Illuminating a course transformation journey: Critical Collaborations across the Curriculum

The need to internationalize higher education is an imperative accepted by most college faculty. The challenge is that most faculty are not prepared for that task, having been trained primarily in their academic disciplines and lacking a solid grounding in international or intercultural content and pedagogy. I found myself in that exact predicament; I fully embraced the charge to internationalize and felt an urgency to transform my courses, but felt unsure about the process to do so. In this chapter I will recount my journey, beginning with the impetus for internationalizing my undergraduate course and continuing through my development of requisite knowledge and tools for course redesign. I will discuss the way that I articulated elements of theory and pedagogy that shaped the course, the development of primary learning activities and their assessment, and will conclude with my personal reflection about the redesign process and outcomes. My goal is that readers will be inspired to internationalize their courses and learn potential strategies for accomplishing that goal from the journey I share in this chapter.