History and conceptual frameworks for internationalization of higher educationPatrick Arsenault, RCIC 🍁
This slideshow was used in a class presentation at the University of Missouri in winter 2016 by Patrick Arsenault as a requirement for his M.Ed. Educational Leadership and Policy Analysis.
History and conceptual frameworks for internationalization of higher educationPatrick Arsenault, RCIC 🍁
This slideshow was used in a class presentation at the University of Missouri in winter 2016 by Patrick Arsenault as a requirement for his M.Ed. Educational Leadership and Policy Analysis.
БЕЗ КОРДОНІВ: РОЗВИТОК ТА ПІДТРИМКА ІНКЛЮЗИВНОЇ ОСВІТНЬОЇ СПІЛЬНОТИ
SUSTAINING AND SUPPORTING INCLUSIVE EDUCATION LEARNING COMMUNITY IN UKRAINE
Прикарпатський університет, Івано-Франківський коледж
Цей цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Точка зору, відображена у даній презентації може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
Autonomous Leadership-pafos-2012-eu-pdede
http://www.eadtu.eu/activities/conference2012.html
EADTU 25th ANNIVERSARY CONFERENCE 2012
’The role of open and flexible education in European higher education systems for 2020: new models, new markets, new media’’
The Open University of Cyprus will be hosting EADTU's Annual Conference in Paphos, on 27-28 th September 2012, under the EU Presidency of Cyprus.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Global Citizenship: A One-World Curriculum for Intercultural Competence (L. F...Linda Fajardo
An Intercultural Competencies Course Curriculum for Nurturing Global Citizenship in K-12. A look at the needs for movement from tolerance of social diversity to acceptance through ethnorelativism. For more information please write to iConnectCommunity@gmail.com.
Summer programs offering ‘out of the box’ opportunities to expand educational insight and develop leadership soft skills, depending on participants’ educational level, are offered again this summer, at a top Mediterranean island.
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” TICLS creates programs for people who are willing to turn their dreams into goals, through innovative non-formal education.
БЕЗ КОРДОНІВ: РОЗВИТОК ТА ПІДТРИМКА ІНКЛЮЗИВНОЇ ОСВІТНЬОЇ СПІЛЬНОТИ
SUSTAINING AND SUPPORTING INCLUSIVE EDUCATION LEARNING COMMUNITY IN UKRAINE
Прикарпатський університет, Івано-Франківський коледж
Цей цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Точка зору, відображена у даній презентації може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
Autonomous Leadership-pafos-2012-eu-pdede
http://www.eadtu.eu/activities/conference2012.html
EADTU 25th ANNIVERSARY CONFERENCE 2012
’The role of open and flexible education in European higher education systems for 2020: new models, new markets, new media’’
The Open University of Cyprus will be hosting EADTU's Annual Conference in Paphos, on 27-28 th September 2012, under the EU Presidency of Cyprus.
CIEE and Johnson and Wales University have collaborated for the past two years to develop a freshman study abroad program called "Expanding the Freshman Experience." This session will focus on how they created best practices related to transitioning from the more traditional faculty-led program to a collaborative, non-faculty-led program that serves an underrepresented population. Attendees will learn how to design a program that meets the unique needs of freshman students and encourage them to safely leave their comfort zone. Special consideration during this session is given to the developmental phase of emerging adulthood in the design of program components, overall tone, and expectations.
Global Citizenship: A One-World Curriculum for Intercultural Competence (L. F...Linda Fajardo
An Intercultural Competencies Course Curriculum for Nurturing Global Citizenship in K-12. A look at the needs for movement from tolerance of social diversity to acceptance through ethnorelativism. For more information please write to iConnectCommunity@gmail.com.
Summer programs offering ‘out of the box’ opportunities to expand educational insight and develop leadership soft skills, depending on participants’ educational level, are offered again this summer, at a top Mediterranean island.
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” TICLS creates programs for people who are willing to turn their dreams into goals, through innovative non-formal education.
RAT & Blended Learning - Blended Learning is NOT about the combination of media or technologies. The mixture of digital and analogue media won't necessarily improve learning. Neither will the combination of Wi-Fi, phones and apps substantially shift our teaching.
