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Amy Pinkerton BSPH CTL Teaching Toolkit: All right. Hello, and welcome everyone to today's picnic. Pd workshop, the global learner, diverse public health perspectives.

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Amy Pinkerton BSPH CTL Teaching Toolkit: This is our final session of picnic Pd. For the 2025 season, and if you missed the opportunity to attend any of our previous sessions synchronously, then you can check out the recordings that are available on our teaching toolkit website, and the link to that will be shared in additional resources.

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Amy Pinkerton BSPH CTL Teaching Toolkit: Thank you to those who joined us for multiple sessions for this year's Picnic, Pd. Series. Your interest and participation is very much appreciated. Now I'll pass to our speakers to introduce themselves.

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Emily Haagenson: Hello! All. I'm Emily Hagenson, and I'm here today with 2 of my treasured Ctl colleagues. Lauren and I are members of the Ctl. Instructional design team. We primarily support academic teaching teams here at the school, and many of you probably know Renee Dutton O'hara. She's our executive audio producer. You've likely met with her reassuring presence. If you've recorded lectures with us.

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Emily Haagenson: our faculty here at Bsph and across the University are extraordinary also well connected, and part of a passionate global public health community that works collaboratively to make the world a better and healthier place

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Emily Haagenson: today, our goal as we discuss the global learner, diverse public health perspectives is to emphasize the importance of bringing our students into this community. We're going to showcase different classroom approaches that facilitate the connections that define and enhance the field of public health.

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Emily Haagenson: We're going to go over some teaching techniques that intentionally cultivate and celebrate varied global perspectives. So we hope that you walk away with some practical tips for engagement

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Emily Haagenson: with peers, content activities, and lectures.

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Emily Haagenson: As I mentioned, public health is by nature a global field. Our learners pursuing careers in public health benefit from, or potentially require a global perspective in order to become the kinds of leaders that define our field. Certainly public health is not the only field that benefits from globally focused professional community. So if you're joining us from outside of Bsph, we're confident we have some good tips and insights to benefit you as well

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Emily Haagenson: today as we discuss benefits of integrating a global perspective. One of our most important takeaways will be that we all benefit from being members of a global learning community. And specifically for our context, a public health learner is a global learner.

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Emily Haagenson: So we're gonna start out

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Emily Haagenson: with a check-in. We're proud to be part of a global community. So we're curious about where you're joining us from.

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Emily Haagenson: In the bottom left corner of your zoom screen. So down here you should see a circle with a pencil in it to annotate you. Click on it, and it opens a sidebar to the left

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Emily Haagenson: in the sidebar. You'll see this check, mark that's labeled Stamp, and you can click on the stamp to select a star, or maybe a heart depends how you're feeling today and then click on the map where you're located or where you call home.

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Emily Haagenson: Yeah, we just want to see where we're all coming from today.

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Emily Haagenson: Cool. Plenty of us in in and around Baltimore. Lovely! I'm 1 of those stars in the Netherlands.

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Emily Haagenson: Thank you. Great.

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Emily Haagenson: I'm sorry if you guys can hear

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Emily Haagenson: someone mowing their lawn on my end.

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Emily Haagenson: Oh.

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Emily Haagenson: great, yes, thank you for sharing people from all over the world is something we're really proud of at the school and really proud of on our team. We're going to talk about all the benefits of having this global perspective today.

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Emily Haagenson: Let me clear our

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Emily Haagenson: for those of you interested in doing an activity like this. You have to clear all these drawings so that we don't have hearts and stars for the whole rest of our presentation.

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Emily Haagenson: Okay, so today, we're going to acknowledge strengths of a global public health perspective and think about designing our courses to tailor. Our learning experience to global learners provide academic and cultural scaffolds for international learners and enrich student learning and experience by providing varied global perspectives.

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Emily Haagenson: We're going to start today by talking about the learners specifically at Bsph.

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Emily Haagenson: I've used the 2 terms. And so I want to clarify

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Emily Haagenson: global learners and international learners. The difference for our purposes today is that all of our students, regardless of where they're from, can be global learners, they'll benefit from a broad and worldly perspective.

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Emily Haagenson: Our international learners are learners joining us from beyond the Us.

