| center for global education and experience: Code of Ethics for Education Abroad The Forum on Education Abroad, 2020-10-26 This document, published by The Forum on Education Abroad, is designed to guide ethical decision-making and assist organizations as they seek to provide education abroad experiences and services in accord with the highest ethical standards. The Shared Values and Principles of Professional Practice outlined below are essential to the fair and just administration of education abroad programs and the welfare of the learners that we serve. |
| center for global education and experience: The Global Education Guidebook Jennifer D. Klein, 2017 In The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships, author Jennifer D. Klein asserts that teachers must give students access to meaningful partnerships with other classrooms around the world. Doing so cultivates the equitable thinking that students need to be empathic, solution-oriented global citizens. PreK-12 teachers and administrators need to foster partnerships that endorse humanity and eschew exoticizing people from other cultures. Klein takes readers through the key strategies for forming globally connected, student-driven educational relationships that benefit students and communities on both sides of the partnership. By purposefully choosing a partner, deciding on a design, employing the right technologies, and being mindful of potential pitfalls, educators around the globe can build communities that prepare all students to thrive in the 21st century. |
| center for global education and experience: Global Perspectives and Local Challenges Surrounding International Student Mobility Bista, Krishna, 2015-12-09 As one of the fastest growing trends in higher education, study abroad programs are having a critical impact on the educational landscape. While international study programs generate more revenue and promote campus diversity, there are several challenges that must be considered when integrating non-native students into native universities. Global Perspectives and Local Challenges Surrounding International Student Mobility explores comparative research regarding the implementation of effective strategies needed when working with native and non-native individuals in educational settings. Offering perspectives from international student experiences, as well as views on current mobility trends, immigration policies, and challenges with cultural expectations, this publication will be a critical source for educators, policymakers, and university staff who interact with international students. |
| center for global education and experience: A Student Guide to Study Abroad Stacie Nevadomski Berdan, 2013 Every student who wants to succeed in the global economy should study abroad. And every student who is considering studying abroad should read this book! Packed with practical how to information offered in a fun and engaging style, this valuable hands-on resource includes 100 easy-to-follow tips and dozens of real-life stories. Each chapter features useful quotes and anecdotes from a diverse collection of students, advisers and professional from across the country. -- from back cover. |
| center for global education and experience: Social Justice and International Education LaNitra Berger, 2020-10 Social Justice and International Education: Research, Practice, and Perspectives brings together a group of educators, scholars, and practitioners in the field of international education who are doing important and innovative work promoting social justice, confronting inequality, and fostering social responsibility in a global context. The book does not operate on a singular definition of social justice; rather, the authors describe their own working definition and how it has guided their international education work. Divided into three parts, the book explores social justice research, social justice in practice, and different perspectives from practitioners across the field. |
| center for global education and experience: Teaching for Global Competence in a Rapidly Changing World Asia Society, OECD, 2018-01-23 This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society. |
| center for global education and experience: Putting the Local in Global Education Neal W. Sobania, 2023-07-03 The position taken in this volume is that domestic off-campus study can be just as powerful a transformative learning experience as study overseas, and that domestic programs can equally expand students’ horizons, their knowledge of global issues and processes, their familiarity and experience with cultural diversity, their intercultural skills, and sense of citizenship.This book presents both the rationale for and examples of “study away”, an inclusive concept that embraces study abroad while advocating for a wide variety of domestic study programs, including community-based education programs that employ academic service-learning and internships.With the growing diversification—regionally, demographically, culturally, and socio-economically—of developed economies such as the US, the local is potentially a “doorstep to the planet” and presents opportunities for global learning. Moreover, study away programs can address many of the problematic issues associated with study abroad, such as access, finance, participation, health and safety, and faculty support. Between lower costs, the potential to increase the participation of student cohorts typically under-represented in study abroad, the lowering of language barriers, and the engagement of faculty whose disciplines focus on domestic issues, study at home can greatly expand the reach of global learning.The book is organized in five sections, the first providing a framework and the rationale for domestic study way programs; addressing administrative support for domestic vs. study abroad programs; exploring program goals, organization, structure, assessment and continuous improvement; and considering the distinct pedagogies of experiential and transformative education.The second section focuses on Semester Long Faculty Led Programs, featuring examples of programs located in a wide variety of locations – from investigations