A Compelling Question
After examining a variety of questions related to the subjects of study abroad and cultural experiences, Adams decided to pose the following question: "How can school systems produce global citizens?"
Her research and experiences in the NLGL program led her to answer this question with three proposed curricular elements:
Additionally, she postulated that these three curricular elements could be organized into roughly a five-step process of internalizing cultural experiences: Introspection, Investigation, Comparison, Assimilation/Synthesis, Leadership
- Teaching a high-quality curriculum which frames at least a portion of educational content in a global context
- Fostering positive leadership skills in students, instructors, and on an administrative level
- Mandating that students partake in cultural activities such as international conferences, study abroad experiences, community volunteering programs, etc., over the course of their educational experiences
Additionally, she postulated that these three curricular elements could be organized into roughly a five-step process of internalizing cultural experiences: Introspection, Investigation, Comparison, Assimilation/Synthesis, Leadership
Introspection, Investigation, Comparison, Assimilation/Synthesis, Leadership:
The "IICASL Model"
The "IICASL Model"
Goals for Students who Utilize the "IICASL" Model
To gain a deep understanding of where his or her personal values and ideals come from
Where he or she stands in his or her own personal development, as a cultural individual and as a global citizen
To use critical thinking skills in order to analyze first-hand and second-hand accounts of different cultures
To compare and contrast differing cultures; to highlight similarities and differences
To internalize each cultural experience they have with a foreign (or local, but differing, culture)
To initiate, facilitate, or lead others to consider undertaking the same cultural journey
To gain a deep understanding of where his or her personal values and ideals come from
Where he or she stands in his or her own personal development, as a cultural individual and as a global citizen
To use critical thinking skills in order to analyze first-hand and second-hand accounts of different cultures
To compare and contrast differing cultures; to highlight similarities and differences
To internalize each cultural experience they have with a foreign (or local, but differing, culture)
To initiate, facilitate, or lead others to consider undertaking the same cultural journey