Mind the Gap

Global Learning at Home and Abroad
1. Auflage 2020
ISBN: 978-1-64267-057-8
Verlag: Routledge

Buch, Englisch, 230 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 354 g

Reihe: Series on Engaged Learning and Teaching

There is growing awareness that global learning is not confined to university, credit-bearing off campus international programs, and that institutions of higher learning have, up until now, conceived of global education too narrowly. Global learning through study abroad and off-campus domestic study fits into a larger context of students’ educational experiences. You can find global learning as part of other high-impact practices; domestic off-campus programs, undergraduate research, and service- or community-based learning all can be global learning opportunities. On-campus global learning can occur in the disciplines and in the core curriculum as well. Language and culture, anthropology, sociology, and other departments, multicultural centers, and diversity and inclusivity offices, to name a few, also teach students to be global learners. Global learning pertains to the many staff and faculty educators who intentionally encourage students to engage with and successfully navigate difference. Thus, there is a growing need for bridging across disciplinary and administrative silos, silos that are culturally bound within academia. The gaps between these silos matter as students seek to integrate off- and on-campus learning. Higher education needs a new, holistic assessment of global learning.

This book investigates not just student learning, but also faculty experiences, program structures, and pathways that impact global learning, and expands the context of global learning to show its antecedents and impacts as a part of the larger higher education experience. Chapters look at recent developments such as short-term, off-campus, international study and certificate/medallion programs, as well as blended learning environments and undergraduate research, all in the context of multi-institutional comparisons. Global learning is also situated in a larger university context.

A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Namaste, Nina

Sturgill, Amanda

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Series Foreword—Jessie L. Moore and Peter Felten Preface. Global Competency. Where We’ve Been and Where We Need to Go—Neal W. Sobania and Michael Vande Berg Introduction—Nina Namaste and Amanda Sturgill Part One. Intent and Evidence in Designing Effective Global Learning Practices—Amanda Sturgill 1. Mapping Understandings of Global Engagement—Maureen Vandermaas-Peeler, Joan Ruelle, and Tim Peeples 2. Approaching Internationalization as an Ecosystem—Linda Drake Gobbo, Joseph G. HoffPart Two. Using Multi-Institutional Research on Study Away to Understand the Context of Gaps—Amanda Sturgill 3. When Does Global Learning Begin? Recognizing the Value of Student Experiences Prior to Study Abroad/Study Away—Scott Manning, Zachary Frieders, Lynette Bikos 4. Exploring Patterns of Student Global Learning Choices. A Multi-Institutional Analysis—Iris Berdrow, Rebecca Cruise, Ekaterina Levintova, Sabine Smith, Laura Boudon, Dan Paracka, and Paul M. Worley 5. Crossing Borders at Home. The Promise of Global Learning Close to Campus—Amanda Sturgill 6. Assessing Intercultural Competence in Student Writing. A Multi-Institutional Study—Melanie Rathburn, Jodi Malmgren, Ashley Brenner, Michael Carignan, Jane Hardy, and Andrea Paras 7. Up for the Challenge? The Role of Disorientation and Dissonance in Intercultural Learning—Andrea Paras and Lynne Mitchell 8. Global Competence Development. Blended Learning with the Constructivist Paradigm—Bert Vercamer, Linda Stuart, and Hazar Yildirim 9. Have Interest, Will NOT Travel. Unexpected Reasons Why Students Opt Out of International Study—Ekaterina Levintova, Sabine Smith, Rebecca Cruise, Iris Berdrow, Laura Boudon, Dan Paracka, Paul M. Worley 10. #FacultyMatter. Faculty Support and Interventions Integrated Into Global Learning—Prudence Layne, Sarah Glasco, Joan Gillespie, Dana Gross, Lisa JasinskiPart Three. Assessing Expanded Notions of Global Learning—Amanda Sturgill 11. Expanding the Perceptions and Realities of Global Learning. Connecting Disciplines Through Integrative Global Learning and Assessment—Darla K. Deardorff and Dawn Michele Whitehead 12. Assessing Global Competency Development in Diverse Learning Environments—Horane Holgate, Heidi Parker, and Charles A. Calahan 13. Opportunities and Challenges of Ethical, Effective Global Learning—Nina Namaste and Amanda Sturgill Epilogue. Global Learning as High-Quality Engaged Learning—Jessie L. Moore Appendix:Statement on Integrating Global Learning with the University Experience. Higher-Impact Study Abroad and Off-Campus Study Editors and Contributors Index

Über Autor(innen)

Nina Namaste is the Arts and Humanities Director for the Elon College Fellows. Amanda Sturgill teaches in the interactive media graduate program at Elon University. Her research focuses on the intersection of education and community-based work, the relationship of religion and media and on new technologies and the news. Neal W. Sobania is the Executive Director of the Wang Center for International Programs and Professor of History at Pacific Lutheran University, Tacoma, WA. As a teacher he has taught a wider range of courses in African history and African studies, and as an international educator has held many elected positions at both the regional and national level. He has been involved with Ethiopia for nearly forty years, first as a U.S. Peace Corps Volunteer, then a staff member, and now as an active scholar. Michael Vande Berg is vice president for Academic Affairs at the Council on International Educational Exchange. He completed his PhD in comparative literature at the University of Illinois at Urbana–Champaign. He has held leadership positions at several institutions that are unusually committed to the international education of their students, including Georgetown University; the School for International Training; Michigan State University; Kalamazoo College; and el Instituto Internacional, in Madrid, Spain. Michael has authored a wide range of international education, intercultural relations, and comparative literature publications, including Spanish-to-English translations of two classics of 20th-century Spanish literature. He has been the principal investigator of several study abroad research projects, including the Georgetown Consortium Project; frequently consults with faculty and staff about international education topics; and leads intercultural workshops in the United States and abroad. A founding board member of the Forum on Education Abroad, he now serves as a senior faculty member of the Summer Institute for Intercultural C