into history, immigration, culture, and the environment through localities in the West and the Lowcountry to exploring globalization in L.A and New York. Section three highlights five Short Term Faculty Led Programs. While each includes an intensive immersive study away experience, two illustrate how a 7 – 10 day study away experience can be effectively embedded into a regular course taught on campus. The fourth section, on Consortium Programs, describes programs that are either sponsored by a college that makes its program available to consortium members and non-members, or is offered by an independent non-for-profit to which institutions send their students. The final section on Community Engagement and Domestic Study Away addresses the place of community-based education in global learning and provides examples of academic programs that employ service-learning as a tool for collaborative learning, focusing on issues of pedagogy, faculty development and the building long-term reciprocal relationship with community partners to co-create knowledge.The book is intended for study abroad professionals, multicultural educators, student affairs professionals, alternative spring break directors, and higher education administrators concerned about affordably expanding global education opportunities. |
| center for global education and experience: Global Education Barbara Benham Tye, Kenneth A. Tye, 1992-01-01 |
| center for global education and experience: Intercultural Learning Peter Jones, Debra Miles, Narayan Gopalkrishnan, 2019-05-09 The ability to recognise and understand your own cultural context is a prerequisite to understanding and interacting with people from different cultural backgrounds. An intercultural learning approach encourages us to develop an understanding of culture and cultural difference, through reflecting on our own context and experience. |
| center for global education and experience: Stagnancy Issues and Change Initiatives for Global Education in the Digital Age Neimann, Theresa, Felix, Jonathan J., Reeves, Stacy, Shliakhovchuk, Elena, 2020-09-04 At this juncture in the history and development of education in the digital age, constituents of education systems across the globe are challenged with revising or rediscovering the purpose of educational institutions within societies. Institutions need to retool to include digital games-based and problem-based learning, and education itself must adapt to serve the needs of a diverse student population. Stagnancy Issues and Change Initiatives for Global Education in the Digital Age is a cutting-edge research publication that explores the complex discourse of trends, shifts, and changes happening in the field of education and to understand the implications for teaching, learning, and professional development. The book helps educators understand how to make their pedagogy and andragogy relevant in the framework of constant technological shifts and changes in order to help students thrive in a global economy. Featuring a wide range of topics such as gamification, pedagogy, and intercultural learning, this book is ideal for curriculum designers, academicians, education professionals, researchers, policymakers, and students. |
| center for global education and experience: High-impact Educational Practices George D. Kuh, 2008 This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices. |
| center for global education and experience: Achieving Equity for Latino Students Frances Contreras, 2011-08-25 Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action. |
| center for global education and experience: Comprehensive Internationalization John K. Hudzik, 2014-11-20 This book is a timely insight into the internationalization of higher education institutions. The internationalization of higher education is a global phenomenon, but with substantial variation in how it is made operational in individual institutions. Comprehensive Internationalization focuses on desirable practices in institutions and their actual approaches to implement a more integrated, strategic, or comprehensive global engagement across their core missions: teaching, research, and service. Part I of the book investigates a wide range of issues governing the internationalization of institutions: Outlining the origins, meaning and evolution toward more strategic and comprehensive forms of internationalization; building an understanding of the meanings of comprehensive internationalization, as well as common aspirations, when linked to different types of institutions; understanding the rationales and motivations for internationalization and intended results; creating an institutional vision and culture to support comprehensive internationalization; and implementing key strategies for successful internationalization in terms of practical actions and programs and results, including identifying and ameliorating barriers, engaging organizational change, assessing outcomes, and obtaining resources. Part II of the book offers case stories from institutions across the globe which describe varying pathways toward more comprehensive internationalization. Institutions were chosen to reflect the diversity of higher education and approaches to internationalization. An analysis of the cases uncovers similarities and differences, as well as common lessons to be learned. With contributions from mainland Europe, Australia, the USA, the UK, Latin America, Singapore and South Africa, the global application of the book is unparalleled. Comprehensive Internationalization will be of vital interest to a wide variety of higher education institutional leaders and managers as they address the problems and solutions for institutional internationalization available to them in a rapidly changing educational world and a 21st Century global environment. |
| center for global education and experience: Mind the Gap Nina Namaste, Amanda Sturgill, 2023-07-03 Co-published with 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. Visit the Mind the Gap Companion Page, hosted by the Center of Engaged Learning. |
