Conference focuses on integrating global learning within the curriculum | Inside Higher Ed

I recently had the opportunity to attend the American Association of Colleges and Universities meeting on Global Learning in Providence, RI. The conversation was extremely engaging and frustrating at the same time. Engaging because I love learning about new models of experiential learning at different campuses. But frustrating because I came away with two questions/realizations:

1. How are faculty and universities defining Global Learning within their own contexts?
2. Global learning needs to be intentional across disciplines, departments, units, and structures.

 

Defining Global Learning

Global Learning is not a synonym for "study abroad" or "internationalization."  Global learning can happen without ever stepping foot off a home campus, though I would argue global learning is greatly enhanced with students and faculty leave the confines of campus.

The AAC&U defines a variety of learning outcomes as a starting point for Valid Assessment of Learning in Undergraduate Education. Outcomes are generally defined as a means to articulate the fundamental criteria for the learning outcome:

Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people's lives and the earth's sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world's most pressing and enduring issues collaboratively and equitably.

This generalized definition may not apply to any one campus. Faculty and administrators must collectively define what global learning means for their own institution, before it can establish a an integration plan across the university.

 

Intentionality of Global Learning

At my own institution, and I suspect at others, there are pockets of programs, classes, and co-curricular activities that incorporate global learning principles, but no where do I see an integration of those activities. There may be a class that can demonstrate student development along the Global Learning VALUE rubric through readings, discussion and written reports. But are students then translating the academic learning into applied learning through study abroad, internships, service learning, or communicated engaged projects?

Are faculty encouraging students to seek out experiences on and off campus to reinforce the classroom learning? Does the university have administrative policies that not only encourage students to engage in co-curricular learning, but provides access to all students regardless of financial need, first generation status, or academic abilities?

If students are not engaging in subsequent opportunities to reinforce the academic learning, we may be inadvertently stunting the potential for growth in global learning and other identified learning outcomes.

 

Centralized Co-curricular Learning

Over the last four years, my institution has developed a central unit dedicated to the facilitation and integration of co-curricular learning. The collaboration of academic units such as study abroad and academically based internships, and traditionally student affairs programs such as career services and service learning, has opened up the door for structured holistic advising designed to engage students in a progression of experiences over the four year curriculum.

The next step for our university is to continue developing the partnership with the wider faculty and curriculum integration of out-of-the-classroom learning. The foundation of this outreach is being put in place through a realignment of faculty governance committees, enhanced value attached to co-curricular learning through proposed adjustment to faculty hiring and promotions incentives, and development of partnerships with academic departments and specific faculty to encourage their engagement in applied learning models in and outside the classroom.

Each institution will have it's own way forward in developing an integrated global learning program. At the foundation, there must be a willingness to collaborate across academic and non-academic units to define what global learning will look like for their own students and a plan for intentionally integrating the global learning goals in and out of the classroom.

Conference focuses on integrating global learning within the curriculum | Inside Higher Ed

Tips for a Compelling Study Abroad Scholarship Application

Study abroad is expensive, and many students don’t consider a semester abroad is

an option because of the added cost. With the cost of higher education increasing

beyond the rate of inflation, study abroad often finds itself in the category of an

extra or add-on. Yet, to be a competitive candidate in the global economy, you can’t

afford NOT to study abroad. Employers are looking for 21st century graduates with

global awareness, ability to communicate across cultures and understanding of

complex problems. Many of these traits are associated with students who have

invested in a semester abroad, often with the help of scholarships. 

 

Study abroad scholarships come in many forms: for those with high financial need,

merit, length of time abroad, fields of study, locations, ethnic backgrounds, and

more. All it will take is a little research and effort on your part to craft the perfect

personal statement. The tips below are not exhaustive, but are a good starting point

in making a compelling case for your candidacy.

 

1. Answer the prompt: Why do you want to study abroad? How does a semester abroad connect to your academic major, long term goals, professional plan? What challenges could impact your ability to study abroad? Questions like these are often asked of applicants and if you don’t answer the question, your application will be taken out of consideration.
2. Connect the dots: Most competitive scholarships will want to know how the semester abroad connects to your major, course of study, personal interest, long term goals, or professional plans. A semester in Spain may have always appealed to you, but you need to be able to explain why in coherent and concise language. Once you explain the why, you’ll need to show the how. How does a semester at the program or school of your choice help you achieve your stated goals? It’s important to be specific so you can express to the review committee that you’ve done your research and you can show that the time abroad will be well spent.
3. Tell your story: Competitive scholarships receive thousands of applications during each cycle. In order to make yourself stand out, you need to make your voice heard. What is unique about you? How can you stand out from the crowded field of equally qualified applicants? Of course you only need to express what you are comfortable sharing, but review committees often remember the stories of students that have overcome adversity, have interesting backstories, and can put their stories into a compelling voice.
4. Attention to detail: You may be writing multiple scholarship applications, but it is extremely important to make sure you submit the right application to the correct scholarship. Students who accidentally submit the wrong application will not be looked upon favorably by the review committee. Avoid the pitfall of trying to save time by copying and pasting large sections of a personal statement into more than one application. You will miss something and the review committee will notice.

