1. A Teaching Enhancement Program for
Internationally Educated Academics
Loretta Teng, Ph.D. Rosalie Pedersen M.Ed.
University of Calgary
COHERE Conference

2.  Background of the program
 Program development
 Design & delivery
 Program evaluation
 Outcomes
 Conclusion
 Implications
 Limitation

3.  Funded by a grant
 Audience
 Objectives
 Teaching certificate vs.. a letter of completion
 Program development
 Blended-Fall 2011
 Addressing the concerns of the IEAs
 A cross-cultural learning community

4.  Survey the needs of IEAs
 New comers (40%)
 Little experience in teaching in Canada (70%)
 Desired areas for training
▪ Practical teaching skills (50%)
▪ An awareness of the Canadian culture (30%)
 Wanted to receive teaching enhancement training
from TLC (56%)
▪ Various preferences of time of the day, weeks and
academic year

5.  Offers flexibility
 Online component (Blackboard)
 10% (Fall 2011) – 30% (Winter & Spring 2012)
 F2F meetings
 6 hrs/wk (Fall 2011) – 5 hrs/wk (Winter & Spring 2012)
 5 F2F meetings
 Total of 35 hours
 Collaborative activities
 Hands-on practices

6. Curriculum
• Problem-solving • Videos
• Shared learning • Communication • Textbook
• Teaching skills • Resources
• Forums
• Cultural adaptation
On-site Online

7. Share notes
Preview Problem-solve
Online On-site
Discuss
Reflect
Clarify
(Individual & group)
Practice

8. • Transformed
learning
• Critical reflection
Adult learning
Learning Communities • Structured participation
• Pre-determined outcomes
Learner-centred
• Accommodating diverse
Learning preferences
• Practicing communication

9. 21 Participants
2
1
9 Faculty
Exchange scholar
Grad students
9 Post-docs

10. Forum entries Online forum entries
• Interactive reflection
• Social forums Online
• Online Q & A
Weekly evaluation
• Written responses to
open-ended questions F2F
Evaluation forms

11. Reflection on
Forming a learning Acquiring new
cross-cultural community concepts and skills
teaching
Overcoming
barriers in Mirroring
facilitation
cultural transitions

12. Facilitation of active learning
Cultural adjustment in teaching
Requests for Learning accommodation

13. Acquisition of instructional skills
Individual reflection & collaborative
construction of meaningful application
Confidence in communication
Enriched length and content of online posts &
conversation in class
Application of skills
Action plan of active learning facilitation &
cultural adaptation

14. Communication patterns
• Advice giving – feedback provision
• Language barriers-organized
notes
• Risk-taking: Practicing new ways of
communication

15. • Cultural • Self-acceptance
comparisons • Development of
• Guided new self-identity
inquires
Reflection Emancipation
Revelation Integration
• Application • Home & Canadian
• Enjoyment practices
• Celebration

16. Creative
Skilled facilitation Online network
assignments
• Multiple • Structured • Interactions
facilitators • Facilitated with Canadian
• Sensitivity & colleagues and
knowledge in students
cross-cultural • Observations of
communication Canadian
classes