ABSTRACT
Aimed at faculty and administrators, this chapter describes viable and accessible virtual strategic initiatives that Historically Black Colleges and Universities (HBCUs) can adopt to advance internationalization in general, and global learning in particular. It frames these opportunities in terms of the circumstances precipitated by the coronavirus pandemic. By citing current virtual projects on college and university campuses, it demonstrates that HBCUs can exploit the greater credibility and visibility that virtual learning has recently acquired to launch affordable global learning opportunities for their students that can help prepare them to be globally competent and that can last well beyond the end of the pandemic. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
ABSTRACT
There is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator's unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.
ABSTRACT
The impacts of the COVID-19 pandemic on students and educators are well known. However, there is a paucity of literature available on its impact on educational institutions in the context of their abilities to develop global competence in the middle of an ongoing pandemic. The virtual communication and remote delivery of educational content have been a popular trend for many universities to adapt to the pandemic challenges and re-think their internationalization strategies. The limited travel opportunities because of the pandemic have highlighted a big need for the domestic internationalization mechanism at educational institutions. In this paper, the authors discuss how the Globally Responsive Education and Teaching (GREAT) program at Missouri State University is promoting globally responsive and inclusive teaching and learning among faculty and internationalization of the curriculum. It provides an overview of the activities and program structure of the GREAT program. In addition, it covers how culturally responsive teaching and global learning are being promoted for global competence by increased domestic Internationalization efforts. The importance of exploring global teaching and learning models and the significance of faculty engagement are emphasized in this paper. It also discusses how international virtual exchange learning gained popularity because of COVID-19 and how the GREAT program plans to integrate it by offering a grant to support faculty with an aim to promote the internationalization of the curriculum and global learning for all. This paper also discusses how lessons learned from teaching abroad and international education are being incorporated for domestic internationalization to provide similar international learning experiences for both domestic and international students. © American Society for Engineering Education, 2021