Work With Stephanie
I specialize in helping diverse college and university stakeholders connect to a shared vision for change, collaborate across departmental and disciplinary borders, and engage in effective communication and continuous improvement.
Currently booking events for 2020.
What to Expect When You Work with Me
You’re designing a unique program for your institution’s context and your students’ needs.
You can expect me to do the same for you.
I work with clients to customize topics and takeaways. Whether we’re planning a one-hour keynote address or a two-day retreat, I’ll provide:
- A well-paced agenda to engage busy adult learners
- Research-based content and diverse, real-world examples
- Hands-on activities that participants can employ with students and colleagues
- Templates, checklists, and additional resources to facilitate applied learning before, during, and after the session
I work with institutions on a range of projects, but I feel a strong sense of urgency to make the process of global learning part of all students’ higher education. I specialize in a range of services to help colleges and universities make global learning universal.
I help stakeholders across departments and disciplines define global learning and how they can collaborate to provide global learning for all.
I engage faculty and staff in the process of designing and assessing transformational global learning experiences on-campus, online, in the local community, and abroad.
Strategic Planning & Program Evaluation
I enable leaders to develop systems for facilitating universal global learning and methods for continuously improving efficiency and effectiveness.
Global Learning Topics
A Model for Making Global Learning Universal
In this session, Dr. Stephanie Doscher outlines the comprehensive model set forth in her book, Making Global Learning Universal: Promoting Inclusion and Success for All Students (Stylus & NAFSA, 2018). Through supporting research and real-world examples, Doscher demonstrates how global learning for all—facilitated on-campus, online, in the community, and abroad—is a realistic, achievable goal. Participants engage in dialogue and reflection throughout the session, gauging the extent to which the model’s components may already be in place at their home institution and ways they can apply the model in diverse campus contexts.
Global Learning Course Design
Before faculty and can facilitate students’ global learning, they must define its meaning and purpose for themselves. Best implemented as a half- to two-day workshop or retreat, Dr. Stephanie Doscher guides faculty through the process of infusing global learning into courses across the curriculum. Doscher grounds the work in the Backward Curriculum Design approach, helping faculty craft compelling global learning outcomes, assessments, teaching strategies, and content and readings. Doscher engages faculty in multiple global learning strategies that can in turn be implemented with students.
Making Global Learning Universal through Effective Professional Development
Students’ global learning is predicated on faculty and staff learning. Dr. Stephanie Doscher reveals how to get educators across disciplines to engage in global learning professional development, what professional development should entail, how to get faculty and staff to apply lessons learned, and how to improve professional development’s effectiveness over the long term. Through case studies, demonstrations, and dialogue, participants take away practical ideas to prepare and support global learning faculty and staff.
Introduction to Collaborative Online International Learning (COIL)
COIL uses technology to enable international and intercultural teams to develop meaningful collaborative projects, increasing participants’ knowledge and helping them better understand and empathize with other people’s perspectives. Since COIL is embedded within the curriculum, students gain access to the world and its diversity without incurring additional cost. COIL builds intercultural communication, virtual teamwork, and critical thinking skills—key competencies for effective global citizenship and employment. Dr. Stephanie Doscher introduces participants to the COIL course design sequence, examples of partnerships and projects implemented, keys to COIL success, and, basic requirements for growing a successful COIL program.
Developing Valid Rubrics for Assessing Global Learning
Options for authentic assessment of students’ global learning remains somewhat limited. In this session, Dr. Stephanie Doscher guides participants through the process of developing and implementing valid rubrics for assessing global learning outcomes in courses and activities. Doscher addresses the components of useful rubrics; how to align rubric design, language, and performance criteria with learning outcomes; research methods for ascertaining rubrics’ utility, validity, and reliability; scorer training methods; and, strategies for using rubrics to increase teaching and learning effectiveness.
A Systems Thinking Approach to Assessing All Students’ Global Learning
Universal global learning initiatives are complex systems. The interdependent actions of faculty, student affairs staff, community members, advisors, technologists, administrators, professional developers, and others influence the extent to which all students engage in global learning and achieve intended learning outcomes. Dr. Stephanie Doscher dissects effective systems for supporting universal global learning and reveals new sources of information for determining how and why different students benefit from these experiences. Dr. Doscher shares results from multiple assessment strategies and demonstrates how these are used to improve systems for universal global learning.
