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Elena Galinova Marie Lindhorst Marion Schwartz.  The scope and spirit of global advising (Elena Galinova)  The rise of the global advising movement.

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Presentation on theme: "Elena Galinova Marie Lindhorst Marion Schwartz.  The scope and spirit of global advising (Elena Galinova)  The rise of the global advising movement."— Presentation transcript:

1 Elena Galinova Marie Lindhorst Marion Schwartz

2  The scope and spirit of global advising (Elena Galinova)  The rise of the global advising movement (Marie Lindhorst)  Strategies and pedagogies for global advising (Marion Schwartz)

3  Addresses many dimensions of the undergraduate experience  Uses an unobtrusive but proactive style  Cultivates a global perspective

4  Substantive DimensionsPerceptual Dimensions (knowledge)(dispositions) Cultural values and practicesOpen-mindedness Global interconnectionsAnticipation of complexity Worldwide trendsResistance to stereotyping Origins and patterns of world affairsInclination to empathize Alternative worldwide futuresNon-chauvinism Case, R. (1993). Key elements of a global perspective. Social Education,57 (6), 318-325.

5  It is not that we are without culture but we are drawing on the traces and residues of many cultural systems– and that is precisely what cosmopolitanism means. It means the ability to stand outside of having one’s life written and scripted by any one community, whether that is faith or religion or culture – whatever it might be– and to draw selectively on a variety of discursive meanings. Hall, S. (2002). Conceiving cosmopolitanism: theory, context and practice, p.26.

6  Through cosmopolitan education, we learn more about ourselves. One of the greatest barriers to rational deliberation in politics is the unexamined feeling that one's own current preferences and ways are neutral and natural. An education that takes national boundaries as morally salient too often reinforces this kind of irrationality, by lending to what is an accident of history a false air of moral weight and glory. By looking at ourselves in the lens of the other, we come to see what in our practices is local and non- necessary, what more broadly or deeply shared. Our nation is appallingly ignorant of most of the rest of the world. I think that this means that it is also, in many crucial ways, ignorant of itself. Nussbaum, M. (1994). Patriotism and cosmopolitanism, Boston Review.

7  Competing discourses: Neoliberal ideology, global markets, knowledge economy, individual competition, skills and competencies, accountability -- Global citizenship as human capital on a global scale Social problems, differences and inequalities, civic awareness and proactive attitude-- Global citizenship as moral cosmopolitanism

8  The Global-Citizenship-Education triad  “Global”– expands “citizenship education”  “Citizenship”– brings a social and political flavor to “global education”  “Education” emphasizes the importance of purposeful development of ideas, identity and responsibilities beyond the national context

9  Rise of institutional commitments to programs, resources, offices to promote global citizenship education  Recognizes strategic role of academic advisers to help students discover and integrate global concepts, ideas, resources and experience into their college education and beyond

10  Sometimes separate offices or initiatives University of Connecticut Northwestern University  Some Global Citizenship certificates or pathways Lehigh University Florida State

11  Duke University Trinity College of Arts and Sciences: Global Advising Intentional piece of a Quality Enhancement Plan submitted to the Southern Assoc. of Colleges and Schools in 2009 “Global Duke: Enhancing Students’ Capacity for World Citizenship” One main piece: a Global Advising Program

12 “Finally, precisely because we already do offer numerous global education opportunities at Duke, many students either do not know about the full range of possibilities or are confused about how to integrate them into a meaningful whole.”

13  Supports the multiple ways students may come to global awareness and world citizenship – “Finding Your Path”  Supports both international experiences as well as curricular and co-curricular “internationalization at home” experiences  Links students to the wide array of global and civic engagement resources at Duke  Makes explicit link between global citizenship and academic advising

14  Effort to promote global learning and engagement for all undergraduate students  An academic advising tool for student exploration  An advising tool for advisers to enrich the conversation about educational choices  Connection to broader global aims, offices, initiatives of the university Undergraduate Global Advising Committee DUS Think Global Team

15  Assess degree of curiosity, commitment What are students ready for? What is the next step beyond their comfort zone?  Listen for cues from the student Already committed Issues without borders Place and places—exploring the globe Global involvement and careers Disciplines with global dimensions

16 Think Global: Global Education at Penn State University

17 Think Global – Learn More About Global Issues

18 Think Global – Global Courses by General Education Category

19  Regional and Language Studies African Studies Asian Studies French and Francophone Studies German Hebrew Italian Japanese Language Jewish Studies Latin American Studies Middle East Studies Russian Area Studies Russian Russian Translation Spanish * Spanish

20 Think Global: Global Involvement Beyond Penn State

21 Think Global: General Education Courses with Global Themes

22 Elena Galinova Marie Lindhorst Marion Schwartz


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