Overview

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.

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9781642670578

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This opening volume of the Elon University Center for Engaged Learning & Stylus Series on Engaged Learning & Teaching covers more than international education. The authors define 'global engagement' broadly enough to make the book a kind of master key for unlocking many High-Impact Practices, and making full use of powerful educational experiences like encounters with difference, the dissonance of unfamiliar settings, and working through ambiguity. By organizing chapters with consistent attention to context, methodology, and application, the contributors have made this an easy book to use for practitioners at a range of levels and backgrounds. What results is more than a collection of perspectives on global engagement; it's a role model for using reliable data, continuous faculty professional development, and rigorous learning outcomes assessment to tackle some of our most vexing questions. --Ken O'Donnell, Vice Provost California State University - Dominguez Hills

This opening volume of the Elon UniversityCenter for Engaged Learning & Stylus Series on Engaged Learning & Teachingcovers more than international education. The authors define 'globalengagement' broadly enough to make the book a kind of master key for unlockingmany High-Impact Practices, and making full use of powerful educationalexperiences like encounters with difference, the dissonance of unfamiliarsettings, and working through ambiguity. By organizing chapters with consistentattention to context, methodology, and application, the contributors have madethis an easy book to use for practitioners at a range of levels andbackgrounds. What results is more than a collection of perspectives on globalengagement; it's a role model for using reliable data, continuous facultyprofessional development, and rigorous learning outcomes assessment to tacklesome of our most vexing questions.--Ken O'Donnell, Vice Provost California State University - Dominguez Hills

"""This opening volume of the Elon University Center for Engaged Learning and Stylus Series on Engaged Learning & Teaching covers more than international education. The authors define 'global engagement' broadly enough to make the book a kind of master key for unlocking many High-Impact Practices, and making full use of powerful educational experiences like encounters with difference, the dissonance of unfamiliar settings, and working through ambiguity. By organizing chapters with consistent attention to context, methodology, and application, the contributors have made this an easy book to use for practitioners at a range of levels and backgrounds. What results is more than a collection of perspectives on global engagement; it's a role model for using reliable data, continuous faculty professional development, and rigorous learning outcomes assessment to tackle some of our most vexing questions."""

Author Information

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

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