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Emily Haagenson: Sorry in November. Sorry, you guys in November open doors did an international educational exchange

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Emily Haagenson: report that reported the total number of international students at Us. Colleges and universities was at more than a million students for the 2023, 2024 school year.

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Emily Haagenson: Obviously, the situation is currently changing and adapting. But specifically, at Bsph, 33% of our students are from other countries. We believe that the students are one of the strengths of our school, and we proudly honor and seek to learn from these perspectives within our courses.

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Emily Haagenson: Today we're going to brainstorm ways to do this. Well.

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Emily Haagenson: sorry about that. We're going to start with some trivia. Let's do something fun. So

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Emily Haagenson: Abby, sph, what do you guess are the top 5 represented nationalities besides us Us. Citizens here at the school. You can go ahead and put either raise your hand or put your guesses in the chat

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Emily Haagenson: top 5 countries represented by our international students here at the school.

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Emily Haagenson: China. Ned? Good guess.

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Joanna Cohen: India, Nigeria.

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Emily Haagenson: Nice. Thank you. Yes.

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Emily Haagenson: India, Nigeria, India, India. Good guesses. Everybody. Yes.

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Emily Haagenson: okay. You're mostly on the right track.

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Emily Haagenson: We've got China, India, Canada, Ghana and Japan, I would not have guessed Ghana. This was a cool thing for me to learn. Additionally, Nigeria, as you guys guessed, but also Korea, Pakistan, Ethiopia and Taiwan, a robust international community here at Bsph, really exciting opportunities for us to learn from our peers here.

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Emily Haagenson: Here's a map that kind of shows all around the world where our where our students are from. And again, all the unique perspectives we can bring to our classrooms

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Emily Haagenson: great

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Emily Haagenson: again, about a 3rd of the students. And specifically a 3rd of the Mph program are international students here at Bsph, rates of international students are higher in specific departments. And most of our international students are working on their degrees full time, or are based on campus.

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Emily Haagenson: However, for those of us who teach online across the school, it's still about 350 of our students in online or distance-based programs who are international.

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Emily Haagenson: This data is illuminating, validating. Many of us feel like, yeah, we knew this. But it's just one piece of the puzzle so properly welcoming our international students and their valuable perspectives is just the start as we seek to encourage diverse global public health perspectives. Again, that benefit all of our students. So Lauren's going to tell us a little bit about how to cultivate this environment.

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Lauren Dana: Thank you, Emily. So now that Emily has helped us learn a little bit about who our learners are and where they're from. I just wanted to spend a couple of minutes going over some tips and ideas on how to create a conducive learning environment for the global and international learner.

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Lauren Dana: So the environment in which student learn matters. And this matters for all students, regardless of where they're from.

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Lauren Dana: and according to the theory of situated cognition, learning, and knowledge acquisition are deeply embedded in the social and cultural context where learning occurs.

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Lauren Dana: What this pretty much means is that knowledge cannot be separated from the environment in which it is constructed.

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Lauren Dana: And more importantly, learning, even in an online course, is not an individual process or a solitary process. It is inherently social. We learn through interactions, whether that be with our peers, our instructors, or even the content with which we engage.

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Lauren Dana: And as educators, we have long understood that a positive learning environment significantly contributes to academic success.

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Lauren Dana: Success. I think we know this both anecdotally, but this is also a fact that's supported by research.

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Lauren Dana: Therefore, for all of us in the classroom online or in person. It's important to cultivate an inclusive supportive learning environment. And this is just as critical as choosing the right content.

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Lauren Dana: I quickly just want to highlight some specific struggles that your international students may encounter as you work toward creating this supportive classroom environment. That, said. I also do want to highlight that. It's important to remember that domestic students may also share similar concerns depending on where they're from and their educational, social and cultural backgrounds.

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Lauren Dana: So one of the 1st things I want to address is developing skills.

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Lauren Dana: So understanding content in a second language can be difficult. New concepts and content are challenging in any language, and if English is not your 1st language, this is something that you want to keep in mind.

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Lauren Dana: and due to this speaking and writing skills can absolutely increase the anxiety of your learner. And this is something that you want to keep in mind.

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Lauren Dana: The next thing I want to address are some sociocultural differences. There may be hesitancy to ask questions or for ask for clarification.

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Lauren Dana: Also, conflict or disagreeing may be out of students comfort zone.

