Module 5

Module 5

Module 5 – How can my story help me to ensure access to study abroad experiences for non-traditional “student-travellers” and their success?


Our stories shape who we are both personally and professionally. An ongoing process of reflection, as we have seen over the last few modules, helps us ‘go deeper’ and to identify more clearly the ‘what’ and the ‘why’ of our teaching. As we examine our teaching cultural selves, it is important to consider how we can both use our strengths and mitigate our biases in support of ensuring all students and especially non-traditional students, are encouraged to access study abroad / international exchange experiences. In doing so, we provide opportunities for students to do examine their cultural histories and what these mean for them in terms of engaging with diversity.

  • watch ‘Introduction to Cultural Introspection’ Zoom Video: Importance of understanding ourselves. 27:09 to 27:46
  • Analyze each identity value or trait you identified previously in relation to how you do or could facilitate student learning with students who have different cultural values or traits. For example:
    • consider how could you design a study abroad experience for a student who learns collectively or in shared ways if you usually prioritize individuality and learning individually
    • analyze the effect of this identity on your view of – and work with students — interpretations, assumptions, generalizations, judgments made about the students you teach and advise. Focus especially on how you work with students who have different values than those that originate in your own culture(s). How do each of the values or traits you described earlier affect the way you see, interpret, and judge students? For example, what is your value in relation to students speaking up in class? Do you often interpret silence as a sign of thoughtfulness, apathy, deep listening, disengagement, respectfully waiting to be called on, or something else?
  • Consider the implications of these values on how you might facilitate learning effectively with a diversity of students in a specific class.
    • how might you maximize your own cultural strengths as well as minimize cultural limitations in your teaching?
    • how might you design a course using a balance of cultural frameworks?
    • how might you incorporate a variety of pedagogies, kinds of assignments and evaluations, and interactions to balance across cultural frameworks?
  • Using the Blackboard Learn Discussion Board, post a reflection based on the signposts provided in pp. 209-214 Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teachingbased onaspects of your reflection that you are comfortable sharing.
    • share your thoughts on the Blackboard Learn Discussion Board
    • find one person with mostly different reflections and explore those similarities / differences
    • with your reflection partner, share on the discussion board what you both learnt from each other 


Chávez, A. F., & Longerbeam, S. D. (2016). Teaching across cultural strengths: A guide to balancing integrated and individuated cultural frameworks in college teaching. Virginia: Stylus Publishing.

Chávez, A. F., Longerbeam, S. D., Montoya, C. N., & Lewis-Jose, P. C. (2020). Storied sketches: Making meaning of culture’s role in teaching. International Journal of Teaching and Learning in Higher Education, 32(1), 125-137. Retrieved from

Other relevant resources

Allan, B., Perreault, A., Chenoweth, J., Biin, D., Hobenshield, S., Ormiston, T… & Wilson, J. (2018). Pulling Together: A Guide for Teachers and Instructors. Victoria, BC: BCcampus. Retrieved from (see particularly pp. 17-19 – Holding space for other ways of knowing and being

Individuated versus integrated teaching and learning – p. 5. 

Ardern, B. Indigenous pedagogy: 8 ways of pedagogy. Retrieved from  

Woldense, J. (August, 2020). Episode 321- Storytelling: audience, path and destination. Retrieved from