How are colleges and universities reimagining undergraduate curricula and majors to help students thrive in a globally interconnected world?
Many institutions include as part of their mission statements promises to prepare all of their graduates for active, successful engagement in the global community. Such promises are often more easily made than kept.
During this collaborative NAFSA Academic Programs Faculty Conversation, leading experts in the field will:
- share how a general education program can be redesigned to incorporate global learning;
- explore how faculty learning communities can develop global curricula;
- review models of local experiential learning that help students address global issues in their community.
Participants will then join the conversation to discuss:
- ways of creating global learning pathways within general education;
- tools that faculty, including part-time faculty, can use to infuse courses with global learning;
- assessment of student learning initiatives that provide meaningful information on global learning outcomes.
Faculty Conversations are designed for faculty members, academic leaders, researchers, and international educators interested in student learning outcomes and the educational experiences—curricular and cocurricular—created to help students gain and practice global knowledge, skills, and perspectives.
Take advantage of this special and stimulating conversation that taps into NAFSA’s growing community of practice focused on global learning.
Gather Your Colleagues To Participate
Invite colleagues from across your college, campus, or organization to join the conversation. With one computer and telephone, all can participate for a single fee.
Chris R. Glass, PhD
Old Dominion University
Chris R. Glass is an assistant professor of educational foundations and leadership at Old Dominion University. His research examines the formation and evolution of the social networks of international students who attend U.S. colleges and universities. Glass takes a social psychological approach to researching issues in American higher education, with an interest in how the presence of others affects educational outcomes, such as achievement, motivation, and social development. He is a lead researcher on the Global Perspective Inventory, which examines the relationship between educational experiences and global learning outcomes based on survey responses of 70,000 undergraduates, including more than 5,000 international students, at 135 American colleges and universities.
Marcia Bronstein is a professor of English and English as a Second Language at Montgomery College, and a curriculum coordinator at the Montgomery College Global Humanities Institute, a broad-ranging effort at the community college level to imbue new and existing humanities curricula with global content. Bronstein cofounded and directs the Learning Community Program at Montgomery College and consults on integrative curriculum design. She holds a master's in science in teaching English to speakers of other languages from Florida International University. She has taught English and trained faculty in China, El Salvador, Germany, Israel, and Venezuela. Her teaching honors include multiple NISOD Excellence awards and the Maryland Developmental Educator of the Year award in 2000.
Amy Jessen-Marshall, PhD
Sweet Briar College
Amy Jessen-Marshall is the dean of the faculty and vice president for academic affairs at Sweet Briar College in Amherst, Virginia. Formerly dean of college programs and chair of integrative studies at Otterbein University in Westerville, Ohio, Jessen-Marshall helped to design and implement a revised core curriculum focused on global learning that utilized a series of shared learning outcomes designed to integrate across the 4-year curriculum and a faculty development model that focused on learning communities for curriculum review and planning. In her current role at Sweet Briar, Jessen-Marshall works with faculty to consider questions of global learning and focus on experiential learning. At both institutions she worked with faculty to focus on the use of e-portfolios to support integrative learning and develop programmatic assessment using rubrics based on learning outcomes.
Valerie Whittlesey, PhD
Kennesaw State University
Valerie Whittlesey is associate vice president for curriculum and professor of psychology at Kennesaw State University (KSU). She joined the KSU faculty in 1992, served as chair of the Psychology Department from 1998 to 2002, and served as assistant vice president for academic affairs from 2002 to 2006. Whittlesey received a BA in psychology from Hampton University in 1980, and her PhD in developmental psychology from Cornell University in 1985. Whittlesey has more than 60 publications and presentations in the areas of children's racial attitudes and conceptual development; student learning outcomes assessment; and diversity in the psychology curriculum. She has chaired KSU’s General Education Council since 2010, and was co-chair in the selection and development of KSU’s Quality Enhancement Plan (QEP) on the topic of Global Learning for Engaged Citizenship in 2006.