Your office of study abroad is a great resource in helping research awards and reviewing application drafts. When working on your personal statement, ask your faculty advisers and campus writing center for help. Writing scholarship applications

can be intimidating and seem like a lot of work. But with a little effort, you could find yourself with additional financial support that could be the difference between studying abroad or staying home. 

 

Additional Resources: Use these websites to start your research

www.studyabroad.com

www.iiepassport.org

www.goabroad.com

Scholarships with Specific Eligibility Criteria:

• Benjamin A. Gilman Award: For US undergraduate recipients of Pell Grants.
• Boren Scholarship: For US undergraduates to study in world regions critical to U.S.
• interests.
• Critical Language Scholarship: Fully funded summer language institutes for U.S. university students sponsored by the U.S. Department of State.
• DAAD Study Scholarship in Germany: To pursue studies in Germany

Study Abroad, 15 years later

Riding on the train, I literally could not sit still. I was about to see the family that took me in as a college student when I studied abroad in Japan 15 years ago, and my hands were shaking. 

I’ve always felt lucky that my host family and I had maintained a connection over the years, even if the communications came sparingly, and was usually initiated by me. I would send nengajou cards every New Year’s for a while, my host sister and I were friends on Facebook, and I contacted them during the Tsunami and nuclear crisis in March of 2011, even though I knew they were not near the disaster and fallout. I just wanted them to know I was thinking about them and the country I considered my home away from home. 

But I always had a nagging feeling that they were only humoring this homesick-for-Japan-American. Now that I’m a professional in international education, and prepare college students for their own study abroad and potential home stay, I often reflect on my time living with the Suzukis. Did I follow the advice I give my own students? Was I a respectful and dutiful home stay student? In my own eyes, I often come up short when compared to the standards I set for my own students. Each time I send messages to my host father, I always worry he would role his eyes and tell host mother that “the crazy American girl is writing to us again."

As I sat on the train headed to the station where my host father said he would meet me, my emotions where a mix of excitement and nervousness.  I realized it had been fifteen years since my host mother gave me the biggest bear hug in history when arriving at my host school.  Would I recognize them? Would they recognize me, now that I’m in my mid-thirties, married with two children (and a much shorter haircut!)? 

I purposefully arrived a few minutes early, and anxiously watched the passersby for a familiar face.  And then, I saw him.  Standing by the turnstiles, “otoosan” (father, in Japanese), looking at me with a quizzical look, trying to figure out if I was the young woman he met for the first time at his kitchen table, and welcomed into his home.  

“Otoosan!” I exclaimed, and felt tears leap to my eyes! I ran over to this man who faithfully made me breakfast every morning before work (fried egg, salad, and sausage, with orange juice), and gave him as big of a hug as an elderly Japanese man could stand. 

Okaasan (Japanese for mother), soon followed behind him, and both of us had to struggle to contain our emotion. Our reunion in the subway station was one of the happiest moments I could have dreamed of.  I couldn’t stop smiling, and both my host parents marveled over how long ago I arrived, and how little that time seemed to matter. We spent the afternoon enjoying “shabushabu” and enjoying the magic skills of their two beautiful grandchildren! 

The reunion was going better than I had hoped, but all the while, I still worried.  I wanted to let them know how much I appreciated them opening their home to me, and that I loved them dearly.  I told them I was probably a very bad student, but I wanted to thank them from the bottom of my heart and let them know I appreciated everything they did for me, and they were a very important part of my life (and thankfully my Japanese was still good enough to express these thoughts). 

My host mother responded with: “Mandy, we have 3 daughters. Our two children, and you.”

My heart just about exploded with joy. All of my fears evaporated, and I knew that it wasn’t just me who thought our time together was special. 

When it was time to go, Otoosan gave me the traditional farewell when you leave home:

“Itteraishai” (Come back soon)

“Ittekimasu” (I will come back), I responded, as tears threatened to fall.

Although I only spent 10 months in Nagoya, Japan, and I now have a family and career in the U.S., the Suzukis will forever be my family, and I will forever be theirs. I just hope I have the privilege of seeing them again soon. If I’m lucky, they can come to my home, I will host them.