I am an Educational Developer at the Unit for Teaching and Learning (TL) at Karolinska Institutet. My role includes teaching, training and advising on issues related to internationalisation of the curriculum, intercultural education and sustainable education. I provide support and prepare teaching staff for the challenges of the multilingual and multicultural learning space; I am involved in ensuring quality in English-Medium Instruction (EMI); and I also provide support for educational leaders to implement KI’s internationalisation strategy. From 2002 to 2015, I was Content and Language Integrated Learning (CLIL) adviser and researcher at the Université libre de Bruxelles (ULB) in Brussels, where I previously worked teaching English for academic purposes to students of engineering, business and literature. I was born in Brussels, of British and Belgian parents, and have lived and studied in Nigeria, Belgium and Scotland. I am fluent in French, English, Italian, Spanish and am learning Swedish.
Internationalisation of the Curriculum (IoC)
Due to the increasing internationalisation of Higher Education, many universities have made it central to their strategic policies. Karolinska Institutet (KI) has started internationalising its education programmes and shifted focus to its defining element, the curriculum. By connecting strategic planning to student learning, the curriculum plays a major role in the success or failure of internationalisation policies. Despite the resources invested in internationalising education, the role and power of the curriculum have been overlooked. IoC breaks new ground in connecting research-based evidence with practice by applying innovative curricular design to internationalise teaching and learning. It is a consultative process involving university leadership, academic programmes, the students who study them, and the academics who design, deliver and assess them, as well as support services. Unievrsities must instigate a paradigm shift in its conception of education by developing the underpinning values, beliefs and priorities it has thus far set. IoC will provide such a framework for universities.
English-Medium Education (EME)
Teaching content subjects through English is widespread throughout the European Higher Education Area. What are the necessary conditions for such programmes to be carried out effectively and with the utmost quality of teaching and learning? The methodological and pedagogical approach of teachers and the support given to students will play a determining role to ensure that content is assimilated, without the language posing an insurmountable obstacle. There are also a number of strategies that can help institutions undergo such a transition in educational contexts successfully. It is evident that teachers of English as a second language need to be implicated in the process and provide linguistic and pedagogical support to those actors involved in Content and Language Integrated Learning in Higher Education. Jennifer’s research focuses on developing the criteria for quality teaching and learning at university in English across disciplines. More specific areas of research currently focus on: the pronunciation of English as a lingua franca, teacher perceptions in the international classroom, and the professional development of teachers.
Sustainable education is defined by Agenda 2030, through Sustainable Development Goal (SDG) 4.7as equitable and inclusive, and that develops a wider understanding of cultural diversity and frames sustainability through global engagement. More specifically target SDG 4.7 states that we must “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”. The diversity of multilingual and multicultural groups brings multiple world views in our classrooms. Furthermore, there is now, across international higher education, a body of knowledge and reflection on how such competencies might be recognised and evaluated. My research focusses on the following questions: Today, institutions should reflect on the following:
- What does it mean for a graduate to be a ‘sustainability citizen’ in a given discipline? What are the competencies to be trained and why?
- How do local, national and-or university environments shape the way in which teachers deliver inclusive and equitable education for all?
- How might educational developers best design effective continuous professional development programmes and which teaching methodologies are best suited when?
I hold a BA in Modern Languages from the Université Libre de Bruxelles (Belgium), an MSc in Research and a PhD in Film Studies, both from the University of Edinburgh (Scotland).