Inclusive Excellence: Embracing and Assessing a Diverse Student Body 130 th NEASC Annual Meeting Boston December 9, 2015

Global Education at MHC Long history of engagement with international dimensions at MHC. First international student arrived in 1839 (2 years after the college was founded). Mary Woolley, MHC President for nearly 40 years ( ) was the only female U.S. delegate in the Reduction and Limitation of Armaments in Geneva in Mount Holyoke College | 130 th Annual NEASC Meeting

From International to Global Education International education in the U.S. has moved from internationalization (including elements of international education into different aspects of the curriculum) to global education. When MHC made international education a priority in its strategic plan in 2004, it aimed for both international AND global education (the focus on transnational processes and their impact on different communities and countries). 3 Mount Holyoke College | 130 th Annual NEASC Meeting

What are the goals for global learning at MHC? Cultivate global awareness and engage across difference. Harness knowledge for the solution of pressing global problems. Appreciate how societies respond differently to common needs. Nurture an ethic of responsibility for making the world more just and sustainable. Gain understanding of global challenges, their origin and implications. Employ another language to communicate across cultural diversity. Mount Holyoke College | 130 th Annual NEASC Meeting 4

Which factors account for the success of weaving global education into the fabric of the institution? (1)Strategic priority (thus support from all constituencies, including generous alumnae). (2) A long history of engagement with different aspects of international education. (3) An institutional entity, the McCulloch Center, charged with embedding the strategic imperative of international and global education in the life of the college. Mount Holyoke College | 130 th Annual NEASC Meeting 5

Factors Cont’d (4) Great interest (and thus participation) among students and faculty. (5) The transformative power of global education on a highly diverse campus. 26% of students are from outside the US and 25% of faculty are international: cross-cultural learning, learning about the implications of globalization, learning how different societies respond differently to common needs. (6) New initiatives that reach across the disciplines and divisions: (a) Using teleconferencing to bring global perspectives into the classroom (20% now) [ACE-COIL award 2014] Mount Holyoke College | 130 th Annual NEASC Meeting 6

Factors Cont’d (b) Embedding global scholars-in-residence into the curricular life of the college. Over the last 10 years, > 100 faculty and > 2,500 students have engaged with Global Scholars-in-Residence. (c) Analyzing global challenges through multiple lenses: global challenges courses and conferences. (d) international internship network and study abroad (students of color are NOT underrepresented in those activities at MHC). (e) strategic international partnerships nearly 90 partnerships around the world with other institutions. ” Mount Holyoke College | 130 th Annual NEASC Meeting 7