The Rise of Global Advising:Conceptual Trends and Pedagogic

Strategies

Elena GalinovaMarie Lindhorst

Marion Schwartz

Overview The scope and spirit of global

advising (Elena Galinova)

The rise of the global advising movement(Marie Lindhorst)

Strategies and pedagogies for global advising (Marion Schwartz)

The scope and spirit of global advising

Addresses many dimensions of the undergraduate experience

Uses an unobtrusive but proactive style

Cultivates a global perspective

Dimensions of a Global Perspective

Substantive Dimensions Perceptual Dimensions

(knowledge) (dispositions)

Cultural values and practices Open-mindednessGlobal interconnections Anticipation of complexityWorldwide trends Resistance to stereotypingOrigins and patterns of world affairs Inclination to empathizeAlternative worldwide futures Non-chauvinism

Case, R. (1993). Key elements of a global perspective. Social Education,57 (6), 318-325.

Key Concepts:Cosmopolitanism

It is not that we are without culture but we are drawing on the traces and residues of many cultural systems– and that is precisely what cosmopolitanism means. It means the ability to stand outside of having one’s life written and scripted by any one community, whether that is faith or religion or culture – whatever it might be– and to draw selectively on a variety of discursive meanings.

Hall, S. (2002). Conceiving cosmopolitanism: theory, context and practice, p.26.

, The Global and the National in Cosmopolitan

Education

Through cosmopolitan education, we learn more about ourselves. One of the greatest barriers to rational deliberation in politics is the unexamined feeling that one's own current preferences and ways are neutral and natural. An education that takes national boundaries as morally salient too often reinforces this kind of irrationality, by lending to what is an accident of history a false air of moral weight and glory. By looking at ourselves in the lens of the other, we come to see what in our practices is local and non-necessary, what more broadly or deeply shared. Our nation is appallingly ignorant of most of the rest of the world. I think that this means that it is also, in many crucial ways, ignorant of itself.

Nussbaum, M. (1994). Patriotism and cosmopolitanism, Boston Review.

Key concepts: global citizenship

Competing discourses:

• Neoliberal ideology, global markets, knowledge economy, individual competition, skills and competencies, accountability -- Global citizenship as human capital on a global scale

• Social problems, differences and inequalities, civic awareness and proactive attitude-- Global citizenship as moral cosmopolitanism

Key concepts: global citizenship education

The Global-Citizenship-Education triad

“Global”– expands “citizenship education”

“Citizenship”– brings a social and political flavor to “global education”

“Education” emphasizes the importance of purposeful development of ideas, identity and responsibilities beyond the national context

The Rise of Global Advising

Rise of institutional commitments to programs, resources, offices to promote global citizenship education

Recognizes strategic role of academic advisers to help students discover and integrate global concepts, ideas, resources and experience into their college education and beyond

Examples of Global Advising

Sometimes separate offices or initiatives• University of Connecticut• Northwestern University

Some Global Citizenship certificates or pathways• Lehigh University • Florida State

One Example

Duke University Trinity College of Arts and Sciences: Global Advising

• Intentional piece of a Quality Enhancement Plan submitted to the Southern Assoc. of Colleges and Schools in 2009

• “Global Duke: Enhancing Students’ Capacity for World Citizenship”

• One main piece: a Global Advising Program

Why Global Advising?

“Finally, precisely because we already do offer numerous global education opportunities at Duke, many students either do not know about the full range of possibilities or are confused about how to integrate them into a meaningful whole.”

Duke’s Global Advising

Supports the multiple ways students may come to global awareness and world citizenship – “Finding Your Path”

Supports both international experiences as well as curricular and co-curricular “internationalization at home” experiences

Links students to the wide array of global and civic engagement resources at Duke

Makes explicit link between global citizenship and academic advising

Think Global

Effort to promote global learning and engagement for all undergraduate students

An academic advising tool for student exploration

An advising tool for advisers to enrich the conversation about educational choices

Connection to broader global aims, offices, initiatives of the university• Undergraduate Global Advising Committee• DUS Think Global Team

Advising Strategies

Assess degree of curiosity, commitment• What are students ready for?• What is the next step beyond their comfort

zone?

Listen for cues from the student• Already committed• Issues without borders• Place and places—exploring the globe• Global involvement and careers• Disciplines with global dimensions

Already Committed

Think Global: Global Education at Penn State University

Issues Without Borders

Think Global – Learn More About Global Issues

Exploring the Globe

Think Global – Global Courses by General Education Category

Deepening Regional Interests

Regional and Language Studies• African Studies• Asian Studies• French and Francophone Studies• German• Hebrew• Italian• Japanese Language• Jewish Studies• Latin American Studies• Middle East Studies• Russian Area Studies• Russian• Russian Translation• Spanish *

Global Involvement and Careers

Think Global: Global Involvement Beyond Penn State

Global Disciplines

Think Global: General Education Courses with Global Themes

Questions and Discussion?

Elena GalinovaMarie Lindhorst

Marion Schwartz