Deepening the Connections: Liberal Education and Global Learning in College

“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core

“…In addition, the global context and attitudinal components of the GC2Y courses enabled opportunities for students that extended beyond their lived experiences. These findings support prior research which stated global learning is not just important, but key for the educational growth and development of students, although we cannot confirm research stating that it benefits their employability in a diverse workforce that demands particular skills, such as inter-cultural competency (AAC&U, 2001, p. 11;Hovland & Schneider, 2011). Despite this, faculty provided criticism of the GC2Y program which may impact the administration of the program and key campus policies regarding its structure.…”

“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core

“…In addition, the global context and attitudinal components of the GC2Y courses enabled opportunities for students that extended beyond their lived experiences. These findings support prior research which stated global learning is not just important, but key for the educational growth and development of students, although we cannot confirm research stating that it benefits their employability in a diverse workforce that demands particular skills, such as inter-cultural competency (AAC&U, 2001, p. 11;Hovland & Schneider, 2011). Despite this, faculty provided criticism of the GC2Y program which may impact the administration of the program and key campus policies regarding its structure.…”

Global Perspectives in the Core: Student Attitudes and Instructor Performance

“…These attitudes are positively associated with studies among potential employers. Studies demonstrate employer interest in graduates that understand global contexts, diversity, and intercultural competency (Hovland & Schneider, 2011), as well as a general interest in emphasizing global issues during the undergraduate experience (AAC&U 2008, p. 11).…”

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“…Student employment can fill this important gap. In order to develop a workforce-ready graduate who is prepared to respond to the unique challenges of employment in the 21st century, skills connected to teamwork, diversity, and working in a global marketplace should be honed (Hovland & Schneider, 2011). Organizations like the Lumina Foundation call on colleges and universities to change their approaches to students in and beyond the classroom to match the changing demographics, goals, and aspirations of the new college student.…”

“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core

“…In addition, the global context and attitudinal components of the GC2Y courses enabled opportunities for students that extended beyond their lived experiences. These findings support prior research which stated global learning is not just important, but key for the educational growth and development of students, although we cannot confirm research stating that it benefits their employability in a diverse workforce that demands particular skills, such as inter-cultural competency (AAC&U, 2001, p. 11;Hovland & Schneider, 2011). Despite this, faculty provided criticism of the GC2Y program which may impact the administration of the program and key campus policies regarding its structure.…”

Global Perspectives in the Core: Student Attitudes and Instructor Performance

“…These attitudes are positively associated with studies among potential employers. Studies demonstrate employer interest in graduates that understand global contexts, diversity, and intercultural competency (Hovland & Schneider, 2011), as well as a general interest in emphasizing global issues during the undergraduate experience (AAC&U 2008, p. 11).…”

Untitled

“…Student employment can fill this important gap. In order to develop a workforce-ready graduate who is prepared to respond to the unique challenges of employment in the 21st century, skills connected to teamwork, diversity, and working in a global marketplace should be honed (Hovland & Schneider, 2011). Organizations like the Lumina Foundation call on colleges and universities to change their approaches to students in and beyond the classroom to match the changing demographics, goals, and aspirations of the new college student.…”

“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core

“…In addition, the global context and attitudinal components of the GC2Y courses enabled opportunities for students that extended beyond their lived experiences. These findings support prior research which stated global learning is not just important, but key for the educational growth and development of students, although we cannot confirm research stating that it benefits their employability in a diverse workforce that demands particular skills, such as inter-cultural competency (AAC&U, 2001, p. 11;Hovland & Schneider, 2011). Despite this, faculty provided criticism of the GC2Y program which may impact the administration of the program and key campus policies regarding its structure.…”

Global Perspectives in the Core: Student Attitudes and Instructor Performance

“…These attitudes are positively associated with studies among potential employers. Studies demonstrate employer interest in graduates that understand global contexts, diversity, and intercultural competency (Hovland & Schneider, 2011), as well as a general interest in emphasizing global issues during the undergraduate experience (AAC&U 2008, p. 11).…”

Untitled

“…Student employment can fill this important gap. In order to develop a workforce-ready graduate who is prepared to respond to the unique challenges of employment in the 21st century, skills connected to teamwork, diversity, and working in a global marketplace should be honed (Hovland & Schneider, 2011). Organizations like the Lumina Foundation call on colleges and universities to change their approaches to students in and beyond the classroom to match the changing demographics, goals, and aspirations of the new college student.…”