While there is wide consensus in higher education that global learning is essential for all students' success, there are few models of how to achieve this goal. The authors of this book provide such a model and, in doing so, offer readers a broad definition of global learning that both encompasses a wide variety of modes and experiences and engages all students on campus.
While there is wide consensus in higher education that global learning is essential for all students' success, there are few models of how to achieve this goal. The authors of this book provide such a model and, in doing so, offer readers a broad definition of global learning that both encompasses a wide variety of modes and experiences and engages all students on campus.
Hilary Landorf is Executive Director of the Office of Global Learning Initiatives at Florida International University (FIU). The Office oversees FIU's university-wide initiative, Global Learning for Global Citizenship, winner of the Institute of International Education's 2016 Heiskell Award for Internationalizing the Campus. Hilary also serves as Executive Director of the Comparative and International Education Society. She is an Associate Professor in FIU's School of Education and Human Development and leader of its Master of Science degree program in International and Intercultural Education. Hilary's expertise centers on visioning, developing, designing, and implementing the policies and practices of global learning efforts in higher education. She writes, consults, and presents internationally on integrating global learning in K-20 educational settings. Her recent publications include "Defining Global Learning at Florida International University" in AAC&U's Diversity and Democracy, co-authored with Stephanie Doscher; "Global Perspectives on Global Citizenship" in Contesting and Constructing International Perspectives in Global Education; and "Using Democratic Deliberation in an Internationalization Effort in Higher Education," in Disrupting Adult and Community Education: Teaching, Learning, and Working in the Periphery. Stephanie Doscher is Director of Florida International University's Office of Collaborative Online International Learning (FIU COIL). She also serves as Program Evaluator for the university's Title VI-funded Kimberly Green Latin American and Caribbean National Resource Center. Stephanie's work focuses primarily on organizational leadership and strategic planning, professional development, and integrative curricular and co-curricular design to enable global learning for all. Her research interests concern global learning instruction and assessment and the relationship between global learning, social innovation, and inclusive excellence. S
Inhaltsangabe
Foreword. Global Learning Without a Passport-Caryn McTighe Musil Statement from the President of Florida International University-Mark B. Rosenberg Acknowledgments Introduction Part One. Setting the Stage for Making Global Learning Universal 1. Defining Global Learning 2. Universal Global Learning, Diversity, and the Practice of Inclusive Excellence 3. Making Global Learning Universal through Collective Impact 4. Resourcing Universal Global Learning Part Two. What Global Learning Looks Like. Mutually Reinforcing Activities 5. Global Learning Professional Development 6. Global Learning Courses at Home and Abroad 7. Global Learning in the Cocurriculum 8. Global Learning in the K-12 Pipeline Part Three. Sustaining and Expanding Global Learning 9. Student Learning Assessment and Program Evaluation 10. Continuous Communication and Improvement Conclusion References Index
Foreword. Global Learning Without a Passport-Caryn McTighe Musil Statement from the President of Florida International University-Mark B. Rosenberg Acknowledgments Introduction Part One. Setting the Stage for Making Global Learning Universal 1. Defining Global Learning 2. Universal Global Learning, Diversity, and the Practice of Inclusive Excellence 3. Making Global Learning Universal through Collective Impact 4. Resourcing Universal Global Learning Part Two. What Global Learning Looks Like. Mutually Reinforcing Activities 5. Global Learning Professional Development 6. Global Learning Courses at Home and Abroad 7. Global Learning in the Cocurriculum 8. Global Learning in the K-12 Pipeline Part Three. Sustaining and Expanding Global Learning 9. Student Learning Assessment and Program Evaluation 10. Continuous Communication and Improvement Conclusion References Index
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