| center for global education and experience: My Lucky #13 Piper Rayne, 2021-06-29 Lucky. The one adjective used to describe my entire hockey career. I prefer to call it hard work, at least I did until my game went to complete crap. I haven’t scored in eight games and the team owner is talking about trading me. I’ve never believed in superstitions. Never needed one. I suppose I was “lucky” in that way. But now the best way to refer to me is desperate. I’d wear the same socks for an entire year just to be the high-scoring center I used to be. Imagine my surprise when after spending New Year’s Eve with a woman, I score a hat trick in the next game—that’s three goals in one game for you non-hockey lovers. Now, I have to track her down and bribe her to do it again before every game. Get your mind out of the gutter, I’m not talking about it. I find her and when I get to know her better, I end up spending more time thinking about her than my game, but she’s made it clear she wants no part of me. She’s going to learn that I didn’t become a professional hockey player without having to fight for what I want. |
| center for global education and experience: The State of Global Education Brad Maguth, Jeremy Hilburn, 2015-04-10 A battle is being waged in classrooms and capitals around the world over the goals and objectives of the future of global education. While there is growing research in the area of global education, much remains to be uncovered, challenged, and learned through sound empirical research and conceptual explorations. What type of global citizens will schools promote? What types of policies, programs and instructional practices best promote effective global citizenship? Will global education curricula advance an unwavering loyalty to neoliberal ideologies and interests over the strengthening of human rights and the environmental health of our planet? This volume presents a series of research studies and innovative instructional practices centered on advancing global learning opportunities and literacies. The authors in this volume initiate a much needed conversation on ways students in multiple contexts can and should learn with the world and its people. Part I addresses global education in theory, with a particular focus on development, intercultural competence, and global citizenship. Part II addresses educational programs and practices that foster global learning and action to help build a better future for all citizens of our planet – including experiential education, university initiatives, and conceptual approaches to teaching and learning. This scholarship spans four continents in a multitude of educational contexts – primary, secondary, and tertiary - each with a focus on a different dimension of the possibilities and pitfalls in teaching about and with the world and its people. |
| center for global education and experience: The Global Educator Julie Lindsay, 2016-07-19 Our children are at an advantage when they experience other cultures and develop skills in a connected world. They are better prepared to be productive and compassionate citizens in an increasingly global economy, and they are able to improve their communication skills, collaborate effectively and be ready for multicultural workspaces. Empowering educators with the tools to foster this environment in the classroom is a critical part of the process. The International Society for Technology in Education (ISTE) has been leading the way in this field. As part of its extensive publishing program, ISTE will be releasing in July 2016 The Global Educator: Leveraging Technology for Collaborative Learning & Teaching by Julie Lindsay. In The Global Educator, Lindsay illustrates the need for intercultural understanding and collaboration to personalize learning, achieve curriculum objectives and bring the world to our students by answering these key questions: How imperative is it that educators connect themselves and their classrooms to the world? What emerging education leadership styles are shifting pedagogy and why should we be taking notice of this? What are the essential benefits of embedding online global collaboration into the curriculum? What are simple steps that educators in the classroom can take to become more globally minded and start to change their practice? How are emerging digital technologies supporting this move to online global learning and collaboration? In addition to answering these questions, the book provides practical resources and powerful case studies from educators and education leaders in the United States and throughout the world who are forging connections across the globe, embedding these practices into current curriculum objectives and providing their students with invaluable educational experiences, including: — more — Yvonne Marie Andres, a California-based global collaboration expert and co-founder of Global SchoolNet, which has been at the forefront of telecommunication-based learning. Librarian and media specialist Toni Olivieri-Barton, based in Colorado, has participated in and led many online global projects across K-12 levels. She was the runner-up for an ISTE Online Learning Network Award for creating opportunities for online independent studies at the middle school and high school levels. And Anne Mirtschin, an award-winning teacher in Australia, finds and designs opportunities for her students and fellow teachers and brings rich learning activities to the classroom. Global collaboration has changed the learning ecology of her school and had a positive impact on her students. For educators and curriculum developers, The Global Educator is an invaluable resource to support and nurture a global learning experience for children and students everywhere. |
