Gathering of faculty and other professionals ready to share and
learn success stories of what works in global education
Sponsored by Action Grant of the Provost’s Office at SCSU, Global Studies Program
of the College of Liberal Arts SCSU, Center for Excellence in Teaching and Learning
at SCSU and Education for Global Learning (EGL): A Consortium of Minnesota
State Colleges & Universities.
February 28-March 1, 2014, St. Cloud State University, St. Cloud, MN
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Global Pedagogy Symposium 2014 – SCSU Schedule
Friday, February 28, 2014
held at SCSU Welcome Center
Breakfast 8:00-9:00 (catered by Sodexo) Welcome Center Lobby
Welcome remarks President Earl Potter, SCSU
8:30
Cultural presentation from a student group
Sessions I (up to 3 sessions run parallel organized by focus area) 9:30-10:45
Room 120:
Lisa Splittgerber, Gloria Melgarejo, Isolde Mueller, Shawn Jarvis, Maria Mikolchak, Languages
and Cultures, SCSU The Place of Languages in a 21st Century Curriculum and New Pedagogies
panel
Room 121:
Mikhail Blinnikov, Geography and John Ness, History, Global Studies Program, SCSU Engaging
Students in the Large Introductory Global Classes
Mumbi Mwangi and Margaret Villanueva, Ethnic and Women Studies, Global Studies, SCSU
Pedagogy of Global Connections
Husky Conference Room: Student perspectives on being an international student in the United States
Coffee Break 10:45-11:00
Sessions II
11-12:15
Room 120: Short presentations
Anthony Akubue, Environmental and Technological Studies, SCSU: Teaching on poverty in the
Third World
Andrew Conteh, Political Science/International Studies, MSU-Moorhead: Human Rights
Education and International Human Rights Treaties
Kathy Johnson, Director, Confucius Institute, SCSU: Confucius Institute Experience
Elaine Davis, Management, SCSU: Using Interactive Technology and Internet for Global
Education
Room 121:
Julie Andrzejewski, Human Relations and Social Responsibility, SCSU
Vi Bergquist, Anne Rhodes, St. Cloud Technical and Community College, Kripa Shrestha, Preeti
Yonjon, and Naomi Maina, Global Social Responsibility Conference Directors Global Social
Responsibility Conference: A Model to Follow
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Husky Conference Room:
Shawn Smallman, International and Latin American Studies, Portland State University Habits of
the Heart: Reworking Global Citizenship – workshop and discussion
Lunch 12:15-1:15 (catered by Sodexo) lobby
Room 120: Alberto Fierro Garza, Consul of Mexico speech Mexico and United States – Towards a Region
of Knowledge
International Photo Contest Display (all day)
lobby
Posters on display (all day) lobby
Sessions III
1:30-2:45
Room 120:
Bassey Eyo, Communication Studies and Global Leadership Institute, SCSU
SCSU Global Leadership Institute: Exemplary Multidisciplinary Pedagogy for Leadership and
Career Development of International students in Minnesota.
Room 121: Short presentations
Sunny Lie and Eddah Mutua, Communication Studies, SCSU Intercultural Communication:
Bringing our classroom to the world and the world to our classroom
Gael Fonken, TESL, SCSU The places you can go on YouTube: using graphic & hyperlinked field
notes to map out the journey
Plamen Miltenoff and Rachel Wexelbaum, LRTS, SCSU Social Media and Global Issues: Lessons
Learned
Husky Conference Room:
Renae Hanson, English/Global Studies and Diane Pearson, Social Science/Global Studies, MCTC;
Jean Floyd, Nancy Christopherson, Tanya Whitehouse, Riverland CC Experience with and
Challenges of Organizing Global Studies programs at 2-year colleges
Student-led cultural program on Montenegro (ISA, Centennial Hall)
3:00-4:30
Dinner with the keynote speaker (pre-registration required at check in, location TBA)
Saturday, March 1, 2014
6:00-7:30
Atwood Memorial Center
Breakfast 8:00-9:00 (catered by Sodexo) – Atwood Theatre Lobby
Keynote address
Shawn Smallman, International Studies and Latin American Studies, Portland
State University Challenges and opportunities in Global Education
9:00—10:15 Atwood Theatre
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Coffee Break
10:15-10:30 – Atwood Theatre Lobby
Sessions IV
10:30-11:45
Oak Room:
Sharon Kabes, Dennis Lamb, JoAnne Hinckley, Education Institute, Southwest Minnesota State
University Experience Organizing Cooperative Program with Udon Thani Rajubhat University,
Thailand – panel presentation
Granite Room:
Student perspectives on foreign and study abroad education – panel discussion
Glacier Room:
Laura Hastings, Political Science and Global and International Studies, Western Michigan
University Curricular development in Global Studies: Challenges and Priorities – panel
discussion/workshop
Lunch at Glacier Room
Sessions V
12-1 (catered by Sodexo)
1-2:15
Oak Room:
Mikhail Blinnikov, Geography and Global Studies, Marina Cetkovic-Cvrlje, Biomedical Sciences,
SCSU High Impact Practices in Short-term Study Abroad programs (Russia and Croatia)
Bruce Roberts, Anthropology, MSU-Moorhead: Engaging students in short-term study tours:
lessons learned on the realities of Africa and the nature of undergraduate students
Renae Hanson, English/Global Studies, Minneapolis Community and Technical College AACU
Global Education Rubric
Granite Room:
Cathy Geist, Biology/Environment Science and Diane Pearson, Social Science/Global Studies and
students, MCTC. Race to Save the Planet: Engaging Students in an Environmental Learning
Community – panel presentation
Glacier Room:
Yogesh Grover and Michael Bowler, Global Studies, Winona State University I like Global Studies
but what can I do with it – panel discussion
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Global Pedagogy Symposium Abstracts
Anthony Akubue, Environmental and Technological Studies, SCSU Third World Poverty: The Complicity of
European Colonization & Western Neocolonialism