We need to shift our gaze from "shiny gadgets" and focus on how we can thoughtfully integrate our learning and teaching activities, whether they be in the classroom or online or both.
The RAT continuum is a useful way to start thinking about the blend. RAT is a framework to describe how ed tech is used. We either replace, amplify or transform our teaching and learning with tech. Often our tech use is focused our replacement. E-books instead of a textbook. An online quiz instead of a test. A video instead of a lecture. The delivery vehicle is different, but the form remains the same. Replacement tech might have novelty value, but it won’t change practices in a typical normal room.
To blend in a way that takes advantage of the affordances of tech, then we should be re-thinking how we want to use technology in the blended learning classroom. RAT is a good place to begin re-conceptualizing our un-examined assumptions about technology can be useful.
We are at a crucial time where everyone from senior level marketing directors to fresh out of college interns need to become better storytellers. Why is it you ask? Well, as we move into 2016, it’s harder now than ever to successfully communicate your brand story. Content marketing is no longer a trend, it’s the way brands speak to their audience. With attention deficit on the rise, everyone is out to duel each other in order to win over their audience.
TINT and Visually are joining forces to teach you all the powerful strategies to survive today's brutal market.
Here is what we will cover in this webinar:
-The origins of storytelling and what we can learn from Shakespeare
-How to tell stories that evoke emotion and motivate action
-How to make your visual content get noticed by even those with the smallest attentions spans
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
Change in Japanese Tertiary Education: Implementing Content and Language Inte...Ted O'Neill
Abstract: Higher education in Japan is going through a period of profound change. As universities attempt to respond to the needs of students and society, some are looking abroad for new approaches. One example is a recent surge in interest in Content and Language Integrated Learning (CLIL) in tertiary education. This is closely related to government initiatives for globalisation in education, competition amongst universities for both local and international students, and growth of English Medium of Instruction (EMI) at the undergraduate level. These pressures will also be familiar to university educators around Asia and elsewhere. CLIL offers an approach to preparing students to study specific academic content while also improving language skills. However, much of the early work in developing CLIL took place in European primary and secondary education, so how does CLIL fit in this new environment? The understanding and application of this approach necessarily changes as it travels to other contexts, but its implementation promises deep effects on the identities of learners and institutions.
Evaluating the GeoCapabilities approach to teaching about migrationKarl Donert
A presentation from Martin Hanus and David Mitchell given at the IGU-CGE 2021 Conference from the GeoCapabilities 3 project which looks at academic geography and the importance of teachers connecting with disciplinary knowledge and teaching about challenging geography topics in schools, framed by a social justice context. This presentation evaluates the approach and the outcomes with associate teachers working on the project.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Situating our practice within a global
context: Integrating global learning
outcomes into the curriculum
Two-Year College English Association of the Northeast 47th
Annual Conference
October 2012 Syracuse, NY
Cynthia S. Wiseman, BMCC, CUNY
2. BMCC’s path to global citizenship
President Anthony Perez, Leadership: Forward-looking administration
• Salzburg Seminar: (2004-2009)
• Student World Assembly Club: Global issues & "global citizenship”
– Model UN
• Global Studies Committee & International Education Initiative (IEI)
– Preliminary plan for internationalization of college
– Global Pedagogy Handbook (2007)
• BMCC Teaching Learning Center & Faculty Development Day:
presentations and dialogue re globalization
• “Globalization Day,” (2010): college-wide event to promote global
awareness through group discussions involving faculty and students, film
screenings, slide presentations, and a keynote speaker.
• Globalization Task Force (2011)
• Steering Committee on Global Studies Center (2011-2012) – approval by
Collaborative Council, comprised of President’s Cabinet including Deans
and VPs as well as faculty and staff
3. Salzburg Global Seminar
• One-week International Study Program (ISP)
under the auspices of the Salzburg Institute: A
leading forum for global dialogue.
• Funded through the President’s Office
• Since 2004, 71 students and 51 faculty and
administrators
4. Internationalization of Curricula
• International Education Initiative (IEI): a global
perspective to the classes
• College-wide Global Pedagogy Handbook (2007)
– A global awareness to contribute to personal and
educational growth.
