Separate registration and fee required ($100 members; $150 non-members); seating will be limited, so register early.
Thursday, October 8, 2:00–5:00 p.m.
"From Doorstep to Planet"—Global is Everywhere
The dominant paradigm of global learning in higher education has privileged study abroad. Yet contemporary realities—global interdependence, international migrations, and the growing wealth-poverty divide—render categories such as "study-at-home" vs. "study abroad" increasingly obsolete. This workshop will engage various global learning domains—knowledge, challenges, systems, civic engagement, and identities—to re-imagine locations of and for learning that include nations and neighborhoods that are next door, across town, or anywhere in the US. Participants will consider models of domestic off-campus programs that successfully advance global learning goals and will explore how such programs can increase access and participation for today's changing cohort of students, broaden faculty participation, and build stronger campus constituencies for global learning.
Patty Lamson, Director of International Programs, Earlham College; Scott Manning, Dean of Global Programs, Susquehanna University; Sarah Pradt, Director of Programs, HECUA; Shuang Frances Wu, Assistant Professor of Higher Education, and Richard Slimbach, Professor of Global Studies—both of Azusa Pacific University; Neal Sobania, Professor of History, Pacific Lutheran University; and Eric Hartman, Assistant Professor in Leadership Studies, Kansas State University
Catalyzing Global Learning: Strategies and Tools for Institutional and Community Transformation
This workshop will engage participants in designing curriculum/assessment tools and developing partnership strategies that advance an intentional approach to global learning throughout the undergraduate experience. Participants will examine two comprehensive frameworks for global learning and practical lessons learned about each; develop strategies that build coalitions for change; explore how to ground global learning initiatives in the values of their institutions; and help faculties create ownership across cocurricular, academic, and administrative divisions. Participants will also use AAC&U's Global Learning Inventory Framework to examine the potential for growth in global learning on their own campuses and identify the structures necessary to support and catalyze integrative studies across classrooms and communities.
Dona Cady, Dean of Global Education, and Carina Self, Assistant Dean of Social Sciences and Service Learning—both of Middlesex Community College; and Blase Scarnati, Former Director of First Year and Global Learning, Northern Arizona University
Global Narratives: Reflective Practice as an Approach to Transformational Learning
Reflective practices and storytelling can reveal and clarify global learning as students make meaning from their experiences. How do we help students tell their stories, make connections across their experiences, and develop awareness of their capacities? These practices can lead to transformational knowledge of who they are in the world and a greater sense of purpose and sensitivity to global perspectives. Workshop facilitators will illustrate models of reflective practice. Participants will examine how these approaches help students learn, and will leave the workshop with action plan designs.
Rebecca Hovey, Dean for International Study, Jennifer Walters, Dean of Religious Life, and Stacie Hagenbaugh, Director, Lazarus Center for Career Development—all of Smith College
E-Portfolios: Designing Reflective Ownership of Global Learning
E-portfolios can promote reflection, integrative learning, and self-assessment—accommodating student learning across places and time. They can showcase curricular and co-curricular learning and community involvement, and can incorporate career development elements to advance students' preparation for life, work, and engagement in a global society. Participants will learn the benefits and challenges of different e-portfolio platforms, identify strategies to support faculty and student work with e-portfolios, and apply e-portfolio design to global learning goals.
Paloma Rodriguez, Coordinator of International Education, Professor of Humanities—Santa Fe College; and Susan B. Scott, Assistant Director for Institutional Effectiveness, and Coordinator for ePortfolios, Indiana University–Purdue University Indianapolis
The Three C's of Global Learning Assessment: Coherence, Consistency, and Continuous Improvement
Successful assessment plans are distinguished by three features: coherence, consistency, and continuous improvement. This workshop will examine a unified global learning assessment plan that incorporates diverse faculty and staff perspectives and addresses the dynamic needs of students. Participants will acquire practical tools to develop, lead, and refine global learning assessment across the curriculum, from general education and study abroad courses to cocurricular programs and capstones. Facilitators will help participants translate their learning into campus action plans.
Hilary Landorf, Director of Global Learning Initiatives, and Stephanie Doscher, Associate Director of Global Learning Initiatives—both of Florida International University; and Jennifer Robertson, Director, Study Abroad and Global Experiences, Valencia College