This is the second session in Series III of Architecture for Global Learning and is part of the Fall Group: Global Learning Theory at Work. Learn about our other Series III Fall Group sessions: Designing Curriculum for Global Learning and Global Learning for 21st Century Workforce Development.
Early career researchers contribute solutions to global challenges (i.e. – rising ocean levels, antibiotic resistance, famine, refugee crises, and more). It is critical for students who will become these researchers to hone their research and application skills with the context that global learning can provide.
Explore real-world international research experiences that prepared students and early career researchers for future scholarship on global challenges. Those who design and implement student research programs/projects where a global context and perspective is needed to improve research impact will benefit from this AGL session.
- Present compelling, applied examples of student research programs that incorporated global learning into the experience;
- Outline global learning definitions;
- Detail how global learning affects research, outcomes, and student-to-scholar trajectories;
- Discuss connections between the examples and participants’ research programs and where global learning produced high impact research; and
- Provide handouts for participants to consider when evaluating global learning aspects of their own research.
Camilo Forero, MPA
Fundacion Universitaria Juan N. Corpas
Camilo Forero is the director of global initiatives at Fundación Universitaria Juan N. Corpas, a private university located in Bogotá, Colombia. He created the international office and has served as its director for the past three years, leading the university's international strategy and growth. During this time, the international office has increased student mobility dramatically, doubled the number of active agreements with other universities, and created a thriving student ambassadors program. With support from 100,000 Strong in the Americas, Corpas and Eastern Washington University recently completed a project focused on student mobility and rural health outcomes in a post-conflict context. Camilo has a master's degree in public affairs from Princeton University and a bachelor's degree in international relations from Seton Hall University. Prior to working in international education, he worked in international development projects focusing on health, trade, and education in Africa and Latin America. A former Peace Corps volunteer, Camilo subsequently worked with Management Sciences for Health, Abt Associates, and Malaria No More, before returning to Colombia to work in international higher education.
Sarah Phillips, MLA
Sarah Phillips is the education director in the Dept. of Electrical and Computer Engineering at Rice University for programs focused on U.S-Japan research and student exchange. These programs seek to contribute to the development of a generation of globally-engaged scientists and engineers and include: Nakatani RIES: Research & International Experiences for Students Fellowship, a program of the Nakatani Foundation in Japan that is implemented by Rice University for U.S. and Japanese science and engineering undergraduates to participate in summer research abroad; TOMODACHI STEM @ Rice University Program for Women, funded by a U.S.-Japan Council TOMODACHI Initiative grant, this program brings female Japanese undergraduates in STEM to Rice University for a 5-week research program each spring; NanoJapan: International Research Experience for Undergraduates funded by an NSF Partnerships for International Research & Education Grant, this was a summer research program in Japan for STEM undergraduates. From 2001 - 2005, Sarah worked at the Institute of International Education (IIE) on the Gilman International Scholarship and in Doha, Qatar. She received an MLA in international studies from the University of St. Thomas, Houston and completed the East-West Center’s post-graduate Asia Pacific Leadership Program in 2013.