| center for global education and experience: Educating for Global Competence: Preparing Our Youth to Engage the World Veronica Mansilla, Anthony Jackson, 2011-12-13 Contemporary societies are marked by new global trends-economic, cultural, technological, and environmental shifts that are part of a rapid and uneven wave of globalization. The growing global interdependence that characterizes our time calls for a generation of individuals who can engage in effective global problem solving and participate simultaneously in local, national, and global civic life. Put simply, preparing our students to participate fully in today's and tomorrow's world demands that we nurture their global competence.This document introduces a definition of global competence developed by the Global Competence Task Force-a group of state education agency leaders, education scholars, and practitioners-under the auspices of the Council of Chief State School Officers EdSteps initiative (CCSSO-EdSteps) and the Asia Society Partnership for Global Learning (see page (iv) for task force participants). The definition builds on seminal work within the states and a broad range of organizations working to advance global knowledge and critical thinking skills. A process of careful articulation and vetting yielded the definition of global competence here proposed:Global competence is the capacity and disposition to understand and act on issues of global significance.Globally competent individuals are aware, curious, and interested in learning about the world and how it works. They can use the big ideas, tools, methods, and languages that are central to any discipline (mathematics, literature, history, science, and the arts) to engage the pressing issues of our time. They deploy and develop this expertise as they investigate such issues, recognizing multiple perspectives, communicating their views effectively, and taking action to improve conditions.This publication of CCSSO and the Asia Society Partnership for Global Learning puts forward a new definition for global competence and explores how to infuse the capacities of global competence into the classroom and into policy. |
| center for global education and experience: Undergraduate Global Education: Issues for Faculty, Staff, and Students Ann Highum, 2014-06-04 Find practical research, strategies, and advice in this issue on the power of global education for 21st-century college learners.This volume assists campus professionals and faculty members as they: Design courses for study abroad Implement programs of various lengths and types Consider their own professional development Evaluate global learning experiences. It also discusses the legal and ethical aspects of providing educational opportunities all over the world, with advice on administrative structures, important principles of risk management, and predeparture orientation for students and program leaders. Covering the history of global learning programs, faculty development, experiential learning, culture shock upon returning home, and program assessment, this volume also includes a wealth of resource information, including websites, checklists, and other publications. |
| center for global education and experience: Framing the Global Hilary E. Kahn, 2014-05-22 Framing the Global explores new and interdisciplinary approaches to the study of global issues. Essays are framed around the entry points or key concepts that have emerged in each contributor's engagement with global studies in the course of empirical research, offering a conceptual toolkit for global research in the 21st century. |
| center for global education and experience: Study Abroad Opportunities for Community College Students and Strategies for Global Learning Malveaux, Gregory F., Raby, Rosalind Latiner, 2019-01-11 Community colleges serve more students than any other institutional type in the United States, and internationalization is an inherent component of community colleges that advances student knowledge, facilitates student success, and serves the needs of local communities. As most community college students do not enroll in four-year institutions, their only opportunity for international experience is while they are in community college. Study Abroad Opportunities for Community College Students and Strategies for Global Learning provides innovative insights into international study and education abroad through community colleges, while discussing the value of adding study abroad programs to two-year institutions. This publication examines community colleges’ contributions in a local society, study abroad opportunities, peacebuilding, international education, and risk management. Designed for administrative professionals, community college leaders, educators, academicians, and researchers, this book covers topics centered on study abroad programs at diverse community colleges. |
| center for global education and experience: Hidden Powers in Post-conflict Guatemala Susan C. Peacock, Adriana Beltrán, 2003 Examines the hidden powers behind clandestine illegal armed groups, criminal activity, and human rights violations in Guatemala since the end of the civil war, with emphasis on developments during 2002-2003. |
| center for global education and experience: Critical Assessment and Strategies for Increased Student Retention Black, Ruth Claire, 2017-11-30 Student retention has become a difficult issue within higher education. As such, it is imperative to examine the causes, as well as provide educators with strategies to implement to improve retention rates. Critical Assessment and Strategies for Increased Student Retention is a pivotal reference source for the latest progressive research on a variety of current student success and attendance perpetuation issues. Featuring a broad range of coverage on a number of perspectives and topics, such as academic performance, counseling, and culture, this publication is geared towards practitioners, academicians, and researchers interested in understanding the difficulties with maintaining student retention. |
| center for global education and experience: Visions in Global Education Toni Fuss Kirkwood-Tucker, 2009 This book is a compilation of new scholarship in the field of global education. Previously unaddressed or barely touched upon topics include: the historical evolution of the global education movement; the development of a foundation for the formation of a philosophy of global education; an analysis of the competing orientations of global education and multicultural education; mentorship in global education pedagogy based on the master apprentice model; and the latest research of the impact of national policies in education on global teacher education practice. A unique contribution captures the complexities and geopolitical context during Russia's early hours of democracy in integrating global education in Russian education. Written by internationally acclaimed scholars, this book is at the cutting edge of new creative scholarship in global education. Visions in Global Education is a must-read for teachers in every stage of their careers, and will be useful in a variety of classrooms addressing global education. |
