Mind the Gap

Mind the Gap coverGlobal Learning at Home and Abroad

Edited by Nina Namaste and Amanda Sturgill, with Neal W. Sobania and Michael Vande Berg

Higher education needs a new, holistic assessment of global learning. The studies in this edited volume investigate not just student learning, but also faculty experiences, program structures, and pathways that impact global learning.

Showcasing recent, multi-institutional research related to global learning, this book expands the context of global learning to show its antecedents and impacts as a part of the larger higher education experience. Chapters look at recent developments such as short-term, off-campus, international study and certificate/medallion programs, as well as blended learning environments and undergraduate research, all in the context of multi-institutional comparisons. Global learning is also situated in a larger university context. Thus, there is a growing need for bridging across disciplinary and administrative silos, silos that are culturally bound within academia. The gaps between these silos matter as students seek to integrate off- and on-campus learning, and it is up to the academy to mind those gaps.

“This opening volume of the Elon University Center for Engaged Learning & Stylus Series on Engaged Learning & Teaching covers more than international education. The authors define ‘global engagement’ broadly enough to make the book a kind of master key for unlocking many High-Impact Practices, and making full use of powerful educational experiences like encounters with difference, the dissonance of unfamiliar settings, and working through ambiguity. By organizing chapters with consistent attention to context, methodology, and application, the contributors have made this an easy book to use for practitioners at a range of levels and backgrounds. What results is more than a collection of perspectives on global engagement; it’s a role model for using reliable data, continuous faculty professional development, and rigorous learning outcomes assessment to tackle some of our most vexing questions.”

Ken O’Donnell, Vice Provost – California State University – Dominguez Hills

Available March 15, 2020

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Table of Contents

Foreword
Jessie L. Moore and Peter Felten

Preface: Global Competency: Where We’ve Been and Where We Need to Go
Neal Sobania and Michael Vande Berg

Introduction
Nina Namaste and Amanda Sturgill

Part One: Intent and Evidence in Designing Global Learning Practices

Part one explores the definitions, institutional frames, and important conceptual shifts necessary to integrate global learning throughout the collegiate experience.

1) Mapping Understanding of Global Engagement
Maureen Vandermaas-Peeler, Joan Ruelle, and Tim Peeples

2) Approaching Internationalization as an Ecosystem
Linda Drake Gobbo and Joseph G. Hoff

Part Two: Using Multi-institutional Research on Study Away to Understand the Context of Gaps

Part two features research that extends previous explorations of off-campus study through the holistic frame of global learning domestically and abroad, including investigating institutional and student factors that both encourage and discourage global learning. Each chapter describes a research project in context, shares the scholars’ findings, discusses the implications for integrating global learning, and offers evidence-based recommendations for practice.

3) When Does Global Learning Begin? Recognizing the Value of Student Experiences Prior to Study Away
Scott Manning, Zachary Frieders, and Lynette Bikos

4) Exploring Patterns of Student Global Learning Choices: A Multi-Institutional Study
Iris Berdrow, Rebecca Cruise, Ekaterina Levintova, Sabine Smith, Laura Boudon, Dan Paracka, and Paul M. Worley

5) Crossing Borders at Home: The Promise of Global Learning Close to Campus
Amanda Sturgill

6) Assessing Intercultural Competence in Student Writing: A Multi-Institutional Study
Melanie Rathburn, Jodi Malmgren, Ashley Brenner, Michael Carignan, Jane Hardy, and Andrea Paras

7) Up for the Challenge? The Role of Disorientation and Dissonance in Intercultural Learning
Andrea Paras and Lynne Mitchell

8) Global Competence Development: Blended Learning within a Constructivist Paradigm
Bert Vercamer, Linda Stuart, and Hazar Yildrim

9) Have Interest, Will NOT Travel: Unexpected Reasons Why Students Opt Out of International Study
Ekaterina Levintova, Sabine Smith, Rebecca Cruise, Iris Berdrow, Laura Boudon, Dan Paracka, and Paul M. Worley

10) #FacultyMatter: Faculty Support and Interventions Integrated into Global Learning
Prudence Layne, Sarah Glasco, Joan Gillespie, Dana Gross, and Lisa Jasinski

Part Three: Assessing Expanded Notions of Global Learning

Part Three draws the various perspectives in part one and part two together to offer a synthesis of the field for both practitioners and scholars.

11) Expanding the Perceptions and Realities of Global Learning: Connecting Disciplines Through Integrative Global Learning and Assessment
Darla K. Deardorff and Dawn Michele Whitehead

12) Assessing Global Competency Development in Diverse Learning Environments
Horane Holgate, Heidi E. Parker, and Charles A. Calahan

13) Opportunities and Challenges of Ethical, Effective Global Learning
Nina Namaste and Amanda Sturgill

Epilogue: Global Learning as High-Quality Engaged Learning
Jessie L. Moore

Appendix: Elon Statement on Integrating Global Learning with the University Experience: Higher-Impact Study Abroad and Off-Campus Domestic Study

Editors and Contributors