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As education abroad takes on greater prominence in undergraduate education, its purpose is aligning with the goals of higher education. Given that more and more colleges and universities are integrating global citizenship as an essential element in the definition of an engaged campus, particular attention is turning to the role that education abroad can have in developing global citizens. Integration of such international experiences into the undergraduate curriculum is believed to be an effective way to motivate students to want to better understand global issues and to engage in behaviors that reflect the importance of being responsible citizens of the world. For the purposes of this toolkit, global citizenship is understood as a multi-dimensional construct that entails three interrelated domains: social responsibility, global competence and global civic engagement. Each construct is explained below and is followed by objectives that can be written into course syllabi. Each objective is paired with corresponding tools.
Perceived level of global interdependence and social concern to others, to society and to the environment. [View all tools in Social Responsibility, or click on an objective below to view the tools associated with that objective]
Objectives
Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s familiar environment. [View all tools in Global Competence, or click on an objective below to view the tools associated with that objective]
Objectives
Actions and/or predisposition toward recognizing local, state, national and global community issues and responding through actions such as volunteerism, political activism and community participation. [View all tools in Global Civic Engagement, or click on an objective below to view the tools associated with that objective]
Objectives
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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
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.
Specialization Areas:
– Education Abroad
– International education leadership development
– Intercultural education and engagement
– International partnerships and linkages
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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.
Specialization Areas:
– Student services
– Education abroad programming
– Institutional partnerships
– Education and training