| center for global education and experience: Becoming a Globally Competent Teacher Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, J. Montana Cain, 2019-07-24 Teachers today must prepare students for an increasingly complex, interconnected, and interdependent world. Being a globally competent teacher requires embracing a mindset that translates personal global competence into professional classroom practice. It is a vision of equitable teaching and learning that enables students to thrive in an ever-changing world. This thought-provoking book introduces a proven self-reflection tool to help educators of all grade levels and content areas develop 12 elements of such teaching. The book is divided into three sections: dispositions, knowledge, and skills. Each chapter is devoted to an element of globally competent teaching and includes a description of that element, tips for implementation delineated by developmental levels, and links to additional resources for continuing the journey. Examples of globally competent teaching practices include - Empathy and valuing multiple perspectives. - A commitment to promoting equity worldwide. - An understanding of global conditions and current events. - The ability to engage in intercultural communication. - A classroom environment that values diversity and global engagement. Throughout, you'll also find examples of these practices at work from real teachers in real schools. No matter what your experience with global teaching, the information in this book will help you further develop your practice as a global educator—a teacher who prepares students not only for academic success but also for a life in which they are active participants in their own communities and the wider world. |
| center for global education and experience: Education Abroad and the Undergraduate Experience Elizabeth Brewer, Anthony C. Ogden, 2023-07-03 Co-published with This volume focuses on two questions. First, how can education abroad be embedded into undergraduate education so that students experience it as an integral component of their education and something they help shape, rather than as time away from their education and as a commodity to be consumed? Second, how can colleges and universities maximize the educational value of education abroad by forging stronger connections between it and other undergraduate experiences? The volume argues that learning abroad be positioned within the work of the larger institution and students’ overall education.Organized within three sections, this volume makes the case that learning abroad must be positioned within the work of the larger institution and students’ overall education. In doing so, it questions many current assumptions and stimulates thinking about the power of an integrative approach to education abroad to lead to lasting educative value. An integrative approach requires that students be afforded multiple opportunities and ongoing support to draw connections with their learning abroad with other dimensions of their undergraduate education.Chapters cover topics such as the additive value of integrating multiple HIPs with education abroad to span disciplinary boundaries and promote an array of soft or operational skills; the importance of maintaining the disruptive quality of the encounter with the foreign to enrich study at home; issues of commodification and reciprocity; increasing access to study abroad to community college--particularly adult--populations; facilitating students’ social and intellectual development, identity formation, and reflective practice; rethinking orientation programming to emphasize the continuity of learning pre-, during- and post-education abroad; asking fundamental questions about the purpose of education abroad to rethink assessment and its purposes; the faculty role in the internationalization of the curriculum; and developing more intentional relationships with in-field partners and international educational organizations to more effectively connect leaning abroad with other dimensions of undergraduate education.For everyone involved in international education – whether SIOs, faculty, department chairs or deans – the critical questions and new perspectives offered here will inform and shape the growing movement to integrate education abroad with the overall undergraduate experience. |
| center for global education and experience: Handbook of Global Education Policy Karen Mundy, Andy Green, Bob Lingard, Antoni Verger, 2016-02-29 This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors. Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform Includes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy experts Each section features a thorough introduction designed to facilitate readers’ understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship Written in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike |
