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The Embedded Education Abroad Faculty Toolkit has been designed with respect to two primary focus areas, global citizenship and academic development. Specific course objectives have been written for each focus area and are supported by an array of instructional tools that can either be integrated into course syllabi or facilitated as one-time activities. While one will ideally select tools that align with course objectives, the Toolkit has been further categorized by phase of instruction, content thread and learning style.

Primary Focus Areas

To further refine and extend the purpose, goals, and objectives of embedded programming, the Toolkit has been developed and organized around two primary focus areas: Global Citizenship and Academic Development. Each focus area is sub-divided into interrelated domains with associated course objectives for each. Particular tools supporting each objective have been indicated, keeping in mind that a given tool can work toward multiple objectives. The two primary focus areas are:

Phases of Instruction

Recognizing that the international travel component can occur at any time during a residential course, tools have been developed and organized around three key phases of instruction: Pre-Departure, In-Country and Post-Study Abroad. It is important to note that particular tools can cross phases or can be revised to appropriately suit a particular phase.

Content Threads

The tools have been developed and organized around five broad-ranging content threads: Communication, Utilization of Technology, Primary & Secondary Research, Experiential Learning, and Culture & Identity. These threads have been chosen for their appropriateness to education abroad programming.
  • Communication: Communication is inclusive of language learning and intercultural communication.
  • Utilization of Technology: Utilization of technology includes computer-assisted instruction as well as popular forms of on-line communication such as blogging.
  • Primary & Secondary Research: Primary or field research refers to collecting data in the international context through questionnaires, interviews or forms of ethnographic inquiry. These tools will typically involve supplemental secondary research.
  • Experential Learning: Experiential learning refers to those activities that involve experience and reflection, such as journaling and similar forms of analytical writing.
  • Culture & Identity: Culture and identity is inclusive of activities relating to cultural learning and identity development

Learning Style

Particular tools can either be integrated into course syllabi or facilitated as one-time activities. It is especially important in education abroad programming to be attentive to the interplay between formal, non-formal and informal learning and to develop and implement programs that respond to different learning situations. For the purposes of the Toolkit, the terms are concisely defined as follows:
  • Formal Learning is planned learning that derives from activities within a structured learning setting. It typically involves attending lectures, preparing coursework, engaging in seminar/tutorial discussions, etc.
  • Non-Formal Learning is a distinction in learning between formal and informal learning. It is learning that occurs in a formal learning environment, but that is not formally recognized within a curriculum or syllabus. It typically involves workshops, clubs, student organizations, etc.
  • Informal Learning is unstructured learning that derives from activities outside the formal learning and teaching settings. It has no curriculum and is not professionally organized, but is an ongoing process that occurs in its natural function as a tool for living and survival. Informal learning is likely most prevalent form of learning in an education abroad setting.
Content Thread
Learning Styles
Phases of Instruction
Focus Areas

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Episode 29: Cultural Lens on U.S. Higher Education: Analyzing International Perceptions of 'Anti-Woke’ Discourse

Dive into a nuanced exploration of the global discourse surrounding higher education in the United States. Join us for a panel discussion with esteemed international educators as we embark on a journey through the lenses of culture and international perspective, examining how global audiences interpret and engage with the ‘anti-woke’ discourse within the context of U.S. higher education. This engaging panel discussion will delve into the intersections of culture, ideology, and education, and the complex landscape of how international audiences perceive the ‘anti-woke’ narrative that has emerged within U.S. academia.

Whether you’re a senior international officer, or simply curious about the diverse viewpoints shaping U.S. higher education, this podcast episode will provide an invaluable space for critical analysis and insightful conversations.

Speaker Biography:

Fanta Aw is a distinguished leader in international education, renowned for her extensive contributions to global learning, cross-cultural understanding, and educational equity. With a deep commitment to fostering connections between diverse cultures and promoting educational excellence, she has significantly impacted the international education community.

Fanta Aw’s career has been characterized by her dedication to advancing global education initiatives, promoting diversity and inclusion, and nurturing partnerships that transcend borders. She has held influential roles in various organizations, advocating for the importance of international collaboration and learning experiences that empower individuals to navigate an increasingly interconnected world.

As a thought leader and visionary, Fanta Aw’s insights and expertise have shaped discussions on the future of international education, emphasizing the significance of equitable access, cultural exchange, and lifelong learning. Her work has not only elevated institutions but has also inspired countless individuals to embrace the transformative power of global education.

Date: September 14th, 2023
Time: 12 noon ET

Register now
Sponsored by:
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Mark Beirn

AFFILIATE

An experienced global researcher and administrator, Mark Beirn brings a critical approach to risk management, factoring structural racism and identity-based violence into his rubric for supporting equitable global mobility.

Specialization Areas:

– Global Risk Management
– Education Abroad
– Diversity, Equity, Inclusion in International Education
– Health and Safety
– Curriculum Development

 

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Stephen Appiah-Padi​

AFFILIATE

Stephen Appiah-Padi is an international educator with several years of teaching and administrative experience in both 4 and 2-year HEIs. An experienced global education practitioner-scholar, with a demonstrated history of success in the field.

Dr. Appiah-Padi has a Ph.D. from the University of Alberta, Edmonton, Canada in Educational Policy & Administration with a specialization in International/Intercultural Education.

At Northwestern College, he provided oversight in the administration of education abroad and international student services. In Lansing, Michigan, he first oversaw diversity and intercultural education at Lansing Community College, and later created the Center for International and Intercultural Education (CIIE) which merged intercultural engagement and international education programs of the institution, and he became its first director. Additionally, Dr. Appiah-Padi taught a course, “Diversity in the American Workplace”, to undergraduate management students of the College. In his current position, he provides leadership and vision in advancing strategic internationalization initiatives, including international partnerships and study abroad programs at Bucknell University.

Dr Appiah-Padi has created and facilitated several workshops for faculty and staff development in higher education and in business organizations. He has presented at several national and international conferences. In NAFSA, among several volunteer leadership positions, he has served as Dean of the Fundamentals of Intercultural Communication Workshop, the Leadership Development Committee member, Chair of the Africa Special Interest Group, and a Fellow of the Global Fellowship Program for mentoring emerging leaders of internationalization in African HEIs. He currently serves as a member of the NAFSA Board of Directors.

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Rosa Almoguera

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Dr. Rosa Almoguera has worked as an international educator for over twenty years. She was trained as a Hispanic Philologist at the Universidad Complutense, in Madrid, and did her M.A. at the University of Pennsylvania. Her Ph.D., from Universidad Complutense included a field study and edition of written balladry “Romancero”. During many years Rosa combined teaching and her role as a senior administrator at the Fundación Ortega-Marañón in Toledo, Spain. At the Foundation, Rosa directed and, in many cases created, programs for the University of Minnesota, Notre Dame, Princeton, Ohio State, Arcadia, and the University of Chicago. She has also been a visiting professor at the University of Minnesota, University of Portland, and Interamericana de Puerto Rico.

Beginning in 2016, Rosa works as an international education consultant for both public and private European and US higher education institutions. Rosa has been successful in developing new partnerships and programs, as well as helping improve already existing ones.

Rosa is a member of Forum and NAFSA and has presented with higher education professionals on innovative academic and research programming, STEM in study abroad and Nationalism in Europe. Rosa is currently completing the final Professional Certification from the Forum on Education Abroad.

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