Pre-conference Workshops

Thursday, October 3, 2:00–5:00 p.m.

Separate registration and fee required ($100 members; $150 non-members); seating will be limited, so register early.

Workshop 1: Educating for Global Awareness and Sensibilities:  Frameworks, Components, Syntheses
How are global literacies and ethics defined and developed in general education and the majors?  What kinds of learning do students need to responsibly and effectively connect their global knowledge with concrete actions for the common good?  What are we learning about how to encourage global understanding?  Participants will explore what global education is in general: the frameworks, components, syntheses and the kinds of thinking and acting that comprise global learning.  They will learn about models and habits that can be used to engage students and faculty in systems thinking – understanding how actions taken locally connect to larger regions and populations and vice versa.  Participants will be asked to bring their own global learning syllabi, projects, questions, and challenges to focus the discussion.  They will have the opportunity to work on refining and developing specific objectives, plans, and pedagogies that fit in their own contexts – in a course, or campus-wide efforts.  
Indira Nair, Professor and Vice Provost Emeritus, Carnegie Mellon University

Workshop 2: Global Learning and Ethics
What are the ethical dilemmas that students, faculty, and graduates face in a multicultural college and workplace?  What is the meaning of global citizenship and the scope of global responsibility? Participants will consider some of the concrete forms that these ethical questions take for students, faculty, and administrators who are committed to weaving global learning throughout their courses and programs.  Participants will be asked to share their primary interests and grouped accordingly to discuss issues of central concern to their work in the liberal arts and sciences.  Examples of such issues might include cultures and languages across the curriculum, strategies for combining online and face-to-face education across permeable boundaries, faculty career and academic advising, and study abroad civic engagement. 
Stephen L. Esquith, Professor of Philosophy and Dean of the Residential College in the Arts and Humanities, Michigan State University

Workshop 3: Situated Solutions: Global Learning through Interdisciplinary Problem-Solving in Specific Contexts
In their lives and careers, students will grapple with complex global challenges, including energy, water, public health, education, climate, and conflict. Solutions to these challenges will be highly interdisciplinary and context-driven, and they will play out differently depending on where they are situated. Participants will consider how their students might tackle global problems situated in highly local contexts – whether down the street or around the globe—and work to design interdisciplinary, inquiry-driven learning experiences for their campuses. Examples from Worcester Polytechnic Institute will illustrate how these experiences can promote transferrable learning outcomes such as research skills, critical thinking, collaborative problem-solving, and communication while increasing student engagement.
Richard Francis Vaz, Dean, Interdisciplinary and Global Studies; and Kristin K. Wobbe, Associate Dean of Undergraduate Studies and Associate Professor, Chemistry and Biochemistry—both of Worcester Polytechnic Institute

SOLD OUT-- Workshop 4: Assessing Global Learning:  A National Rubric and Practical Application 
With global learning taking on increasingly central positions within colleges and universities, participants in AAC&U’s Shared Futures initiative have created a rubric—intended to stand alongside the other rubrics developed as part of AAC&U’s VALUE (Valid Assessment of Learning in Undergraduate Education) initiative—that campuses can use as a direct assessment measure of student learning in this area.  This workshop offers participants the opportunity to learn about the rubric’s design and purpose and walk through its framework, dimensions, and definitions.  Participants will engage in hands-on exercises using the rubric to evaluate samples of student work, approaching this process from the perspectives of both faculty and assessment professionals.  Finally, participants will be encouraged to explore potential uses of this global learning assessment tool in relation to initiatives and projects at their home campuses.
David A. Blair, Director, Institutional Assessment, St. Edwards University; andSarah Fatherly, Associate Provost and Dean of University Programs, Queens University of Charlotte