| center for global education and experience: Integrating Worlds Scott D. Carpenter, Helena Kaufman, Malene Torp, 2023-07-03 What if our students learn the most when they’re far from campus?Integrating Worlds demonstrates how high-quality off-campus study epitomizes integrative learning, both supporting and enhancing the entire undergraduate experience.While off-campus study (both study abroad or study away) occupies a marginal position on most campuses, it has the almost unique capacity to bring together a high concentration of high-impact educational practices. When we combine global learning with collaborative work, shared intellectual pursuits, learning communities, and more, these practices reinforce each other, exerting a multiplier effect that can potentially result in the most intense learning experience our students will have. It can energize and inspire them for the work they will continue to undertake on their home campus.It thus becomes crucial for us to identify or design high-quality programs that will achieve these goals. Moreover, we need to reimagine off-campus study as an integrated portion of the undergraduate arc—one that begins well before our students depart and continues long after they return. In this way, we help them understand the interconnectedness not only of the world, but also of their own education.At the same time, the authors recognize material constraints and educational imperatives. Off-campus study costs money; its complexity makes it difficult to assess; it overlaps increasingly with internships and civic engagement; and by its nature, it is more subject to external forces than the on-campus experience. In careful, practical ways Integrating Worlds advances suggestions for dealing with these issues.This book urges educators to go beyond the episodic ways we currently link on-campus curricula to off-campus experience. While of interest to specialists in international or intercultural education, it speaks most directly to faculty, deans and provosts—many of whom may have little (or dated) experience of study abroad and who thus feel unprepared to address this issue of pressing importance. As our disciplines and institutions face the complexities of a rapidly changing world, this book seeks to fuel the necessary conversations. |
| center for global education and experience: Concepts and Trends in Global Education ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., 2001 This publication addresses trends and issues in global education, providing information about what global education is and how to teach it. The publication emphasizes ERIC resources. It offers ERIC Digests about global education and selected items from the ERIC database that exemplify different viewpoints and approaches to global education. It contains a directory of key organizations and World Wide Web sites that provide teacher resources. Designed as a guide for educators who want to include global education across the various subjects of the curriculum, the volume is divided into four parts: (1) Overview of Global and International Education; (2) Institutionalizing Global Education; (3) Curriculum, Methods, and Approaches; and (4) Appendices. Information about documents in the ERIC database and how to submit documents for the database is appended. (BT) |
| center for global education and experience: Enhancing Outcomes and Shaping the Future of HBCUs Teodorescu, Daniel, 2024-10-18 Despite the growth in number of scholars doing work on Historically Black Colleges and Universities (HBCUs), many of the same challenges persist, such as low retention rates, financial struggles, and small endowments. However, the post-COVID era has ignited renewed interest in HBCUs, driven by the Black Student Movement and a significant increase in donations since 2020. This surge in attention has led to what some call an HBCU renaissance, with growing interest from researchers, policymakers, and donors. As the field of HBCU studies expands, it is crucial to evaluate the current research and identify future directions for study. Enhancing Outcomes and Shaping the Future of HBCUs addresses the lack of research on HBCUs and aims to enrich scholarly understanding by summarizing current studies. It highlights key findings, methodologies, and implications for HBCUs, and explores the valuable insights gained from these studies, emphasizing their role in shaping educational policy and practice. Covering topics such as academic success, educational research, and research capacity, this book is an excellent resource for scholars, researchers, scholar-practitioners, graduate and postgraduate students, educators, policymakers, and more. |
| center for global education and experience: Contemporary Issues in Multicultural and Global Education Msengi, Clementine M., Lartey, Grace K., Sprott, Katherine R., 2022-05-13 In response to the COVID-19 pandemic, many educational institutions across the globe had to close in-person learning and turn to online learning. Previous predictions on the future of education discussed the globalization of education through online learning that breaks down geographical barriers. However, many students, parents, and educators are still finding it challenging to adapt to new methods of instruction. Creating global and multicultural classrooms creates additional challenges, especially when considering diverse, at-risk, and low-income student populations. Further study of these challenges is required to improve the future of global education. Contemporary Issues in Multicultural and Global Education discusses research, strategies, best practices, and insights dealing with important issues related to multicultural and global education. Covering topics such as remote learning and sustainable leadership, this premier reference source is ideal for educators, policymakers, administrators, curriculum designers, researchers, academicians, and students. |
| center for global education and experience: Routledge Handbook of International Education and Development Simon McGrath, Qing Gu, 2015-07-24 This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts. The Handbook is divided in four parts and book-ended by an introduction and a conclusion, the latter oriented towards the implications that the volume has for future research agendas. The first part explores major strands of debates about education’s place in development theory. The second acknowledges the disciplining of the field by the education for all movement and examines the place that learning and teaching, and schools play in development. Part three looks beyond schools to consider early years, adult and vocational education but focuses particularly on the return to thinking about higher education's role in development. The final part considers the changing, but still important, role that international cooperation plays in shaping education in developing countries. Featuring over thirty chapters written by leading international and interdisciplinary scholars, the Routledge Handbook of International Education and Development offers the first comprehensive and forward-looking resource for students and scholars. |
