International Educator - March/April 2016 - 17

initiatives emphasize globalizing the instruction delivered
across the home campus and helping students recognize
and respond to the global dimensions of everyday life in
their own backyards. A new survey by the Association of
American Colleges & Universities found that 70 percent
of chief academic officers say their general education program includes global courses, up from 60 percent in 2008.
Nearly nine in 10 point to knowledge of world cultures as
one of their topmost, desired learning outcomes.
One of the newest and boldest global learning initiatives is unfolding at Agnes Scott College, a liberal arts
college for women in Decatur, Georgia, that has made
what leaders call an "all-in bet" on global learning and
leadership development as its signature and pathway into
the future. Just months after faculty put the final touches

on its Summit Plan, the Presbyterian Church-affiliated
college enrolled the largest first-year class in its 126-year
history and this spring it sent all 270 of those students with
faculty for a week to destinations in nine countries at a
cost of $2,400 per student. The trips are the centerpiece of
semester-long Global Journey courses to learn about global
structures, systems, and patterns that influence the world.
The students at the highly diverse college (more than
half are racial or ethnic minorities and almost two-thirds
qualify for Pell Grants) pay nothing extra for the journey.
Trustees voted to use endowment funds for the extra expenses, which Agnes Scott hopes to make self-sustaining
by boosting enrollment from 900 to 1,100 by 2020, said
Elaine Meyer-Lee, associate vice president for global learning and leadership development. All entering students took
a one-credit Global Gateways course in the fall that included global-mapping exercises, lectures, and excursions into
nearby Atlanta to explore its global identity, communities,
and resources. In the second year, in addition to select-

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Table of Contents for the Digital Edition of International Educator - March/April 2016

Contents
International Educator - March/April 2016 - Cover1
International Educator - March/April 2016 - Cover2
International Educator - March/April 2016 - Contents
International Educator - March/April 2016 - 2
International Educator - March/April 2016 - 3
International Educator - March/April 2016 - 4
International Educator - March/April 2016 - 5
International Educator - March/April 2016 - 6
International Educator - March/April 2016 - 7
International Educator - March/April 2016 - 8
International Educator - March/April 2016 - 9
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International Educator - March/April 2016 - 17
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International Educator - March/April 2016 - 55
International Educator - March/April 2016 - 56
International Educator - March/April 2016 - Cover3
International Educator - March/April 2016 - Cover4
International Educator - March/April 2016 - FCover1
International Educator - March/April 2016 - FCover2
International Educator - March/April 2016 - F1
International Educator - March/April 2016 - F2
International Educator - March/April 2016 - F3
International Educator - March/April 2016 - F4
International Educator - March/April 2016 - F5
International Educator - March/April 2016 - F6
International Educator - March/April 2016 - F7
International Educator - March/April 2016 - F8
International Educator - March/April 2016 - F9
International Educator - March/April 2016 - F10
International Educator - March/April 2016 - F11
International Educator - March/April 2016 - F12
International Educator - March/April 2016 - F13
International Educator - March/April 2016 - F14
International Educator - March/April 2016 - F15
International Educator - March/April 2016 - F16
International Educator - March/April 2016 - F17
International Educator - March/April 2016 - F18
International Educator - March/April 2016 - F19
International Educator - March/April 2016 - F20
International Educator - March/April 2016 - FCover3
International Educator - March/April 2016 - FCover4
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