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Lauren Dana: This might be a challenge if you're asking them to do a debate or a critique again, something to consider.

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Lauren Dana: Okay, another something. You might want to think about is isolation and adjustment.

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Lauren Dana: So for this, students may experience homesickness and struggle with bias. And I think, as we all know, that, especially today, mental health stress is going to be very high for some of our students.

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Lauren Dana: And finally, I want to address differences in classroom environment. A lot of us try to incorporate active learning strategies and discussion based classes. But this may be really new and challenging to your learner. It might be stressful, uncomfortable and just something that they're not familiar with.

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Lauren Dana: These are all concerns that may apply to both your international and national students.

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Lauren Dana: So how do we combat this. So how do we foster a supportive and inclusive learning environment for all students with keeping some of those concerns of our international students in mind? I had just a couple of strategies that you could consider implementing. So I'm just going to quickly go through these.

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Lauren Dana: The 1st is one for all students. You want to learn your students names and how to pronounce them. The small act demonstrates respect and helps build trust and connection. I know at Bsph course, actually in your roster, you'll have a little audio button that you can click, and you can actually hear how the name is pronounced. This is really important, and I would definitely use this feature.

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Lauren Dana: Okay, you want to. Secondly, encourage and embrace silence. As a teacher. I really struggle with this. You really need to give students time to process and reflect before responding.

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Lauren Dana: especially if your student may be thinking in another language, and then they have to translate into English. So it's really important to provide and welcome this silence this time to think.

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Lauren Dana: Okay, my next recommendation is to foster relationships between domestic and international students

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Lauren Dana: give opportunities for collaboration and dialogue across cultural lines.

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Lauren Dana: You want to design diverse group activities, form groups intentionally.

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Lauren Dana: try to encourage students from different nationalities and backgrounds to work together.

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Lauren Dana: and also try to integrate culture into learning, encourage students to bring their backgrounds and perspectives into academic assignments and discussion.

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Lauren Dana: Each voice adds value.

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Lauren Dana: I also want to recommend providing a back channel for questions and participation.

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Lauren Dana: Tools like discussion. Forums pull everywhere, and other nonverbal options can really help student engage in ways that feel comfortable. As I mentioned in the Prior Slide. Sometimes students don't feel comfortable asking questions aloud or saying a comment aloud. So these back channels are really another way to encourage participation and comfortability.

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Lauren Dana: You also want to work on building strong student teacher relationships.

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Lauren Dana: Obviously this is easier said than done. But just a couple of things to think about are use inclusive curricula. So really pay attention to how inclusive the content is that you're providing in your course.

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Lauren Dana: Offer student choice. This will allow students to have a little more freedom and choose skills that they feel comfortable with working.

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Lauren Dana: I always recommend maintaining some open office hours. If a student wants to talk to you privately or separately, this is a great way to encourage that.

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Lauren Dana: and finally connect students with campus resources. All schools have resources that will help improve student experience.

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Lauren Dana: So I recommend to regularly share information about services like the writing center, mental health services or international support

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Lauren Dana: actively encourage their use in our classroom

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Lauren Dana: before we move on. I just wanted to see if anyone else has any strategies that have worked for them with either international global students. Because I know most of you have had that experience. So if you could just place in the chat or raise your hand any of the strategies that you found to help make a supportive environment.

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Lauren Dana: and I will embrace silence as we, as we give you time to think about it and and

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Lauren Dana: place it in the chat. So any strategies that have worked or haven't worked for you, if you've tried something that's just failed spectacularly, that would be helpful too

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Lauren Dana: great. Howard says. Teaming for project work. I think that's that's great.

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Lauren Dana: good, Carrie, creating heterogeneous groups. Yes, I think choosing the groups, choosing the teams can be absolutely a valuable and inclusive practice

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Lauren Dana: heather encouraging learning groups between students themselves. I love this idea right? Like sometimes you might be more comfortable asking peers questions rather than the instructors, so encouraging those learning groups between students.

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Lauren Dana: Great, I think, also, really, that includes, like that constructivist approach right, like mean making meaning out of your own knowledge.

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Lauren Dana: I think that's great.

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Lauren Dana: These are all wonderful suggestions. Feel free to keep putting them in the chat. Oh, good Howard has making time expectations explicit.

