2021 Global Learning Conference
Wednesday, October 6, 2:00–4:00 p.m. ET
Separate registration and fee required (**$75 students; $95 members; $155 non-members); registration is limited, so register early.
**The student rate is reserved for full-time students. You may be asked for confirmation of your student status.
While we strive to ensure that all our students can develop intercultural skills and global perspectives, it can be hard to reach all students with traditional global engagement programming. Incorporating Collaborative Online International Learning (COIL) into courses across an institution allows students to have meaningful interactions with peers around the world as part of their coursework. The SUNY Office of Global Affairs and its COIL Center have been supporting collaborative, project-based virtual global engagement for more than fifteen years. This interactive workshop will begin with an overview of COIL and its benefits for students, professors, and institutions. Participants will then have the option of either discussing strategies for developing and growing COIL or taking a deeper look at the process of developing a COIL collaboration as part of a course.
Mary Lou Forward, Executive Director of the SUNY COIL Center, and Sally Crimmins Villela, Associate Vice Chancellor for Global Affairs—the State University of New York (SUNY)
As institutions seek to make global learning more equitable and relevant for all students, there has been greater coordination and cooperation between institutional initiatives for global learning and for diversity, equity, and inclusion. This workshop will provide participants with an opportunity to explore the possibilities for collaboration, coalition-building, and developing opportunities for students to look at global learning from a lens that includes a DEI framing.
Eduardo Contreras Jr., Assistant Provost for International Education, Diversity, and Inclusion—University of Portland
As higher education is being reimagined, global learning educators are reexamining the framing of global learning and international education. This workshop will provide participants with time and space to explore how the JEDI (Justice, Equity, Diversity, and Inclusion) framework can be used to guide this reimagination. Through discussions and activities, participants will have opportunities to develop deepened approaches to cultural and racial equity in global learning from an institutional, program, and/or course perspective.
Keshia Abraham, Founder and President—The Abraham Consulting Agency
To be prepared for life, work, and citizenship, all students need experience engaging with individuals from backgrounds that differ from their own, and these experiences should be linked to learning outcomes. Student learning outcomes related to diversity, equity, and inclusion transcend disciplines and departments, and they should be integrated into global learning experiences. Using the Global Learning, Intercultural Knowledge and Competence, and Civic Engagement VALUE Rubrics, participants will explore DEI‐focused learning outcomes for experiences in global contexts as well as activities for integrating them into courses, programs, or experiences on or off campus.
Kate Drezek McConnell, Vice President for Curricular and Pedagogical Innovation and Executive Director of VALUE—AAC&U
How do we live our values and build ethical, reciprocal partners in place-based global learning? How can university-community partnership build frameworks for authentic and inclusive assessment? And what does “impact” mean, anyway? By leveraging democratically-engaged assessment, scholar-practitioner-educators can critically reflect on their assessment in ways that create more space for community voice and other ways of knowing. In this session, participants will learn about democratically-engaged assessment, read and share vignettes of global learning assessment and evaluation, and work hand-on with planning tools to create a roadmap for democratically-engaged assessment in their own global partnerships and programs.
Sarah Stanlick, Assistant Professor, Department of Integrated and Global Studies, Global School—Worcester Polytechnic Institute
Too often, community-based global learning experiences model practices that reinforce stereotypes, ignore ethical tensions, and leave inequities unexamined—with consequences for learners, educators, and above all, marginalized host communities. The practice of “questioning our good intentions” can challenges us to ask, when is community-based global learning miseducative? This workshop will highlight several promising experimental efforts to build capacity to facilitate and assess global community-based learning experiences that are grounded in an educational ethos that engages equity for students with that of host communities. Participants will have a hands-on opportunity to apply these tools to their own practice as well as to engage in dialogue with peers.
Mary F. Price, Director of Faculty Development, Indiana University Purdue University Indianapolis (IUPUI) Center for Service and Learning, Stephanie Leslie, Director of Study Abroad, IUPUI Office of International Affairs, and Hilary Kahn, Associate Vice Chancellor for International Affairs—all of IUPUI