International Educator - March/April 2016 - 23

and global studies have become more common as a form of scholarship and teaching and learning," said Kahn.
Kahn, who has done extensive research on varying pedagogical
approaches to global learning, said, "There's no one-size-fits-all. It
depends on the resources you have on your campus, its history, the
student body, curriculum, and the scale and scope. It's not going to
look the same for every university, whether it's (in) general education
or a couple of core courses across the entire campus or whether it's
department by department and school by school." The approach to
global learning at IU has been more decentralized, with different
schools shaping their own paths forward. "It's worked for us." But
she added, "With the strategic plan, we will be pulling some of these
(school-by-school approaches) together. There are always ways to
deepen that internationalization."
The strategic plan seeks to increase the number and diversity of
students who study abroad and increase "global cultural competency
across the curriculum." On a campus with 7,000 international students who play a vital role in globalizing the educational experience
for their classmates, IU also plans to increase support services for
the international contingent to help ensure their academic success.
It's a comprehensive approach to enhance the global learning environment for all students, Kahn said.

Pursuing Global Learning at Simmons
Simmons College, a women's college in the heart of Boston, is in the final
stages of preparing a new strategic plan. Provost Katie Conboy said an
existing requirement that students take a course on diversity has been
expanded to focus on global and multicultural issues. Upon arriving at
Simmons in 2013, Conboy canvassed deans on what they viewed as the
best opportunities for the college to stand out, and global impact was one
that emerged clearly. The Center for Global Education has set a goal of
increasing the study abroad rate to 15 percent by 2020 while globalizing
the on-campus curriculum. Conboy also has asked CGE Director Joseph
Stanley to look into letting students apply financial aid to the costs of
study abroad, possibly with preference for nontraditional destinations.
But Conboy stressed the importance of building in global experiences for students even if they never leave the campus. Every
first-year student now must take a so-called Boston Course that gets
them working on problems in the local community. "We want the
students to move from that local engagement to thinking about the
same issues on a global level."
IE
CHRISTOPHER CONNELL is a veteran Washington, D.C., education writer
and author of NAFSA's annual Internationalizing the Campus reports.
His last article for International Educator magazine was "A Quarter
Century That Changed the Landscape of International Education" in the
November/December 2015 issue.

Live without regrets. Learn without borders.

Discover where you'll study abroad at usac.unr.edu
@StudyAbroadUSAC

M A R + A P R .16 INTERNATIONAL EDUCATOR

23  


http://usac.unr.edu

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
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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
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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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