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Lauren Dana: excellent. There are different concepts of time management, absolutely. So helping to give that scaffolded practice of like when things are due. How long it should take them.

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Lauren Dana: I think that's a great suggestion, Howard.

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Lauren Dana: because we sometimes assume students know, and they they don't necessarily

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Lauren Dana: excellent. These were great. So I'm going to hand it back over to Emily. But if you have any more, please just keep putting them in the chat, because this is super helpful. So I'm going to hand it back to Emily. Who's going to talk a little bit more explicitly about instruction for the global learner.

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Emily Haagenson: Thanks Lauren. So Lauren's discussion, of course, environment invites us to reflect on the multicultural experiences in our course.

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Emily Haagenson: cultural biases that might exist, instructional gaps in our courses content opportunities to set up all of our students to be more successful global learners and global citizens. And I hope you guys can engage with this reflection intentionally and take small opportunities to

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Emily Haagenson: improve procedures, norms, lectures, activities. Lauren also gave us some practical suggestions for building climate that will impact the way we teach

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Emily Haagenson: beyond cultivating a safe learning, environment and building for inclusivity. We want to structure the academic learning itself in a way that meets the needs of our international students and enriches perspectives for all of our global learners.

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Emily Haagenson: So again, assignments that are flexible to a global perspective benefit everyone. The most helpful thing you can do is make sure the path to learning is clear

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Emily Haagenson: when considering your content delivery. How are you providing your students with the flexibility to process what you're saying on their own terms and respond.

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Emily Haagenson: Lauren mentioned this, but linguistically, many of our students are learning high level concepts in a non-primary language. This is difficult and takes time and effort. So in real time, like Lauren said, slow down.

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Emily Haagenson: but also transcription is extremely beneficial. Live transcription, and as a reference. It encourages learners to review or even translate essential content in a course. And again, transcripts aren't just a good reference for language learners, but they'll help

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Emily Haagenson: everyone, process or reprocess in their own way.

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Emily Haagenson: Consider, too, the ways you cover content in multiple ways, multimodal instruction. Are you covering content through lectures, videos, readings, activities, discussions, group projects, etc. So building on different skills and activating different areas of the brain increases retention and decreases cognitive load for everyone.

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Emily Haagenson: Additionally, some types of instruction like Lauren mentioned, may be more or less culturally familiar. So some cultures prioritize discussion or collaborative learning, while others value self-directed or independent work.

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Emily Haagenson: One isn't better or worse, and both skills are valuable in nearly every field. So a balance is a good way to provide comfortable and challenging outlets for our students.

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Emily Haagenson: And lastly, you want to allow time for learners to respond to you. So this might look like providing discussion questions ahead of a synchronous discussion to allow learners to prepare, or maybe opportunities to follow up later in a discussion forum or something else. Learners do really want to engage with you and with their peers over a well-designed prompt. So make sure you're giving them the opportunities to do so.

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Emily Haagenson: I see some comments from Heather in the chat.

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Emily Haagenson: I'll come back to him. Heather. Thank you.

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Emily Haagenson: Okay. In addition to attending to your the material you you produce, you want to consider the ways in which your material may or may not be intuitive to learners from different backgrounds.

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Emily Haagenson: For example, our courses are held in the Us. So having us centric topics or examples is understandable. But make sure you're taking the opportunity to acknowledge and consider the experience of all your learners. So what resources can you supply to fill in any gaps

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Emily Haagenson: foundational resources. Not only help international students, but any students with knowledge gaps at Bsph, we're talking about graduate level courses. And we should be asking students to apply and analyze topics at high levels. But it's hard when students don't have, or maybe need reminded of a foundation.

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Emily Haagenson: Let's make sure they have it. You can provide optional resources to make sure. Your students all have access to content supports that will

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Emily Haagenson: help them apply at the higher level. We're looking for another helpful resource style could be glossaries or notes covering essential topics. These can be simple word documents or beautiful infographics. You can create these, you can have a ta create these, but you can also mine any of these resources for more foundational courses or other sources.

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Emily Haagenson: I work with a course where the students collaboratively develop a resource that covers course topics in the courseplus wiki tool. And then all the students use this to study for the final exam

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Emily Haagenson: choice in assessment communicates to students that the context that are most relevant to or interesting to them have value. So don't discount the knowledge and experience that all of our learners bring to the classroom.

