Pre-Conference Workshops: 2016 Global Learning and the College Curriculum

Separate registration and fee required ($125 members; $195 non-members); seating will be limited, so register early.

Thursday, October 6, 2:00–5:00 p.m.

Workshop 1
Enhancing Student Intercultural Communication, Civic, and Critical Thinking Skills
In recent decades, research on international education and civic engagement programming has enhanced understanding of key components of global learning. Yet much of the research has been isolated by institution, population, location, or methodology. For the past three years, a team of researchers has conducted a mixed methods assessment of global learning outcomes relating to domestic and international global learning efforts, most of which have included community engagement. Drawing on insights from this pioneering research as well as the broader literatures informing each area of practice, the workshop facilitators will clarify key components of community-engaged global learning that maximize the potential for enhancing student intercultural communication, civic, and critical thinking skills. This workshop will include an overview of the theory that informs current research, an introduction to teaching and facilitation tools resulting from lessons learned, and an opportunity for participants to apply those insights to course and program planning specific to their home institutions.
Cynthia Toms, Director of Global Education, Westmont College; and Eric Hartman, Executive Director, Center for Peace and Global Citizenship, Haverford College

Workshop 2
AAC&U Global Learning Rubric: Springboard to Innovative Thinking
This workshop will use the AAC&U Global Learning VALUE Rubric as a base from which to foster innovating thinking and develop course content within the curriculum. Participants will discuss ideas and concepts that have been established in practice and shown to have successful and measured results. For example, facilitators will examine their experiences using the VALUE Rubric for assignment development and assessment of issue-centered workshops, student papers based on research and reading, and as a means of assessing global learning as part of study abroad experiences. Participants are encouraged to bring an example of global learning—a successful outcome, course, or other aspect of a global learning course or program, or an idea to develop together with the group—to share and serve as a point of departure for developing their own creative ideas within the context of an interactive workshop.
Christie Sample Wilson, Associate Professor of History and Chair, History Department, St. Edwards University

Workshop 3
Inclusive Strategies for Shaping Global Learning Initiatives
Pockets of innovation for global learning abound throughout higher education, yet an intentionally designed overarching vision and strategic plan could help ensure that all students draw from diverse disciplinary perspectives to solve problems that exist both at home and abroad. The workshop facilitators will share insights into inclusive strategies and approaches, and participants will examine strategic planning for global learning that considers the intersections of diversity and inclusion, essential learning outcomes with international understanding, and competencies that best prepare all students for life, work, and community engagement in our global society.
Elaine Meyer-Lee, Associate Vice President for Global Learning and Leadership Development, Agnes Scott College; and Frank Tuitt, Senior Advisor to the Chancellor and Provost on Diversity and Inclusion and Associate Professor of Higher Education, University of Denver

Workshop 4
Strategies to Integrate Sustainability and Global Learning
This workshop will explore how global learning goals can be combined with curricular change to support sustainability and resilience commitments. The workshop facilitators will examine curricular change as a multistep, ongoing, and cyclical process that includes evaluating existing programs and then fostering faculty willingness to design new course materials, implement new pedagogical methods, and develop appropriate assessment tools. Participants will learn about strategies from across the United States that (1) prepare students to apply critical and systems thinking principles in their academic and professional fields; (2) train a generation of leaders who can help address major challenges in our society; and (3) contribute to the broad field of inquiry. Real-world problem-based teaching and research examples from the humanities, social sciences, natural sciences, business, and agriculture will illustrate curriculum transformation strategies. This workshop will be participatory and attendees will leave with allies, resources, and clear strategies for next steps.
Peggy F. Barlett, Goodrich C. White Professor of Anthropology, Emory University; and Odemari Mbuya, Professor of Agricultural Sciences and Faculty Director, Sustainability Institute, Florida A&M University