– Best instructional practices adopted by BMCC faculty
to bring global insights to the academic curricula.
– Course descriptions, assignments, lessons and
projects in 31 courses spanning 11 academic
departments and the Center for Ethnic Studies and
career programs like Nursing, Business; Science and
Teacher Education
5. Globally Competent Learner
ACIIE Conference (1996)
• Empowered by experience of global education to help make a
difference in society
• Committed to global lifelong learning
• Aware of diversity commonalities and interdependence of the
world
• Recognizes the geopolitical and economic interdependence of our
world
• Appreciates impact of other cultures on American life
• Accepts the importance of all peoples
• Capable of working in diverse teams
• Understands the non-universality of culture, religion and values
• Accepts responsibility for global citizenship
6. Template for Global Pedagogy
Handbook
BOROUGH OF MANHATTAN COMMUNITY COLLEGE
City University of New York
Department of ______________
Best Practices for Teaching with a Global Perspective
COURSE INFORMATION: Course Code: Name of Course/Professor
DESCRIPTION OF COURSE
STUDENT LEARNING OUTCOMES:
DESCRIPTION OF UNITS, LESSONS, PROJECTS, AND/OR ASSIGNMENTS:
ASSESSMENT:
RESOURCES:
Book:
Magazines and Journals:
Websites:
7. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
FNB300
Investment
• Read and properly interpret global
economic data, graphs, geopolitical and
socio-cultural issues relevant to making
investment decisions
• Read and properly interpret financial data
and ratios of firms and industries of
diverse economies relevant to making
investment decisions
• Perform intermediate mathematical and
statistical calculations used in financial
decision-making and investing
• Compare risk and return in a broader
globally diversified portfolio context
when choosing alternative investment
instruments
• Use the computer S/W packages to
perform the above procedures for
valuation and analysis purposes
• Think logically and globally about
investment problems
• Globally diversified portfolio
• Research global
economic and
financial issues
• global perspectives
on financial decision-
making.
• Self-assessment
Global
Understanding
Assessment
Survey
8.
9. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
Marketing
100
• To reflect on the impact of
culture on marketing
• To link their prior study of
consumer behavior to an
understanding of how to
communicate with audiences
in international markets
• To understand the
differences between a global
marketing strategy and a
multi-domestic strategy in
reaching international
markets
• Class discussion on serving
global markets
Assessment
10. Global Pedagogy Handbook
Course Learning Outcomes Assessments Instruments
ESL095
Intensive Wr:
Weekly blog
on
international
events
• To develop an interest in
reading about
international/national current
events
• To develop technological
awareness (internet literacy)
• To develop an awareness of
global issues
• To develop an understanding
of the dynamics of
interactivity between
government, business, and
education
• To read on a regular basis
newspapers and magazines
covering international issues
Self-Report:
beginning, mid-
term, end
Survey
11.
12. Learning Outcomes/Assessments
• to get a solid sense of modern literature – its historical scope,
its cultural influences, its global reaches.
• to become more familiar with the range of electronic
resources linked to world literature—whether full texts,
critical writing, or supplemental material that expands
context
To assess how well students have grasped the material about early
stages of colonialism, about its links to cultural production, how
much they are sparked into taking some “ownership” of these
ideas, and feeling comfortable pursing these matters
independently—and hopefully long after the course ends—I can
consider four areas. One—how well do the students actually link
their understanding of the commodities exploited and traded in this
period to the next section, on Rape of the Lock and Gulliver's
Travels? I expect them to be able to see more clearly the actual
“things” involved in these texts, and how important they have
become in influencing economic and cultural changes. This is, of
course, a tall order, but there are some glimmerings showing
through in classroom discussions. Secondly—I can assume that
students now have a stronger capability of actually mapping world
cultures. I can expect them to create a visual/on-line project that
brings together images from this period, websites with interesting
discussions of colonialism, of other travel narratives, of the role of
the slave trade in British wealth (hence the wealth of the Bennet
family in Pride and Prejudice—all in all, a kind of electronic
annotated bibliography that extends this lesson in their own terms.
Thirdly—and this is related to the previous assessment—I can
expect students from the Caribbean, for example, to further
explore their backgrounds through the lens of this new information.