Lord Peter Bauer, the Hungarian-born economist, and critics like him believe that the Third World was
created and the creative force was a combination of psychology and politics. They argue the Third World
was the product of unwarranted guilt felt in the West for its alleged act of exploitation in the past as
well as the politics of foreign aid. Peter Bauer especially argued that the West had nothing to do with
the poverty of the Third World, and opined that “while it is not true colonialism brought about poverty,
there is some truth in the notion that poverty brought colonialism” (pp. 150-151). Having declared that
colonial status and post-colonialism do not inhibit material progress, Bauer (1972) pointed out, howbeit
ignorantly, that “Some of the richest countries were colonies in their earlier history, notably the United
States, Canada, Australia, and New Zealand; and these countries were already prosperous while they
were still colonies” (p. 148). Apparently, Peter Bauer conveniently ignored the distinct difference in
objective between the colonization of these countries and Third World countries. It is the contention in
this paper that colonization by Europe did not only promote poverty in the Third World, but also laid the
foundation for its continued poverty and exploitation with the practice of neocolonialism by the West.
Colonization discouraged industrialization in the colonies with mass destruction of “infant industries.”
Neocolonialism, on the other hand, has been using various tools or strategies, including economic and
political power, to maintain the poverty and dependence of the Third World on the West.
Julie Andrzejewski, Human Relations and Social Responsibility, SCSU;
Vi Bergquist, St. Cloud Technical
and Community College, Anne Rhodes, St. Cloud Technical and Community College, Kripa Shrestha,
Preeti Yonjon, and Naomi Maina, Global Social Responsibility Conference Directors and International
Graduate Students in the Social Responsibility Master’s Program
Global Social Responsibility
Conference: A Model to Follow
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For the past five years, the SCSU Social Responsibility Program has successfully organized the Global
Social Responsibility Conference, a high-impact platform for students to acquire hands-on practice in
impacting urgent global social and environmental problems. A collaborative effort between SCSU and St.
Cloud Technical and Community College, it provides opportunities for students at both institutions to
practically integrate their classroom learning experiences into effective action on critical global issues.
Each year the conference is organized primarily by international and multicultural students, with
the guidance of faculty and staff advisors, engaging scores of passionate volunteers and thousands of
participants. It strategically generates forums for interactive networking with speakers, films, student
presentations, art and music, all focused around the intersections of social justice, peace, human rights,
environment, and animal rights. Conference organizers research issues often not well covered in
mainstream media or academic classes, and invite student and citizen action organizations to inspire
and engage conference participants.
International, multicultural, and domestic students contribute their diverse knowledge,
firsthand experiences and passion towards eradicating social and environmental problems. Student
volunteers learn how to table, introduce speakers, conduct evaluations, discuss action campaigns,
present workshops, hence bolstering cross-cultural interactions, and developing collaborative capacities
among students.
Personal and academic growth is evident from the scores and reflective responses that
participants write on evaluation forms. The Global Social Responsibility Conference sets a stage for
students, whether domestic or international, to take valuable insights on urgent social and
environmental justice issues and apply them for the betterment of the world.
Drawing upon the excellent resources of student and non-profit organizations interested in
educating the public, and requiring minimal financial resources, this model could be expanded to other
campuses. Sample programs, evaluation results, the impact on college-level instruction, feasibility for
other campuses, learning of organizers, and more will be shared.
Mikhail Blinnikov, Geography and Planning, Global Studies, SCSU High Impact Practices in Short-term
Study Abroad programs (Russia)
High-impact practices in higher education may include learning communities, writing-intensive courses,
collaborative assignments, undergraduate research, service learning, and other practices. I highlight a
few examples from my experience teaching education abroad courses in Russia that use some of the
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above practices to encourage student learning. There are unique challenges to implementing many of
such practices in a short-term program, e.g., lack of time, insufficient opportunities to engage, language
barrier, etc. Still, I was able to incorporate some elements of research, active learning, and collaborative
assignments specifically into the overall course framework. We start with a rigorous pre-trip orientation
program in the semester before the trip. All students in the class are expected to produce a research
paper based on personal observations and social science research during the trip. Furthermore, all of my
students are engaged with their Russian peers while on the trip and use them as gateway points to
access other Russian people needed to complete the research. All students form teams for
presentations and cultural sharing experiences and finally all engage in daily journal writing and formal
discussions of experiences.
