2013 Global Learning in College: Conference Highlights
Thursday, October 3
Haifa Jamal Al-Lail, President, Effat University; and Victor Kazanjian, Dean of Intercultural Education and Religious and Spiritual Life, Wellesley College
Moderator: Elizabeth Minnich, Senior Scholar, AAC&U
What connects liberal education, citizenship, and responsibility in an interdependent world? What knowledge, skills, arts, and dispositions do students need in order to navigate and succeed in a global society? And how do we define, reflect upon, and evaluate the learning pathways necessary for all students to achieve these goals? Panelists will explore some of the assumptions made in creating opportunities for students to analyze real-world challenges from multiple perspectives and to wrestle with the ethical implications of differential power, privilege, and perspective. They will also consider how students can share and apply their knowledge and skills as they address critical issues within their local, regional, and global communities.
Friday, October 4
Harvey Charles, Vice Provost for International Initiatives and Director of the Center of International Education, Northern Arizona University
It is easier to articulate the importance of global learning for the future of all college and university students than it is to envision, build, and sustain the infrastructures needed to make such learning a central mode of global engagement. What important structures need to exist on campus for comprehensive internationalization? What conditions are required for sustaining robust global engagement—and how are they created and nurtured? How do institutions connect their related, but distinct, efforts aimed at comprehensive internationalization and global learning?
Thanks to the generous support of The Henry Luce Foundation, AAC&U's Shared Futures initiative invites you to join with colleagues to continue conversations exploring how to weave global learning throughout the undergraduate curriculum and co-curriculum. Discussion topics will be drawn from conference sessions and Twitter comments.
Haifa Jamal Al-Lail, President, Effat University; Salah Khalil, Founding Director, Macat International Limited; Victor Kazanjian, Dean of Intercultural Education and Religious and Spiritual Life, Wellesley College; Elizabeth Minnich, Senior Scholar, AAC&U;Indira Nair, Professor and Vice Provost Emeritus, Carnegie Mellon University; Roger Nozaki, Associate Dean of the College for Community and Global Engagement and Director of the Howard R. Swearer Center for Public Service, Brown University; and Eve W. Stoddard, Dana Professor of Global Studies, St. Lawrence University
As population growth, migration, technology, and trade continue to advance global interdependence, how is higher education preparing students to enhance the well-being of those still living on the margins while also addressing the “unintended consequences” of past, present, and future solutions to serving the common good? Is there such a thing as a “global commons” and, if so, how is it understood and defined in ways that resonate with and promote a collaborative and effective global response to urgent societal challenges? Join leading thinkers to more deeply examine the meanings of a “global commons” and the implications of these interpretations for teaching and learning. A cash bar and refreshments will contribute to the informal setting.
Saturday, October 5
Daniel Terris, Director, International Center for Ethics, Justice, and Public Life, Brandeis University
Technology and globalization have not only sped up the dissemination of knowledge, but they have also revolutionized the way that knowledge is created. Students now expect to be partners in decisions that affect them and the communities in which they live and work. Research and scholarship also have been significantly deepened and expanded by open communication with colleagues from around the world. Colleges and universities are only beginning to harness the power of collaboration—locally and globally—for purposes of scholarship and for teaching undergraduate and graduate students. Natural partners include not only higher education institutions, but also professional associations, governments, NGOs, corporations, community organizations, and the students who best represent the ideals and understandings of the present and future. How might global knowledge networks deepen the inclusive nature of discovery and address the broader social impact of new knowledge?