The Global Fellows Program

A Developmental Approach to Global Learning through the Liberal

Arts

Overview Global Fellows Program Design and SLOs

Assessment

Future directions

Faculty and Student Perspectives

Discussion: Integrating Specialized Programs into a Liberal Education

THE GLOBAL FELLOWS PROGRAM

Theoretical Foundations and Design

Theoretical Foundations

Developmental approach, in order to: • cultivate intercultural competence

• build soft skills (creative problem solving, flexibility, tolerance for ambiguity & conflict, listening skills)

• prepare students to be adaptive, concerned, and informed global citizens

Promote ethical engagement with global communities

Integrated with the Liberal Arts

A Good Fit for the Institution

The Program had to… Serve as catalyst for comprehensive

internationalization Reflect our values and mission Be of interest to the typical McDaniel student Be accessible to all students in solid academic

standing, no matter the major Build on current resources Be sustainable

Student Learning Outcomes

1. to deepen and broaden the understanding of global issues

2. to develop heightened intercultural competence

3. to cultivate the skills and attitudes necessary to lead successful personal and professional lives in a global context

The Global Fellows Program STUDENTS APPLY DURING THE SPRING OF FIRST YEAR (not merit-based) YEARS 2-4:

• Study/experiential learning abroad in approved program • Proficiency in a second language (five semesters or equivalent proficiency) • Five international courses showing breadth in discipline, geography, time period • Global Fellows Workshops (Development of intercultural/professional

competence, awareness of self-identity, 6 total in 3 years) • International events and activities on/off campus (6 per year) • Preparation for the Global Issues Colloquium (framing and participating in a

public dialogue on a pressing global issue/each semester)

SENIOR YEAR: • Capstone Experience in the major, global theme • Self-reflection piece on global learning during the three-year program • Global Learning Portfolio

GRADUATION: • Special notation on diploma with a recommendation letter explaining/outlining

the program

The Global Fellows

58 Global Fellows in three cohorts (2nd, 3rd, 4th year)

Program strength = student engagement

Diversity

Wide range of majors

Broad faculty/staff support

Strong student voice

Spring 2015 Global Studies Seminar

Outcomes Assessment

Global Perspectives Inventory

INCA project assessment tool

Focus groups (Spring 2016)

AAC&U VALUE Learning Rubrics (Senior Global Learning Portfolios):

• Global Learning

• Intercultural Knowledge

GROWTH AND OPPORTUNITIES

Moving forward:

Growth and Change: New Directions

Collaboration with other campus initiatives

Professional development and career counseling

Partnerships with other institutions (transfer students) and study abroad programs

Diversity in student perspectives

Global studies course development

Growth and Change: Challenges

Different learning styles and dispositions

Advising load/faculty resources

Funding for study abroad

Program ethos and student global engagement

Diversity

Addressing Diversity: The Global Bridge Program

Students who ‘bridge’ two cultures/multiple national identities

Social, cultural and academic programming

Critical voice on campus: they know/live what we try to teach

Connection to the Global Fellows Program

Intercultural Competence and Identity

Global Fellows

Global Bridge

A Student-Centered Approach

Global Learning

Intercultural Competence in

Teaching and Learning (faculty/staff)

Global Citizenship/Curriculum

Office of Diversity and Multicultural Affairs

Student Cultural Organizations

Education Abroad/Branch

campus

International Students

Global Fellows Program

Global Bridge Program

PERSPECTIVES

Faculty and Student Perspectives

Dr. Robert Trader, Associate Professor of Communication

Leanna Jasek-Rysdahl, Global Fellow

Roger Isom, Jr., Global Fellow

Other Program Models: Group Discussion

1. Similar programs in global learning (citizenship, certificate) at other institutions

2. Other curricular/co-curricular program models you know whose structures could be applied to a global learning program

In small groups, please discuss the following:

Group Discussion

1. Student learning outcomes & assessment

2. Resources needed

3. Student demographics & culture

4. Faculty/administrative culture

Imagine you’ve been charged with creating a global learning program. In small groups, create a list of considerations related to:

Comments or questions? Please contact: Dr. Amy McNichols, Associate Dean, International and Intercultural Programs amcnichols@mcdaniel.edu Dr. Robert Trader, Associate Professor of Communication rtrader@mcdaniel.edu