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overview

Simple exchanges can break walls down between us, for when people come together and speak to one another and share a common experience, then their common humanity is revealed. – Barack Obama

Nobody can discover the world for somebody else. Only when we discover it for ourselves does it become common ground and a common bond and we cease to be alone. – Wendell Berry

Key questions we will consider are:

What is “education abroad,” and why is it valuable for students?

How can my program lead or support education abroad experiences?

How can my program foster intercultural development and global learning outside of education abroad?

Key terms we will use are:

Education Abroad is any academic credit-bearing activity that takes place outside of one’s own country. This can include academic coursework, or an international internship, service-learning experience, or research activity for which one earns credit. Studying abroad is the act of engaging in an education abroad experience.

Global Learning "is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people's lives and the earth's sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world's most pressing and enduring issues collaboratively and equitably." ¹

Intercultural Development is the growth of "cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” ²This is a large umbrella term, which includes intercultural competency/humility/awareness/literacy/proficiency, transcultural competency, intracultural competency, and more.³

Internationalisation at Home is “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments.”⁴

Chapter Roadmap

Study Abroad Chapter Level Objective (ChLO)	Course Level Objective (CLO)
1: Recognize the key components, best practices, benefits and tools for meaningful education abroad experiences.	CLO1: Explain applied learning facilitation through examples and non-examples
2: Apply the best practices to create a plan to lead or support student education abroad experiences.	CLO2: Apply applied learning theory principles to existing course facilitation and design CLO4: Design effective instructional materials, activities, assessments, and reflections based on their chosen applied learning element
3: Reflect on how you can expand intercultural development and global learning in your program.	CLO5: Reflect on their own online teaching practices for improvement in utilizing applied learning principles

Chapter Checklist

¹AACU, Global Learning VALUE Rubric. Retrieved from aacu.org/value/rubrics/global-learning.

² Bennett, J. (2008). Transformative training: Designing programs for culture learning. Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, 95-110.

³Center for Engaged Learning. (2017). Elon statement on integrating global learning with the university experience: Higher-impact study abroad and off-campus domestic study. Retrieved from centerforengagedlearning.org/doing-engaged-learning/elon-statement-on-integrating-global-learning

⁴ Beelen J., Jones E. (2015) Redefining internationalization at home. In: Curaj A., Matei L., Pricopie R., Salmi J., Scott P. (eds) The European higher education area. Springer, Cham

Key questions we will consider are:

Key terms we will use are:

Chapter Roadmap

Chapter Checklist

1. Explore

2. Create

3. Reflect