Education for world‐mindedness: Beyond superficial notions of internationalization

Gyn, Geraldine Van; Schuerholz-Lehr, Sabine; Caws, Catherine; Preece, Allison

doi:10.1002/tl.350

Cited by 19 publications

(10 citation statements)

References 4 publications

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“…Although the focus of learning has broadened and shifted to the process of learning, institutions of higher education have been slow to respond to this new reality. Disciplinary boundaries, campus organizational units, time-honored governance structures, traditional approaches to studying the world, and anchored identities of educator and learner still lodge many approaches in territorially bounded definitions of scholarship and knowledge production (Becher & Trowler, 2001; Menand, 2010; Van Gyn, Schuerholz-Lehr, Caws, & Preece, 2009). There have been shifts in academia, no doubt, but many of the practices still rest in 20th-century foundations of learning.…”

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confidence: 99%

Global Learning Through Difference

Kahn

Agnew

2016

Journal of Studies in International Education

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By clarifying what global learning is and how it is essential to higher education, this article considers what global learning provides for teaching, learning, and internationalization in higher education. It demonstrates how the global nature of knowledge and learning in the 21st century requires a re-definition of classrooms and learning environments that recognizes how knowledge production today is a collective, global, and diverse process. The article suggests a number of foundational principles for global learning, including relational approaches, reflection, contextualized knowledge, perspective shifting, disorientation, responsibility, and an ability to navigate the general and the particular. It concludes by revealing how a global learning framework has benefits beyond teaching and learning and how it can contribute to the deliberate internationalization of higher education.

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confidence: 99%

Global Learning Through Difference

Kahn

Agnew

2016

Journal of Studies in International Education

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“…Successful teachers are found among those who are able to devise various strategies to engage students to develop critical thinking skills and think beyond their immediate environments (Van Gyn et al 2009). For instance, Nikoi (2013) has American students work closely with their fellow students in the World Student Association to organize an annual Cultural Night event.…”

Section: Discipline-specific History and Culture Of Global Educationmentioning

confidence: 99%

How Do You Increase Students’ Global Learning in the Classroom?

Fezzey

Fujieda

Goerdt

et al. 2017

New Drctns for Teach & Learn

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“…Common faculty concerns about the implementation of IoC include a lack of expertise and workload (10). Many academics are discipline specialists who may lack the training or confidence to teach students about cultural competence (31). This could be addressed by a meaningful partnership with an educational developer well versed in IoC, but not all institutions or academics have access to this support, and it requires a particular motivation on the part of the time-poor academic to seek out this increased workload.…”

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confidence: 99%

“…Notwithstanding these documented benefits of IoC, there remains a disconnect between university-level aspirations and the implementation of curricular change at the discipline level (22,31). Despite nearly two decades of focused attention on IoC in both the educational literature and university strategic planning, translation of these ideals into best-practice guidelines for academics in the classroom is underdeveloped (5).…”

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confidence: 99%

“…Despite nearly two decades of focused attention on IoC in both the educational literature and university strategic planning, translation of these ideals into best-practice guidelines for academics in the classroom is underdeveloped (5). It is widely accepted that authentic, meaningful IoC will be most effectively designed and implemented by academic staff embedded within the disciplines (5,31).…”

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But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

Etherington

2014

Advances in Physiology Education

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Internationalization of the curriculum is central to the strategic direction of many modern universities and has widespread benefits for student learning. However, these clear aspirations for internationalization of the curriculum have not been widely translated into more internationalized course content and teaching methods in the classroom, particularly in scientific disciplines. This study addressed one major challenge to promoting intercultural competence among undergraduate science students: finding time to scaffold such learning within the context of content-heavy, time-poor units. Small changes to enhance global and intercultural awareness were incorporated into existing assessments and teaching activities within a second-year biomedical physiology unit. Interventions were designed to start a conversation about global and intercultural perspectives on physiology, to embed the development of global awareness into the assessment and to promote cultural exchanges through peer interactions. In student surveys, 40% of domestic and 60% of international student respondents articulated specific learning about interactions in cross-cultural groups resulting from unit activities. Many students also identified specific examples of how cultural beliefs would impact on the place of biomedical physiology within the global community. In addition, staff observed more widespread benefits for student engagement and learning. It is concluded that a significant development of intercultural awareness and a more global perspective on scientific understanding can be supported among undergraduates with relatively modest, easy to implement adaptations to course content.

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Education for world‐mindedness: Beyond superficial notions of internationalization

Cited by 19 publications

References 4 publications

Global Learning Through Difference

Global Learning Through Difference

How Do You Increase Students’ Global Learning in the Classroom?

But science is international! Finding time and space to encourage intercultural learning in a content-driven physiology unit

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