Compelling question: How can university systems produce global citizens?
1) By teaching a high-quality curriculum which frames at least a portion of educational content in a global context
  1. a. Creation of curriculum in ECI 524
  2. b. Research on globally-oriented subjects for ECI 524
  3. c. Teacher and student interviews for ECI 508
  4. d. Visiting globally-inclined schools for a board meeting in ECI 508
  5. e. Graveyard Study, Pskov, Russia for ECI 550
2) By fostering positive leadership skills in students, instructors, and on an administrative level.
  1. a. Proposed seminar on leadership in Pskov, Russia, for ECI 508
3) By mandating that students partake in activities such as conferences, study abroad experiences, seminars, etc., over the course of their educational experiences (both K12 and university).
  1. a. Independent study in Russia
  2. b. Participating in an inter-cultural exchange of knowledge during the Pskov Ped. University 2014 conference: presentation on Language acquisition in Fountain of Knowledge School, Addis Ababa, Ethiopia.
  3. c. Attending meetings on China study abroad
  4. d. Engaging in meaningful conversations with exchange students (particularly Chinese and Russian)
Retrofitting Our Global Perspectives: Providing a Framework for the Development of Cultural Competencies
From my experiences in the NLGL program thus far, I have constructed what I believe is an engaging way to examine internalize international experiences.
  1. 1. Students will utilize the theories of developmental theorists (Maslow, Erikson, Gilligan, Piaget, Kolberg, Vygotsky) to assess their personal development in addition to asking and answering the following questions about themselves:
    1. a. What are the dominant aspects of my culture? What events or ideas have shaped my culture both recently and in the past?
    2. b. Where did my personal values come from?
    3. c. Are my values easily changed? Perhaps some values are more malleable than others? Why or why not?
    4. d. Do you believe that others should respect, or even conform to your values? Why or why not?
    5. e. What have your experiences been like with those who don’t fall into your cultural norms? Were those experiences overall positive or negative? Why do you think your interactions develop in the way that they do?
    6. f. How can I use my answers to the above questions and my self-examination, in light of developmental theories, to study other cultures and their people?
    7. 2. Students will learn about a country or culture and ideally interact with people from that culture.
      1. a. Students will discuss similar questions to the ones stated above in order to find the “heart” of the culture in question.
      2. b. Students will investigate traditions, superstitions, foods, religions, history, etc. of the culture in question.
      3. 3. Students will compare their culture with the foreign culture to find similarities.
      4. 4. Students will discuss how they have internalized the information that they have learned.
      5. 5. Students will discuss ways in which they can facilitate or initiate this process in colleagues, friends, family members, etc.

Supporting Questions:
  • What proficiencies do employers want to see in their recent graduate hires?
  • What are the “best ways” to study abroad
  • What alternatives exist to a study abroad experience?
  • Can universities subsidize international experiences if they can give definitive evidence that their graduates are proficient in desired skills?
Goals for Universities:
  • To assist all students in having at least one deeply internalized international experiences
  • To measure qualitative and quantitative student learning outcomes with appropriate instruments before, during, after, and long after international experiences.
  • To use data in order to promote study abroad and cultural competency classes
  • To promote leadership among students and faculty
  • To advocate for global education within the university and the surrounding community
  • To encourage university students and faculty to interact with the surrounding community to raise awareness about global education