The Voices: An Institution's Efforts to Enhance Global Learning
Dr. Jiangyuan (JY) Zhou, Internationalization Specialist Dr. Robert Barney, Associate Professor of Social Work Emily Scutt, Undergraduate Student in Mathematics
AAC&U GLOBAL ENGAGEMENT AND SPACES OF PRACTICE ConferenceOctober 11-13, 2018 | Seattle, Washington
Introduction
• Global Learning: Challenges & Opportunities
• Overview of Stockton University
• Our perspectives
• Group discussions
Internationalization of higher education is a
dynamic system at five levels with dynamic
variables. (Zhou, 2016, 2017)
Global Learning:New Challenges and Opportunities
• Changes in policies
• Changes in narratives about international students/scholars
• Changes in developments across countries and institutions
Global Learning:New Challenges and Opportunities• Opportunity in providing a solution to these changes
• Opportunity to gain more attention and resource to develop
• Opportunity in developing a complete and sustainable internationalization on a right track
Internationalization of higher education is a
dynamic system at five levels with dynamic
variables. (Zhou, 2016, 2017)
A Dynamic Systems Approach to Comprehensive Internationalization of Higher Education
(Zhou, 2016, 2017)
Why do you need Global Learning?
Where do you need Global Learning?
Who (and to Whom) would Make Global Learning
Happen?
How to make Global Learning Happen?
Institutional profile• Comprehensive Master’s University• Regional Public University in NJ
• Top 10 Public Regional Universities in the North (U.S. News and World Report)
• 9,621 full- and part-time undergraduate and graduate students
• 7 Academic Schools• New Campus in Atlantic City
Fall 2018
Global Profile
• Study abroad programs• International students• Institutional Partnerships• International Faculty
How to Develop Global Learning
at Stockton?
At the Institutional LevelWhy?• University missions
– Strategic Planning: More internationalization– Graduates as global citizens
Where?• Re-structure • Academic and Student Affairs
Who/To Whom? • Faculty, students, administrators, staff• Future students, faculty, parents
At the Institutional LevelGlobal learning should be systematically and purposefully designed throughout a student's academic and life experience.
Approach 1: Cultures and Languages Across the Curriculum
Approach 2: Collaborative Online Global Learning
Approach 3: Community Engagement and Service-Learning
Approach 4: Co-teaching/designing and communication
#10GlobalLearningWays
Global Learning in a Nutshell: Integrating Global Awareness in Your Courses
A Handout
At the Institutional LevelHow:For all: Stockton Global Learning webpage: https://stockton.edu/global-learning/
For faculty: • Global Perspectives Grant • Globalizing the Curriculum Summer Institute• Institute for Faculty Development Workshop / Talk • Webinars • Global Learning Get-together
At the Institutional LevelFor Students: • Report on Student Global Learning • Globalization Lecture Series • Global Learning Game Suite • Stockton World Language Tables
For Administrators: • Workshop
At the Program Level:A Faculty Voice
Provost’s OfficeGlobal Fellow
•Engage programs to address global perspectives•Coordinate events to develop global competencies•Help faculty integrate discipline-specific global competencies •Engage faculty to periodically review curriculum•Participate in the mentoring of international students and act as a resource person for faculty
Mapping• Stockton developed a set of competencies/objectives of global awareness: awareness, competency, skill– Incorporates AAC&U’s Global Learning Value Rubric• Assessment tool developed to assess course objectives, class activities, and assignments• Programs that have been involved in mapping efforts: – Social Work, Language and Cultural Studies, Education, Philosophy
Mapping: Next Steps• One program has completed Global Mapping– Gaps identified in curriculum, assist program in finding ways to build skills in upper level classes• Another program is in process– More extensive mapping needed• Others have limited mapping to a few select courses–Challenges: Faculty burdened with existing responsibilities, incentives needed
Collaborative Learning• Involves working across disciplines and classrooms in order to help students learn how concepts in one class relate to those in another• Social learning is an important way in which students can develop critical thinking skills (Brindley, Walti, & Blaschke, 2009)• Challenge: classes have different foci• Solutions: Identify a single topic that can be addressed across classes, Identify a tight focus in the work being conducted by students in each class, Identifying universal themes that can cut across classes (Wild, Mayeaux & Edmonds, 2008).
Transition to Disasters• Noticed disaster focus during Fall 2018– Donations for Hurricane Maria, fundraising efforts, etc.• Group of faculty convened to work together during Spring 2018– ARTV 2168: Printmaking 1 & CRIM 5509: Emergency Management (sharing about disasters and printmaking)– GSS 2451: South Africa Now (New disaster focus)– GIS 4627: Disasters (New international focus)– GIS 4670: Pestilence and Plague (New focus on modern disasters and international content)
Pedagogy: Collaborative Project Based Learning
• Class approach to learn by solving problems (Hung, Jonassen & Liu, 2008)• Not an academic exercise, project to address a need or alleviates a problem• Penn State’s Humanitarian Engineering and Social Entrepreneurship– Science and technology based solutions to address global problems (i.e. Tanzania telemedicine)• Gloor’s (2006) Collaborative Innovation Networks (COINs)– Approach emphasizes competitive collaboration and collective consciousness to develop a new product, innovation or service• Can focus on disasters (Kanan, Zhang, Magdy & Fox, 2015)
Collaboration: Moving Forward• Single theme: “How to survive a disaster”– Criminal Justice: Emergency preparedness– Public Health: Health resource guides– Social Work: Advocacy for at risk populations– Languages: Translation and interpretation– Art: Presentation of information– Business: Marketing• Efforts focus on a specific risk, and outcomes
At the Program LevelWhy? • Student learning outcomes • Global studies minor
Where? • program curriculum
Who? To Whom?• Faculty, students, staff, deans
How?• Global learning retreats in individual schools
At the Personal LevelA Student’s Voice ...
“Globalization is not a monolithic force but an evolving set of consequences - some good, some bad and some unintended.
It is the new reality.” - John B. Larson
Investigate the World
Globally competent students are aware, curious, and interested in
learning about the world and how it works.
Recognize Perspectives
Globally competent students recognize that they have a particular
perspective, and that others may or may not share it.
Communicate Ideas
Globally competent students can effectively communicate, verbally
and non-verbally, with diverse audiences.
Take Action
Globally competent students have the skills and knowledge to not just
learn about the world, but also to make a difference in the world.The Four Domains of Global Competence, The Asia Society 2018
•–
Show us!
The positive impact that globalization education can have on a student
inherently transfers to a collective, and then to the
world.
Don’t forget this!
Your efforts are transforming our interactions, for the better!
Group DiscussionsWhat is your institution’s response to these challenges and opportunities of Global Learning ?
At which level would you focus on? Why? Where? Who? / To Whom? How?
How might you be able to work collaboratively across disciplines on an international project to facilitate learning?
A Dynamic Systems Approach to Comprehensive Internationalization of
Higher Education
(Zhou, 2016, 2017)