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Emily Haagenson: Familiarity breeds the investment and passion that we, as instructors, hope our students bring to our assignments.

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Emily Haagenson: So when students are allowed to practice these important skills within the context, that matter to them, it brings your teaching to life in a meaningful way.

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Emily Haagenson: That being said. I understand that sometimes essential learning cannot be stretched to apply to a variety of contexts. And it's the context that's essential to the takeaways of the course

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Emily Haagenson: in these situations, I invite you to consider the value and opportunities to compare this specific context to others that may be more familiar.

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Emily Haagenson: So, for example, in an indigenous health course, the indigenous context is essential.

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Emily Haagenson: but there may be value in an opportunity to compare indigenous policies or practices to those in other communities.

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Emily Haagenson: How might an understanding of these similarities or differences enrich learners? Understanding of the very specific context of the course?

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Emily Haagenson: This can be hard. So for more on how to make assessment choice work in your class, check out the recent picnic Bd workshop on the motivated learner, or feel free to reach out to a member of our Id team.

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Emily Haagenson: Let's give this a try together. Let's look at a scenario. Here's a hypothetical scenario that might feel relevant to many of us.

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Emily Haagenson: We're going to work together to come up with suggestions for how this faculty member might make some adjustments to their instruction or environment like Lauren mentioned that could make the course more inclusive and also more conducive to preparing students to flourish as global professionals.

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Emily Haagenson: So here's a hypothetical email from a

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Emily Haagenson: faculty of mine. Hello for context. In the course the students write a problem statement and policy memo focusing on Us-based populations, health problems and policies. They do get to select the population that they want to analyze. So here's the email hypothetical email. They send me, Hello, Emily, I teach a policy course focused on the us context.

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Emily Haagenson: because it's a Us focused course. I'm not sure how to make it feel more global while still meeting the objectives of the assignment. What can I do to support a global perspective. And my international learners with this assignment best wishes your adoring faculty.

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Emily Haagenson: So, either in the chat or by raising your zoom hand.

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Emily Haagenson: Share some suggestions you might give to my adoring faculty.

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Emily Haagenson: We'll give you a couple of minutes again. Raise your hand, or in the chat either one

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Emily Haagenson: working on Lauren's embracing silence.

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Emily Haagenson: Thanks for getting us started. Howard, yeah. Ask students, if the public policy issue has been addressed in their country? Yeah, or context, right? What's similar or different with the Us. Situation? Great

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Emily Haagenson: great. You may also want to provide optional background or foundational lectures to give students a proper context, right to discuss the group that they choose right. Other options

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Emily Haagenson: consider early on in the term, having students discuss as a group kind of the muddiest point on on a specific

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Emily Haagenson: population that they choose right? Something they feel like they need to know more about Lena teamwork, about possible suggestions or ways of applying. Okay? Great yeah. Team conversation, group conversation, refugee and immigrant populations can also be us based totally, Lisa. And there's in this class specifically right? I think that's 1 of the choice options. Right?

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Emily Haagenson: Yeah, include info on how other policies impact the decisions the Us has made.

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Emily Haagenson: Yeah, again, focusing on the context, allowing for comparison, right providing foundational background, also any opportunities for reflection where students kind of reflect on on the things that are relatable or things that are new to them about a specific population. That they're studying is a great start.

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Emily Haagenson: Okay? Great.

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Emily Haagenson: I'm going to go ahead and pass this over to Renee. She's going to tell us a little bit about kind of the technology behind getting the the Global Learner Voice into our classes.

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Renee O'Hara: Thank you, Emily, and thank you, Lauren. I think you've given a lot of information. And so I wanted to give a practical scenario, because what I do, as they said is, I get to record our faculty and our subject matter experts and our guest speakers for the online courses at the Bloomberg School of Public Health.

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Renee O'Hara: So we get to work with so many people. So why record an international lecture? Because again, we're branching outside the Us. Perspective. Just what we said, we have a global community, our students, our learners, our faculty. And so we want to share all these public health practices across a variety of regions. And that means our online students have the opportunity

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Renee O'Hara: to network and to hear things, maybe from their own country. A speaker that's joined them or from another country, that they may work in in their future, and students can also, by being part of this, share their own experience and their knowledge of the public health problems in their own region.

