Name of the author:~~</b>~~ Paul Jones, Université Savoie Mont Blanc (USMB).<br/>		Name of the author: Paul Jones, Université Savoie Mont Blanc (USMB).<br/>
	* <b>Questions / comments:</b>		<ul>
			<li>Questions / comments:</li>
	<ul>		<ul>
	<li>Why organise an intercultural seminar?		<li>Why organise an intercultural seminar?</li>
	<ul>		<li>We live in a ‘global village’.</li>
	<li>We live in a ‘global village’.~~</li>~~
	~~<li>Students need intercultural exposure before mobility or professional life.</li>~~
	~~</ul>~~
	</li>
	</ul>		</ul>
	<br/>		<li>A certain number of students wish to have an ‘international’ experience, whether it be a semester of mobility or a work placement abroad, for example. In order for them to adapt as well as possible and make the most of it, a first approach to the workings, values and ways of working of other cultures is essential.</li>
			<li>Other students do not envisage this experience, BUT they will undoubtedly be confronted with the international reality at some point in their professional and/or personal lives, when cultural diversity may come to them (work colleagues, suppliers, clients with another culture). It's important to make all students aware of these aspects of life, which can have an impact on their day-to-day (and professional) lives.</li>
			The information given below is the fruit of 19 years of developing this internationalisation tool at USMB. What is described below is the 2025 version. However, we have done different activities in the past and this is reflected in the parts named, “Other Possibilities”.

	</div>		</div>

Horia Modran at 13:52, 29 May 2025

2025-05-29T13:52:39Z

← Older revision		Revision as of 13:52, 29 May 2025
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	<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>		<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>
	<li> End-of-seminar soft drinks (optional).</li>		<li> End-of-seminar soft drinks (optional).</li>
	<ul>		</ul>
	<br/>		<br/>

Horia Modran at 13:52, 29 May 2025

2025-05-29T13:52:28Z

← Older revision		Revision as of 13:52, 29 May 2025
Line 44:		Line 44:
	<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>		<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>
	<li> End-of-seminar soft drinks (optional).</li>		<li> End-of-seminar soft drinks (optional).</li>
			<ul>
	<br/>		<br/>

	<b>Language and level required: Most of the workshops and presentations are done in the native language (in our case, French) so that the challenges of interculturality are better understood. However, in previous years (see Step x) we have invited a guest lecturer from a partner university to come for a STT mobility and give their “Country workshop” in English to several groups of students. <br/>		<b>Language and level required</b>: Most of the workshops and presentations are done in the native language (in our case, French) so that the challenges of interculturality are better understood. However, in previous years (see Step x) we have invited a guest lecturer from a partner university to come for a STT mobility and give their “Country workshop” in English to several groups of students. <br/>
	<br/>		<br/>

Horia Modran at 13:52, 29 May 2025

2025-05-29T13:52:10Z

← Older revision		Revision as of 13:52, 29 May 2025
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	<br/>		<br/>

	<b>Cost summary:</b> €. ~~<br/>~~		<b>Cost summary:</b> €. The costs involved are:<br/>
	The costs involved are:<br/>
	<ul>		<ul>
	<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>		<li> Paying the teacher and workshop leaders (hours are budgeted as part of the teaching programme).</li>