| center for global education and experience: International Education at Community Colleges Rosalind Latiner Raby, Edward J. Valeau, 2016-07-26 This book brings together distinguished scholars, community college practitioners, and emerging leaders to expand upon existing theories, provide reflection on practice, and demonstrate the dynamic nature of community college internationalization. There is a special challenge for United States community colleges to move from selected international programs that impact a few students to sustainable change that influences the entire college community. A key importance is realization that reform is not based on chance, but on intentional designs that are intended to guide future endeavors. The research, case studies, and experiences of the authors in this book are both inspiring and critical in the quest to encourage an academic shift for long-term change that promotes international literacy as an integral component of the community college and celebrates the needs of the changing local communities. |
| center for global education and experience: A Challenging, But Rewarding Road: Reflecting on the Past, Present and Future of Study Abroad , Gary Rhodes, Ph.D. Professor and Chair of the Graduate Education Division, College of Education California State University at Dominguez Hills (CSUDH), United States Lisa Loberg, Ed.D. Associate Director of Exchange and Study Away Art Center College of Design in Southern California, United States ABSTRACT This chapter provides a retrospective examination of international education and how Study Abroad in particular has developed and changed over the past 30 years. Study Abroad has gone from having very little administrative or budgetary support to featuring prominently in college mission statements and admission brochures. A body of growing research now supports its beneficial outcomes and contributions to the college experience and beyond. Included in this chapter is a summary of its past, current and future challenges and suggestions of ways enhanced Study Abroad programming might look in the future, including greater connection to the Olympic Movement, University International Athletics, and the United Nations Sustainable Development Goals. Above all, the authors contend that Study Abroad should be enhanced, supported and celebrated, as it continues to be an important educational tool in fostering international peace and cross-cultural understanding. Keywords: Education Abroad, International Education, Study Abroad, U.S. Student Mobility, U.N. Sustainable Development Goals, UN SDGs, Olympic Movement, Olympism, University International Athletics |
| center for global education and experience: Veteran Educators, International Education, and Study Abroad , This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education. |
| center for global education and experience: The SAGE Encyclopedia of Intercultural Competence Janet M. Bennett, 2015-03-23 In 1980, SAGE published Geert Hofstede’s Culture’s Consequences. It opens with a quote from Blaise Pascal: There are truths on this side of the Pyrenees that are falsehoods on the other. The book became a classic—one of the most cited sources in the Social Science Citation Index—and subsequently appeared in a second edition in 2001. This new SAGE Encyclopedia of Intercultural Competence picks up on themes explored in that book. Cultural competence refers to the set of attitudes, practices, and policies that enables a person or agency to work well with people from differing cultural groups. Other related terms include cultural sensitivity, transcultural skills, diversity competence, and multicultural expertise. What defines a culture? What barriers might block successful communication between individuals or agencies of differing cultures? How can those barriers be understood and navigated to enhance intercultural communication and understanding? These questions and more are explained within the pages of this new reference work. Key Features: 300 to 350 entries organized in A-to-Z fashion in two volumes Signed entries that conclude with Cross-References and Suggestions for Further Readings Thematic Reader’s Guide in the front matter grouping related entries by broad topic areas Chronology that provides a historical perspective of the development of cultural competence as a discrete field of study Resources appendix and a comprehensive Index The SAGE Encyclopedia of Intercultural Competence is an authoritative and rigorous source on intercultural competence and related issues, making it a must-have reference for all academic libraries. |
| center for global education and experience: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1986 , 1988 |
| center for global education and experience: Landscape Model of Learning Jennifer D. Klein, Kapono Ciotti, 2022-06-14 Help students take the lead on reaching their own personal highest level of success by shifting from the current paradigm of education to create a more meaningful and inclusive learning ecosystem. This essential guide offers the landscape model and its three elements: understanding what students bring to the ecosystem, defining the horizon, and charting the pathway. Access practical strategies for drawing on students’ experiences and strengths to create a more meaningful and inclusive educational ecosystem. Educators committed to lifelong learning, diversity, equity, and inclusion will: Retire the inadequate goal of access and move education toward the higher and more urgent, equitable goal of helping every student reach their highest possible level of individual success Embrace the concept of inclusive prosperity, which goes beyond diversity to accepting and supporting all students—their experiences, gifts, and challenges—to build communities where all students belong Receive practical, research-based strategies for developing agency and engagement so that students become the protagonists of their journey through the learning ecosystem Design systems for student protagonism by implementing student-centered strategies for cognitive and cultural inclusion Obtain reproducible tools to deepen understanding and implementation of the material Learn how to successfully implement the model despite common hurdles and potential challenges, such as traditional academic contexts and economically disenfranchised schools Contents: Introduction Part 1: Understanding the Landscape Model Chapter 1: The Landscape Model’s Three Elements Chapter 2: Eight Guiding Principles Part 2: Implementing the Landscape Model Chapter 3: Element One: The Ecosystem Chapter 4: Element Two: The Horizon Chapter 5: Element Three: The Pathway Part 3: Leading the Landscape Model Chapter 6: Student Growth Assessment on the Landscape Chapter 7: Challenges of Implementation Chapter 8: Landscape Model Implementation for Long-Term Success Chapter 9: Opportunities for the Future Epilogue: Why This Work Matters Appendix References and Resources Index |
