Big data analysis and the expansion of technology into the higher education landscape is transforming the understanding and applications of global learning. Faculty and campus decision makers are asking what learning outcomes are expected from their clients and what anticipated, emergent technologies and innovations will have the most impact. What trends are affecting our changing, rapidly merging, local and global societies? What metrics will define success? By providing real-time information on global issues and the global job market, data gives global learning programs and curricula immediate applicability and relevance.
This is the third installment in the 2016-2017 Architecture for Global Learning Series I. Learn how data and analytics are being used to enhance curricula and co-curricular programming to support, validate, and advance global learning initiatives.
Who Should Attend
This session is for faculty, senior international officers, chief academic officers, researchers, and other international educators who seek to understand how to use data to enrich programming, showcase their institution’s global growth, measure and benchmark global learning outcomes, and develop curricular and cocurricular programming that gives students a better understanding of how to succeed in a global, interconnected world.
Tristan Denley, PhD
Tennessee Board of Regents
Tristan Denley, PhD, currently serves as vice chancellor for academic affairs at the Tennessee Board of Regents. Before moving to the system office in August 2013 he was provost and vice president for academic affairs at Austin Peay State University from January 2009. Originally from Penzance, England, Denley earned his PhD in mathematics from Trinity College Cambridge, and held positions in Sweden, Canada, and the University of Mississippi before coming to Tennessee. At Ole Miss he served as chair of mathematics, and senior fellow of the Residential College program. He was the recipient of the 2016 Newel Perry Award from the National Federation of the Blind for his leadership of a systemic approach to the accessibility of educational content. His most recent work has been to transform developmental education and advising at a system scale. His work continues in using a data informed approach to implement a wide variety of system scale initiatives surrounding college completion, stretching from education redesign in a variety of disciplines, to the role of predictive analytics and data mining, cognitive psychology and behavioral economics in higher education.
Richard R. Marcus, PhD
California State University, Long Beach
Richard R. Marcus, PhD, is professor and director of the Global Studies Institute and the International Studies Program at California State University, Long Beach (CSULB). He completed his PhD in Comparative Politics at the University of Florida and Postdoctorate in Global Studies at Yale University. Marcus is multilingual and has worked in Madagascar, Kenya, Israel, Uganda, The Democratic Republic of the Congo, France, Guatemala, and Ecuador. His recent book is titled The Politics of Institutional Failure in Madagascar’s Third Republic (Rowman Littlefield/Lexington, 2016). Marcus is an active member of NAFSA, the International Studies Association, African Studies Association, and the African Politics Conference Group (APCG). He is currently the principal investigator on grants from NSF and the U.S. Department of Education Title VI UISFL, and has been a frequent consultant or advisor for the World Bank, UN, USAID, and other organizations. As director of GSI he has led campus efforts in curriculum internationalization, international program integration, and campus research on global learning outcomes and assessment. Marcus long chaired the CSULB International Education Committee and the CSU System-wide Academic Council for International Programs, and serves as a CORE Evaluator for Global Studies course transfer between California Community Colleges and CSU campuses.