Making Data Come Alive: Methods for Integrating Assessment and Evaluation of Curriculum Internationalization
Many institutions have made progress developing a plan for curriculum internationalization. They’ve codified student learning outcomes, implemented courses and co-curricular activities, and increased support for student and faculty exchange. Most, however, struggle with evaluating the plan’s success and assessing students’ learning. Fewer still have developed methods for using this data to sustain and improve their work. Dr. Stephanie Doscher provides background knowledge and a toolbox of practical methods for realizing robust curriculum internationalization through an integrated assessment and evaluation plan.
Organizational Leadership & Development Topics
Strategic Planning Through Collective Impact and Design Thinking
Originally created to enable diverse community stakeholders to coordinate interconnected efforts to solve complex social problems, collective impact can also be used to develop and implement strategic plans for complex initiatives in colleges and universities. Dr. Stephanie Doscher couples the collective impact approach with design thinking tools to guide productive strategic planning work sessions. These result in practical plans for action that address stakeholder needs, promote meaningful program evaluation, and realize bold visions for change and success.
Communication and Emotional Intelligence: Fundamentals for Educational Leaders
Connecting people and ideas, not completing projects, is the great challenge of leadership. You don’t have to be a great orator or psychotherapist to move people and a mission forward, but you do need to master the fundamentals of effective communication and emotional intelligence. Dr. Stephanie Doscher leads participants through an exploration of the four dimensions of emotional intelligence and some communication basics: active listening, body language, blocking and enabling strategies. Participants engage in self-reflection, explore additional resources for personal and professional development, and, if time allows, practice key skills.
To Do or Not to Do: Ethics for Educational Leadership and Decision Making
Educational leaders are often faced with ethical dilemmas—complex situations that involve a mental conflict between moral imperatives, in which to obey one would result in transgressing another. This session introduces leaders at all levels to a multi-paradigm approach for ethical decision making. Dr. Stephanie Doscher delves into the meaning of five ethical paradigms and the critical questions associated with each paradigm. Participants use the approach to analyze and address case studies and take away strategies for engaging diverse stakeholders in collaborative, multi-perspective ethical decision making.
The Collaborative Continuum: Facilitating Departmental Partnerships to Benefit Student Learning
With student learning and success on the line, departmental collaboration can’t be a question of “will we or won’t we?”—the answer must be “how.” Academic, administrative, and student affairs departments need a plan for working together and reinforcing each other’s efforts. In this session, Dr. Stephanie Doscher explores specific strategies along a continuum of collaborative behaviors that benefit student learning. Doscher engages participants in a simulation that evokes the continuum’s four stages—informing, consulting, coordinating, and collaborating—and guides the development of collaboration plans to accelerate achievement of student learning and success goals.
I have worked with Dr. Stephanie Doscher in a variety of settings and workshops since 2014: attending workshops she has held at professional conferences and hosting her at my institution to conduct workshops for faculty on global learning. Dr. Doscher is a nationally recognized expert in global learning and a dynamic and thoughtful presenter. She tailors her presentations to the needs of the audience and is willing to provide her expertise far beyond the workshop for which she was invited in order to help faculty gain a deeper understanding. I invited both Dr. Doscher and her colleague, Dr. Landorf, to a 3-day faculty retreat in a very remote location in the Rocky Mountains where they happily joined our faculty group and interacted with everyone, not only via their presentations, but also in casual conversation while engaged in other activities. Dr. Doscher is highly enthusiastic and deeply committed to improving student learning and success. I strongly recommend Dr. Doscher’s and colleagues’ recent publication: Making Global Learning Universal: Promoting Inclusion and Success for All Students, which I am reading and discussing with a Faculty Learning Community at the University of Utah this semester.
Stephanie listened intently to our needs and delivered compelling arguments to move global learning forward on our campus. She clearly articulated an inspiring vision and was able to respond to questions with current research. Reviews from her session showed that she ran a thought provoking, well-received session. I hope to have the opportunity to collaborate more with her in the future.
Dr. Doscher’s workshop, “Approaches to Infusing Global Learning into Your Course,” along with a hands-on activity for all our faculty, were just what I was looking for. Stephanie was wonderful to work with and even tapped into her network to help me find an additional presenter. In working together to plan the workshop Stephanie always responded in a timely way and with great ideas. She is an enthusiastic and professional presenter who is passionate about her work.
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