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2018 Cultures and Languages Across the Curriculum (CLAC) Conference

Providing Access: Inclusivity in Internationalization through CLAC

hosted by the University of Denver
Center for World Languages & Cultures

Denver, Colorado
April 12-14, 2018

According to the IIE Open Doors 2017 Report, 10% of US undergraduates study abroad, and just over 5% of students enrolled in higher education in the US are international students. Both of these numbers are increasing, yet most students enrolled in higher education in the US do not access international experiences in higher education. The vast majority of US students who study abroad are white. Costs of study abroad can be prohibitive to many. Students in STEM fields are underrepresented in study abroad. Colleges and universities struggle with integrating international students into curricular and co-curricular experiences, as well as campus culture as a whole. Students from China, India, South Korea, and Saudi Arabia make up 60% of international students in the United States, while no other country makes up more than 3%.

Cultures & Languages Across the Curriculum (CLAC) philosophies, approaches, and models provide flexible and meaningful ways to include and engage all students, staff, and faculty access to the internationalization of the curriculum. CLAC provides a platform through which access to knowledge, inclusivity, sustainability, community engagement, and internationalization may be addressed equitably through the engagement of languages and cultures across disciplines and co-curricular experiences.

The 2018 CLAC Conference will focus on the following themes

Addressing Linguistic and Cultural Privilege
  • How does CLAC reveal and provide opportunities to redistribute linguistic and cultural privilege in the classroom? Is CLAC an example of an inclusive and/or intersectional pedagogy, and how is that manifested?
  • How can CLAC programs and approaches provide structured, meaningful, and positive interactions across multiple identities, engaging the multiple languages and cultures of students, staff, and faculty? How can the international and multicultural diversity of faculty and students contribute effectively to increased understanding of differences in life experiences and worldviews? What can be done to develop such understanding cumulatively over students' academic and post-college careers?
  • For students with disabilities that may have prevented them from studying other languages, how does CLAC provide access to the knowledge gained through and perspectives from other languages and cultures?
  • How does CLAC facilitate integration of international students with varying English language abilities with domestic students on campus? How can CLAC provide a power shift for international students in the classroom?
Internationalization at Home
  • How do CLAC programs (curricular and co-curricular) provide access and opportunities for students to engage with languages, cultures, and international perspectives without leaving campus?
  • How is the collaboration among curricular and appropriate co-curricular programs, including international and study away experiences, language acquisition and development, the development of intercultural skills and competence, and increasing a sense of global citizenship among students built and intensified?
  • How are experiences created that integrate practical skills and real-world challenges? How are concepts such as social justice, geopolitics, workforce readiness, or related topics integrated into CLAC programs?
  • How can CLAC programs highlight culture and intercultural communication and analysis? Can improvements in intercultural competence be used as a "hook" to promote language study and use throughout the curriculum and the adoption of CLAC methods?
CLAC and Assessment
  • How should CLAC programs and learning be assessed?
  • Are language proficiency and cross-cultural skills assessment tools (such as ACTFL standards and the IDI) appropriate to the goals of CLAC?
  • What are some lessons learned from and proven models for measuring student intercultural learning in CLAC experiences?
  • How are students' intercultural awareness and competence before, during, and after CLAC experiences improved?
Professional Development
  • How do institutions foster professional collaboration in the development and dissemination of CLAC-enhanced course resources (e.g., syllabi, activities, assessments, etc.)?
  • What are some examples of professional development models and best practices that help prepare instructors to design and deliver effective CLAC experiences?
  • How can CLAC be integrated into existing courses without overloading faculty and students? How are CLAC experiences that feel "tacked on" and separate from the core objectives of our courses avoided?
  • How can institutions embed CLAC into institutional governance and professional learning communities?
  • How might an institution best support and encourage faculty and staff to cooperate across departmental and other academic boundaries to develop programs that impact students' global awareness by employing materials from multiple cultures and teaching methods and desired learning outcomes from a variety of disciplines?



In collaboration with the member institutions of the CLAC Consortium:

Auburn University, Baldwin Wallace University, Binghamton University, BYU-Idaho, Cornell University, Denison University, Drake University, Duke University, Gettysburg College, Illinois College, Oberlin College, Michigan State University: Residential College in the Arts and Humanities, Skidmore College, Stockton University, The College of New Jersey, Trinity University, University of Colorado-Boulder, University of Denver, University of Iowa, University of Minnesota, University of North Carolina at Chapel Hill, University of Richmond, University of Utah, and Wittenberg University