Week3compendium
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This document discusses several challenges and obstacles to developing a global perspective in education, including time constraints, limited funding, rigid curriculums, lack of teacher training, resistance to change, insufficient administrative support, difficulties accommodating part-time and adult students, differences between public and private institutions, barriers preventing student interaction, and unclear definitions of what constitutes a global perspective. Potential strategies are proposed, such as implementing changes gradually, finding low-cost approaches, empowering grassroots efforts, developing international field experiences, facilitating more student mixing, and expanding perspectives through media exposure.
Week3compendium
- 1. How, why, where and Other challenges and obstacles
- 2. Themes Time Money Curriculum Teacher Training Mindset-Resistance Administrative support Part-time, adult students Public institutions vs private Students not mixing and mingling Unclear on what a global perspective actually is
- 3. Time This is indeed a tough one. Usually, though, we see incorporating a program or an idea into something that already exists as making a complete change. What if the changes were gradual?
- 4. Money Is money simply a convenient barrier? As we go through the class, think about ways that globalization/internationalization can be instituted with little to no money.
- 5. Curriculum Also a tough one. As many pointed out, in most situations curriculum is already tight and then there is always the barrier called teach to the test or the need to take x number of courses in one’s major or to graduate. What about finding champions within so that change becomes bottom up rather than top down? What can you do yourself that won’t rattle cages but will begin to alter the curriculum or the way you teach?
- 6. Teacher/Faculty training There was also considerable discussion about the need to make alterations in the program of study for future teachers and at the university level for finding ways to include globalization/internationalization into all disciplines, not just those that are the obvious one. Barriers are obvious including tenure, state regulations, etc. Yet, why not lobby your alma mater with the need to make changes.
- 7. Mind-set/resistance To mind-set, resistance, here are some incredible resources on influence- all applicable to many situations not just in addressing ‘them or us’ or not invented here syndromes: http://influencewithoutauthority.com http://www.mindtools.com/pages/article/newPPM_8 2.htm http://www.enablingchange.com.au/Summary_Diffusi on_Theory.pdf
- 8. Administrative Support As we will discuss later in the course, administrative support is important not only for dollars and other resources but also needed to make international students welcome here and facilitate the ability for students, faculty and staff to engage in a global experience.
- 9. Part-time, Adult Students Here is a shameless plug for the course: INT 6900 International Field Experience: Provides students an opportunity to gain a deeper understanding of current issues in their fields of study in an international context. Designed to prepare students for an increasingly global workplace. Includes a period of required on-site instruction in the region of study. When on site, students have an opportunity to conduct in-depth field study based on specific themes pertinent to the locality and to meet with representatives from local organizations such as schools, government officials, businesses, the arts, and others. Culminates in a professional-quality research project or presentation. Many institutions, not only Northeastern, are developing short-term programs for an out of country or out of region experience. Sometimes these programs, including at NU, have a small subsidy.
- 10. Public Institutions vs Private Ones Several people discussed how many global initiatives are often more prevalent in private institutions. For many state institutions, they have a need to be economic engines. Yet there are global initiatives such as: http://www.aacc.nche.edu/RESOURCES/AACCPR OGRAMS/INTERNATIONAL/Pages/default.aspx
- 11. Students Not Mixing In Australia where I have been wonderfully able to teach for NU the students come from many, many nations and regions. What is fascinating is that they all mix and match beautifully but the Australians do not often mix and match with them. Several people mentioned the need to facilitate interaction. This may very well be needed both in the classroom and through the co-curriculum. In the primary and secondary grades, there may also need to be facilitation for parents to feel the environment is open.
- 12. What Is a Global Perspective For many, and noted in several posts, a global perspective means living or studying in, coming from or living in another country. This is indeed true. However, many famous writers were first readers where books took them to foreign lands far from where they lived and the circumstances in which they found themselves. A global perspective can indeed be a grand tour. It can also be as inexpensive as a student subscription to The Economist or by reading it through the NU library online: http://www.economist.com
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