A student might retell a story she heard from her family in Guyana
that is tied to the history of colonialism. Such explorations can take
place in Blackboard's discussion board or in classroom
presentations. Fourthly—I can consider writing assignments,
whether in short reading papers (2-3 pgs, low-stakes writing) or
more formal essays, that aim to combine some aspects of this
project with their reading of the literature that follows.
13. Globalization Task Force Report (2011)
• College objective: to infuse curriculum with an
international dimension to ensure that BMCC’s
graduates will possess the global perspectives
essential for succeeding in the 21st century.
• Coordinated, comprehensive effort to globalize
the campus in 4 essential areas:
– Academic Excellence in Global Education
– Fostering Global Citizenship
– Improving Organizational Effectiveness
– Promoting Alliances with the Business Community
14. Recommendations
• Creation of a uniform, centralized system to ensure lasting
instructional support for international education in the form of
mentoring and encourage greater faculty participation.
• Infuse courses with core competencies aligned with similar courses
at senior colleges and in compliance with the recommendations of
the American Council on Education.
• A curriculum development model : The Quality Assurance Model
(University of Maryland): Quality assurance protocol: standards for
training & course development aligned with college benchmarks
• Peer review to certify the quality of course content & provide
feedback
• Encourage the use of emerging technologies towards the creation
of additional online courses and attract greater student interest in
global studies.
15. Goals
• Curriculum (Dean for Academic Programs and
Instruction)
• Professional development (Dean for Academic
Support Services and Faculty Development)
• Study abroad/student exchange (Department of
Student Life)
• International student advisement (Admissions)
• Office of Continuing Education and Workforce
Development: study abroad opportunities
through non-credit programs.
16. Proposed initiatives
• Creation of a Center for Global Education and
Citizenship: centralized system to facilitate
information sharing, strategic planning and follow-
through on good ideas
• Address increased interest in study abroad and global
curriculum reform central office responsible for
coordinating all of these activities
• Establish a visible and central place to coordinate
international initiatives at BMCC
• Centrally managed leadership that asserts the role of
international initiatives at BMCC
17. Global Studies Steering Committee
• Globalization: 1 of 4 pillars in BMCCs Strategic
Plan
• Committee of faculty, staff, and
administrator/guide
• Proposal focusing on implement of past
recommendations
• Collaborative Council approval & allocation of
funding
18. Standing Advisory Committee on
Globalization
Standing Advisory Committee on Globalization
• provide oversight and carry out recommendations
• Implementation of specific projects under the college’s
five-year strategic plan.
• Report directly to the Provost
• Representatives from offices involved in the delivery of
direct services
• Representation from the college’s Globalization
Subcommittee.
• Faculty
19. Develop Global Intensive Courses
• Develop “Global Intensive” courses modeled on Writing Intensive or
Writing Across the Curriculum programs at the college
• New Interdisciplinary AA or AS Global Studies major and minor,
perhaps in Ethnic Studies Dept.
• Establish a Center for Global Education and Citizenship
• Create competitions on subjects with global content (organized by
departments/majors)
• Promote Co-Curricular activities with global content (i.e. student
conferences, Student World Council)
• Develop courses with global content, a possible mandatory course
(world studies: geography, demographics, international economics,
world religions, languages, ethnic studies, regional studies etc.)
• Implement student honors contracts in globalization
20. Faculty Development
• Develop pertinent interdisciplinary research involving
globalization
• Facilitate faculty development workshops involving
international education
• Increased support for Faculty conferences
• Mentoring for faculty on student advisement for activities
with a global focus
• Promote faculty publications in international education
• Increased support for interdisciplinary research in
globalization
• Mentor faculty grant writing involving international
education
21. Initiatives and Events
• Increased support for student exchanges, faculty exchanges,
Visiting Scholars Program
• Host visiting scholars and sponsor more social events with
international theme
• Increased support for study abroad programs.
• Establish an international coffee hour
• Develop international internship through Co-op Ed. Dept. or
Career Development
• Leadership training involving international education
• Greater utilization of Tribeca PAC to promote globalization on
campus
• Support social events with global theme and/or service
component (e.g. Heritage Months, International Coffee Hour, and
Speakers’ Bureau).