Global learning is part of today’s conversation on higher education, but what does it really mean for students to be “global learners”? A compelling need exists for students to have refined global perspectives through the lens of recent - and evolving - world events that impact their future. How can faculty and practitioners define global learning? What global learning rubrics and definitions are best employed so they meet the particular goals and purposes of your institution and your students?
This is the first installment in the 2016-2017 Architecture for Global Learning Series I. Learn how leading scholars define global learning at their particular institutions and distinguish quality in global learning. Engage in discussion on best practices that deliver global learning and support development of global perspectives through enriched curricula and co-curricular programming.
Who Should Attend
This session is for faculty, senior international officers, chief academic officers, researchers and other international educators seeking to define global learning outcomes that fit the specific mission and needs of their institution and students.
Karla L. Davis-Salazar, PhD
University of South Florida
Karla L. Davis-Salazar is associate dean for undergraduate studies and associate professor of anthropology at the University of South Florida (USF). Since 2013 she has led the planning, development, and implementation of the university's Quality Enhancement Plan: The Global Citizens Project, an institution-wide initiative to globalize the undergraduate experience and develop students' global competencies. Prior to this initiative, she developed and directed USF's Global Citizenship General Education Program as part of the Association of American Colleges and Universities (AAC&U) Shared Futures initiative, General Education for a Global Century. Davis-Salazar's most recent publication is "Glocalizing the Campus to Advance Global Learning," published in AAC&U's Liberal Education magazine. She holds a BA in French from the University of Michigan and an MA and PhD in anthropology from Harvard University.
Annique Kiel currently serves as the executive director of global engagement and international programs at Drake University. As the senior internationalization officer, Kiel oversees the implementation of Drake’s Internationalization and Global Engagement Plan and Global Vision 2020, which aims to position Drake as a global knowledge hub. Over the course of her career in international education, she has presented at regional and national conferences on strategic partnerships and short-term education abroad program design. In recent years, she has developed a specialization in programming related to sub-Saharan Africa. She has a keen interest in intercultural competency, and regularly conducts workshops in this area. She holds a BA in French and International Studies from Central College (IA), and a Master’s of French Studies with a concentration in International Education from University of Wisconsin-Madison.
Jiangyuan Zhou is the internationalization specialist at Stockton University. Her work focuses on internationalizing the campus and curriculum. She has published her research and work on internationalization of higher education and global learning in peer-reviewed journals and presented at various conferences, including the NAFSA annual conference and the AAC&U Global Learning Conference. She provides workshops and consultations on globalizing the curriculum across disciplines in various higher education institutions. She also creates and teaches courses on understanding global learning, and develops curricular and cocurricular projects to integrate and enhance the roles of technology, languages, and cultures in global learning. She holds a doctor of education in educational theory and practice, MA in applied linguistics, and BA in English literature.