| center for global education and experience: Travel as a Political Act Rick Steves, 2018-02-06 Change the world one trip at a time. In this illuminating collection of stories and lessons from the road, acclaimed travel writer Rick Steves shares a powerful message that resonates now more than ever. With the world facing divisive and often frightening events, from Trump, Brexit, and Erdogan, to climate change, nativism, and populism, there's never been a more important time to travel. Rick believes the risks of travel are widely exaggerated, and that fear is for people who don't get out much. After years of living out of a suitcase, he still marvels at how different cultures find different truths to be self-evident. By sharing his experiences from Europe, Central America, Asia, and the Middle East, Rick shows how we can learn more about own country by viewing it from afar. With gripping stories from Rick's decades of exploration, this fully revised edition of Travel as a Political Act is an antidote to the current climate of xenophobia. When we travel thoughtfully, we bring back the most beautiful souvenir of all: a broader perspective on the world that we all call home. All royalties from the sale of Travel as a Political Act are donated to support the work of Bread for the World, a non-partisan organization working to end hunger at home and abroad. |
| center for global education and experience: The Wiley Handbook of Social Studies Research Meghan McGlinn Manfra, Cheryl Mason Bolick, 2017-03-13 The Wiley Handbook of Social Studies Research is a wide-ranging resource on the current state of social studies education. This timely work not only reflects on the many recent developments in the field, but also explores emerging trends. This is the first major reference work on social studies education and research in a decade An in-depth look at the current state of social studies education and emerging trends Three sections cover: foundations of social studies research, theoretical and methodological frameworks guiding social studies research, and current trends and research related to teaching and learning social studies A state-of-the-art guide for both graduate students and established researchers Guided by an advisory board of well-respected scholars in social studies education research |
Center vs. Centre – What’s the Difference? - Writing Explained
As a verb, center means to position something in the middle of a predetermined area, to find a middle, or to revolve around a main topic. Here are some examples, Center your drill bit by …
Illinois Center - Wikipedia
Illinois Center is a mixed-use urban development in downtown Chicago, Illinois, USA, lying east of Michigan Avenue. It is notable in that the streets running through it have three levels. …
City of Chicago :: Chicago Cultural Center
Drawn by its beauty and the fabulous free public events, hundreds of thousands of visitors come to the Chicago Cultural Center every year, making it one of the most visited attractions in …
111 East Wacker (One Illinois Center) - Chicago Architecture Center
One of Mies van der Rohe’s final designs rises above a former rail yard that many years earlier was the site of Fort Dearborn. Illinois Central Railroad tracks near the Chicago River. Photo …
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Center or Centre–Which Is Correct? Definition and Examples - Grammarly
Sep 30, 2022 · Depending on your answer, you may differ on which spellings you favor. Center and centre have the same meaning. Center is the correct spelling in American English, while …
‘Center’ or ‘Centre’: What’s the Difference? - Two Minute English
Mar 28, 2024 · In American English, you’ll often see ‘center’ as the preferred spelling, while in British English, ‘centre’ dominates. These preferences have deep-rooted linguistic origins, and …
The Chicago Center – Answering Yes for 100 years.
Ever since 1922, The Chicago Center has been relentlessly answering need in Jewish Chicago, and building Chicago’s infrastructure to take on any challenge, milestone or crisis. Medical …
Illinois Center (2025) - All You Need to Know BEFORE You ... - Tripadvisor
Jul 15, 2014 · Located on land once occupied by historic Fort Dearborn and later by Illinois Central's extensive railroad yards, Illinois Center is a mixed-used urban development in …
Is It Center or Centre? – Meaning and Difference in Spelling - GRAMMARIST
Center and centre are the same words, but the differences between the two lie in the American vs. English spelling preferences. Center is the preferred spelling in American English, and …
Center vs. Centre – What’s the Difference? - Writing Explained
As a verb, center means to position something in the middle of a predetermined area, to find a …
Illinois Center - Wikipedia
Illinois Center is a mixed-use urban development in downtown Chicago, Illinois, USA, lying east of Michigan …
City of Chicago :: Chicago Cultural Center
Drawn by its beauty and the fabulous free public events, hundreds of thousands of visitors come to the …
111 East Wacker (One Illinois Center) - Chicago Architectur…
One of Mies van der Rohe’s final designs rises above a former rail yard that many years earlier was the site …
Home Page | United Center
Forget your personal item at the United Center? Let us know. Events & Tickets. Upcoming Events
