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One-on-one conversation is the private password to faculty-buy-in
One-on-one conversation is the private password to faculty-buy-in
Lauren Dickinson
Lauren Dickinson, doctoral student and Associate Program Director at the University of Minnesota, was interviewed in October 2023. In how she furthered equity through her work, Ms. Dickinson emphasized that an effective way to gain faculty buy-in in intercultural education is by having “one-on-one conversations and relationship development, spending time with faculty and learning from each other.”
Lauren Dickinson, doctoral student and Associate Program Director at the University of Minnesota, was interviewed in October 2023. In how she furthered equity through her work, Ms. Dickinson emphasized that an effective way to gain faculty buy-in in intercultural education is by having “one-on-one conversations and relationship development, spending time with faculty and learning from each other.”
In intercultural education, Ms. Dickinson supports faculty in delivering intercultural learning in various professional fields. As she reflected on her past experiences, the mindset and the goals of this type of collaboration became clearer:
In intercultural education, Ms. Dickinson supports faculty in delivering intercultural learning in various professional fields. As she reflected on her past experiences, the mindset and the goals of this type of collaboration became clearer:
1. Acknowledging that I am not an expert in a faculty person’s field and that individual faculty may not be experts in my intercultural content, but by learning from each other, we could create something really cool together. It’s a thing that develops out of mutual respect and connection.
1. Acknowledging that I am not an expert in a faculty person’s field and that individual faculty may not be experts in my intercultural content, but by learning from each other, we could create something really cool together. It’s a thing that develops out of mutual respect and connection.
2. The goal is to increase faculty awareness and give them a vocabulary to talk about what they are experiencing and describe the differences that they encounter. When we encounter difference, it’s normal to make assumptions and judgements and we often don’t have the language to describe what we experienced, just the language to describe our emotional reaction.
2. The goal is to increase faculty awareness and give them a vocabulary to talk about what they are experiencing and describe the differences that they encounter. When we encounter difference, it’s normal to make assumptions and judgements and we often don’t have the language to describe what we experienced, just the language to describe our emotional reaction.
3. Recognizing that intercultural learning-related conversations can vary depending on the course topic, the age of students, and the support of the faculty – the goal is to engage the learners (and the faculty!) and that may require a different entry point for different groups.
3. Recognizing that intercultural learning-related conversations can vary depending on the course topic, the age of students, and the support of the faculty – the goal is to engage the learners (and the faculty!) and that may require a different entry point for different groups.
4. Finding faculty champions is important and encouraging opportunities for those champions to engage others. The best champions are those who hold power (formal or informal) or make decisions in your organization.
4. Finding faculty champions is important and encouraging opportunities for those champions to engage others. The best champions are those who hold power (formal or informal) or make decisions in your organization.
5. Be intentional about marketing the value of intercultural learning to faculty and senior leadership to get people interested and excited about what you're trying to do. How do we tell the story of the impact of intercultural learning?
5. Be intentional about marketing the value of intercultural learning to faculty and senior leadership to get people interested and excited about what you're trying to do. How do we tell the story of the impact of intercultural learning?
6. To help your marketing strategy, “what data is needed to gain higher-level and broader support?” Do you have quantitative AND qualitative data? Which is more compelling to the story you’re telling? Which is more compelling to the decision-makers at your organization? What is the balance?
6. To help your marketing strategy, “what data is needed to gain higher-level and broader support?” Do you have quantitative AND qualitative data? Which is more compelling to the story you’re telling? Which is more compelling to the decision-makers at your organization? What is the balance?
7. When facilitating intercultural learning, the energy of engagement is palpable when you start a conversation by sharing stories instead of just giving a lecture about a theoretical model. The goal is to create opportunities for human connection and trust as part of the learning experience.
7. When facilitating intercultural learning, the energy of engagement is palpable when you start a conversation by sharing stories instead of just giving a lecture about a theoretical model. The goal is to create opportunities for human connection and trust as part of the learning experience.
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