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Global Learning Contract

Global Learning Contract

Tool Objectives:

  1. To develop and carry out an individualized learning plan.
  2. To be more responsible, independent and directed in your learning.
  3. To generate a statement on what it means to be a global citizen and to engage in a self-reflective process toward becoming a global citizen.

Tool Description:

When given the opportunity to develop a learning contract, students can become more responsible and directed in their learning and potentially more enthusiastic about a specific course. This tool provides professors with a basic contract format that is preferably negotiated at the start of the course and prior to the international travel component. The learning contract has been organized around the two primary focus areas: Global Citizenship and Enhanced Academic Achievement. Specific objectives can be tailored to a particular discipline and destination.

Tool Procedures:

  1. To be written into the course syllabus, each student is to develop a detailed Global Learning Contract with regard to the overall course, including the international travel component. If possible, allot class time to discuss developing the learning contract. Brainstorm possible learning objectives.
  2. Within three weeks of the start of the course, students should meet individually with the course professor to discuss the learning contract. It is important to ensure that the student has determined realistic and achievable objectives that are supported by specific methods that will be followed. During this initial meeting, briefly discuss the student’s statement on what it means to be a global citizen.
  3. As there are likely necessary changes to be made following the initial meeting, give students one week to submit the final learning contract. Both course professor and student should sign this document and keep a copy on file. It may be helpful to periodically connect with individual students to discuss their progress.
  4. Specify a date for the final documentation to be submitted. If time allows, it may be useful for students to share their objectives as part of a classroom discussion.
  5. A useful resource is “Some Guidelines for Using Learning Contracts.” in Training Know How for Cross Cultural and Diversity Trainers by L. Robert Kohl., 1995.

Tool Evaluation:

The learning contract is to be submitted in two phases.

  1. Students submit the signed learning contract within three weeks of the start of the course.
  2. By a specified date toward the end of the course, the students are to submit, a.) a reflection on the progress made toward each learning objective, and b.) a one-page revision of that statement of their statement on what it means to be a global citizen and their self-assessment based on this statement. Students should not be evaluated on whether or not they’ve achieved their goals, but on the effort toward realizing them.

Tool Time Requirement:

Approximately 30-40 minutes required for explanation of assignment (pre-departure). Additional time needed for individual meetings with students.

Tool Author(s):

A. Ogden, 2009

Tool Handouts [.doc or .docx]:
Global Learning Contract Handout

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

 

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.

Specialization Areas:

– Education Abroad
– International education leadership development
– Intercultural education and engagement
– International partnerships and linkages

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Rosa Almoguera

AFFILIATE

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