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Renee O'Hara: So we just a couple of practical things about the benefits for an English language learner, and what courseplus offers and how our lectures are structured. Courseplus has a variety of learning options. Many of you already know these, but it's what we hear back from our students. We have the streaming version that comes with the interactive Transcript, a downloadable Mp. 4. That is the entire file of the lecture. They can watch a downloadable Mp. 3. So the audio only

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Renee O'Hara: file that they can take and listen on the road or take a walk the Pdf. Where they can watch all the slides from the lecture. Look at them and a downloadable transcript. So this is so helpful to someone who's learning English as another language. The words we heard Lauren talk earlier and Emily about glossaries and reviewing things again. This gives them an opportunity to meet

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Renee O'Hara: the product or the lecture where they stand. Some might want to read, some might want to listen. And again they can review the lecture more than once, at least in the online product. Right? Of course, if you're giving an onsite lecture, they can't. But if they're watching the online they can review it more than once as needed, because, again, some terms may not be something that they're familiar with, and we've heard from a lot of people that the playback speed. It's very

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Renee O'Hara: helpful to them, either you can speed it up if it's comfortable for you, or you can slow it down.

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Renee O'Hara: So all of these different opportunities, in courseplus

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Renee O'Hara: are a benefit digitally, and they make things accessible for our learners. And that's exactly how we want to present our materials. So I just wanted you to be aware of those. I also wanted to share some feedback from the learners. These are evaluations from real courses that we've had and things that students have said. So here's a couple of our quotes. I actually took notes and replayed them because they were real valuable points in the project implementation stories from various countries.

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Renee O'Hara: Here's another one hearing from a lot of different experts, learning new topics and different perspectives from different areas.

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Renee O'Hara: And finally, the teaching team, including outside speakers, were experts in their fields and provided new perspectives. So again, we're just continuing to share the same message, this variety, this opportunity that we have to be very global.

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Renee O'Hara: So now, I'd like to ask all of you to share in the chat

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Renee O'Hara: who has included an international guest speaker in their course. That could have been a lecture, perhaps, that you recorded with me virtually, or someone on my team, or it could have been one where, if someone was in the country visiting, and so you had them join you live on site, or they might have joined you in a live talk, where you can raise your hand and share that with us.

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Renee O'Hara: or you can put that in the chat. And, Howard, thank you. I'll answer that question. Do the recordings generally include captioning? They include the Transcript, a Zoom recording? If you were showing it, we could have a caption. But we, the where Emily's written that we have live. Transcription is a little different from what you see as a caption. So the students can stream

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Renee O'Hara: the lecture and see the the transcript going the whole time, the interactive transcript, or they can also download it great, so center for indigenous health. You have included some guest speakers that's wonderful and subject matter experts

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Renee O'Hara: wonderful. Anyone else want to share any international guests that they have worked with or brought in, or thinking of bringing in.

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Renee O'Hara: Japaigo has had international speakers. That's wonderful, Kenya Netherlands. Uk.

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Renee O'Hara: Excellent.

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Renee O'Hara: Thank you for sharing that

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Renee O'Hara: I think for the sake of time I will. I will go on just to be careful, and I will tell you in this next slide that we, the audio team, has gotten to work with so many speakers from different countries. And in this next slide we will show you the places we have been.

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Renee O'Hara: It's it's wonderful, a variety of countries.

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Renee O'Hara: And you will see that we've highlighted on this map many places we just said the United Kingdom. Well, there it is again in the map. Germany, Sweden, Switzerland, so many places we've got to go. But let me share with you some of those sounds and the actual audio from the recording a researcher at the University of Kassel, with a background in anthropology, public health, and epidemiology.

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Renee O'Hara: I am Mohamed Srifilam, an entomologist and parasitologist working in Icdrp.

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Renee O'Hara: My name is Tobias Alvin, and I'm a professor in global childhood and a pediatrician at Kurlinska instituted in Stockholm in Sweden

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Renee O'Hara: my name is Kike Basat, and I am an Icrea research professor at the Barcelona Institute for Global Health is global in Barcelona, Spain.

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Renee O'Hara: My name is Caroline Kabiru, a researcher with the African Population and Health Research Center in Nairobi, Kenya. In this presentation I will be speaking about adolescent health in sub-saharan Africa.

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Renee O'Hara: Hi I'm David Ross, as you may be able to hear. I'm British, but you may not also be able to hear that I'm also Canadian.

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Renee O'Hara: Well, I hope you enjoyed that. As I said, we have a wonderful time working with our guest speakers that come to us from all over the globe. So these are excellent examples. And now what I'd like to share with you is how it actually works. How do we record remotely so just for those of you that don't know. We do use zoom as a platform much like we're using here for this meeting to record remotely, I'm sharing a a image that I captured during one of my recordings, and that was with 2 different speakers

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Renee O'Hara: joining us from different places. So we send them a zoom link, and they join us. We do record Eastern standard time. But we definitely consider the time that faculty or guest speakers might be recording, and we have made some exceptions because they might be 12 h ahead of us, and we need to work with them that way. We do recommend a good Internet connection. And and the team and myself have found that really, our global speakers

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Renee O'Hara: often have better Internet than we sometimes have locally, or even in the school. We also suggest a quiet space and an audio input other than the internal microphone. And that's just for optimal audio quality. And I want to make a note. Obviously, I'm speaking on behalf of the audio team. So we record your lectures that are audio Powerpoint. But Ctl does have a video team that many of you may have worked with, or you're going to work with. So please work with your instructional designer. If you'd like to record that way with international

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Renee O'Hara: faculty and guest speakers.

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Renee O'Hara: I wanted to share a little feedback from our speakers that have joined us internationally and often it starts. They're not really sure what it's going to be like. They haven't joined us before, so they want to know what's it going to be like? But this is what we hear back. Thanks so much for your support and steady hand. That's from Holly Newby, and the who or thank you everyone so much for the support towards the course much appreciated Anna Kagustan

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Renee O'Hara: and another one, but once again, from the bottom of my heart, I remain incredibly impressed and delighted at the professional and personal support provided by your team. In the recording of these lectures that become legacies that Jhu sph youth get to carry with them for their lifetime.

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Renee O'Hara: And that's from Krishna Bose. So we truly have enjoyed working with our faculty we always enjoy, whether you're local or far away. We want to help you and be part of your lecture recording experience. I'm going to turn it back over to my colleague Lauren, to do a little bit of a wrap up Lauren.

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Lauren Dana: Thank you, Rene. So before we jump into our Q&A and discussion portion I just want to quickly go over some key takeaways. So first, st we recommend creating a supportive environment for your global learners to become global citizens.

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Lauren Dana: Learning scaffolds benefit everyone.

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Lauren Dana: And as Rene just said, international speakers bring context specific examples that make learning more applicable across regions. And for your to do this year, consider inviting an international speaker to record a lecture for your course.

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Lauren Dana: Okay, great. Before we head again to the Q. And A and discussion, I did just want to remind everyone that we are all global learners as Emily started with.

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Lauren Dana: It is important to highlight in your classroom that we all have unique and diverse viewpoints, and we all benefit from sharing and hearing these unique and diverse viewpoints.

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Lauren Dana: I'm gonna hand it quickly over to Amy, who's just going to go over our survey and some other resources, and then we'll get you in. Just a moment, Joanna.

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Amy Pinkerton BSPH CTL Teaching Toolkit: Yes.

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Amy Pinkerton BSPH CTL Teaching Toolkit: so I just wanted to quickly share some resources and then also ask for your feedback. So we have a short, 2 min anonymous workshop evaluation form that we would love to hear from you your feedback for this session. We do use this data collected from this feedback form to inform future workshops.

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Amy Pinkerton BSPH CTL Teaching Toolkit: and then I also wanted to share some other upcoming opportunities from Ctl about professional development. So 1st is, if you're a Ta or you work with Tas. Now is a great time for them to sign up for the Teaching Assistantship training course. It's an online, self-paced, modular course, and if the student completes all of the modules and the assignments. They receive a certificate of completion.

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Amy Pinkerton BSPH CTL Teaching Toolkit: and we also have other workshops just like this, listed on our events. Page and other on demand video videos, page houses, our past workshop recordings, including all of the workshops in our picnic Pd series.

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Amy Pinkerton BSPH CTL Teaching Toolkit: And then finally to stay up to date. We recommend subscribing to our Ctl. Blog. And now I'm going to stop the recording. But we will continue our conversation and open the floor for Q&A.

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Renee O'Hara: And Amy can.