Mikhail Blinnikov, Geography and Planning, Global Studies, SCSU; John Ness, History, Global Studies,
SCSU Engaging Students in the Large Introductory Global Classes
Many introductory global studies classes we teach are large, defined usually as those over 100 students.
Both of us have experience teaching classes in Ritsche Auditorium, the largest classroom at SCSU, of
over 300 students. What can one do in a classroom that large to keep students engaged? There are
technological fixes, e.g., using clickers or iPADs, and there are pedagogical fixes, which are less costly or
novel, perhaps, but equally effective. Blinnikov will highlight his experience with GEOG 111 Introduction
to Global Geography class that typically has 100 students enrolled from 5 different countries. Ness will
discuss his experience teaching Global History class of over 200 students. Both will showcase relevant
examples of class assignments and activities that they use to achieve best student engagement and
success in these challenging classes.
Marina Cetkovic-Cvrlje, Biomedical Sciences, SCSU and Andelka Radojcic-Badovinac
High Impact Practices in Short-term Study Abroad programs (Croatia)
In a time of financial restrains and budget cuts, a short-term study abroad becomes an ideal form for
gaining an international learning experience. Among the short-term studies abroad programs, the
discipline of science has been consistently underrepresented. Whereas global learning component has
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been embedded in every short-term study abroad project, other high-impact practices have not been
broadly exploited in those programs. Here, we will discuss our experience in creation and execution of
the academically rigorous joint short-term study abroad program for the St. Cloud State University’s
Biomedical Sciences and the University of Rijeka’s Biotechnology major students, that utilized several
high-impact practices, such as, capstone, intensive writing and global experiences in a context of
collaborative learning at the University of Rijeka in Croatia.
Andrew Conteh, Political Science/International Studies, MSU-Moorhead: Human Rights Education and
International Human Rights Treaties
Human rights education is all learning that develops the knowledge, skills and values of human rights.
The United Nations Decade for Human Rights Education (1995-2004) defined human Rights Education as
“training dissemination and information efforts aimed at building of a universal culture of human rights
through the imparting of knowledge and skills and the molding of attitudes which are directed towards;
a) The strengthening of respect for human rights and fundamental freedoms
b) The full development of the human personality and the sense of its dignity,
c) The promotion of understanding, respect, gender equality, and friendship among all nations,
indigenous peoples and racial, national, ethnic, religious and linguistic groups;
d) The enabling of all persons to participate effectively in a free society;
e) The furtherance of the activities of the United Nations for the Maintenance of Peace.
Several human rights treaties contain specific provisions relative to human rights education; in addition,
some treaty bodies have elaborated reporting guidelines, general comments or recommendations,
concerning human rights education, training, and information. This presentation is devoted to
examining the provisions of these international documents and their implications for the continued
process of globalization and Human Rights Education.
Bassey Eyo, Leadership & Organizational Communication Coordinator, SCSU Global Leadership Institute:
Communication Studies, SCSU SCSU Global Leadership Institute: Exemplary Multidisciplinary Pedagogy
for Leadership and Career Development of International students in Minnesota.
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Session examines Leadership as Global using SCSU Global Leadership Institute as a case in point. The
Institute Mission, Vision and Strategic Goals will be clarified to underscore a “GLOCAL” vision on
Leadership Development for International Students. The Institute offers integral and practical wisdom
for the students, interweaves for them global leadership competencies, global knowledge/quiz bowl,
multicultural competencies, systems intelligence plus knowledge of international organizations for
international/global career possibilities. Ongoing workshops, with cases, readings, speakers, campus
and community engagements, etc., are part of the pedagogic mix for the International and U.S.
students.
Yogesh Grover and Michael Bowler, Global Studies, Winona State University I like Global Studies but
what can I do with it – panel discussion
A common question posed by students and parents alike is that they are excited about learning global
studies but they are not sure about what can they do with it after graduation. I have come across
students who have declared global studies as their major and then switched over to another major
because they did not think there was a career path open to them if they pursued global studies. This is a
challenge not only in liberal arts in general, but in global studies in particular, where the argument that
global studies enables students to better understand the global forces at work that affect their lives is
becoming hard sell. The conventional advice in liberal arts/social sciences has been that as long students
have the skills to clearly understand the world around them, to express themselves clearly and critically
examine the situation they are dealing with, the market place will value them and reward them
accordingly. But this does not appear to be convincing any more. (Interestingly, Global Studies is in large
part the study of globalization where we hope students will analyze critically, including the marketbased, neoliberal framework that, not surprisingly, may not in large part support neither the interests of
global studies majors and minors!)
The purpose of this proposal is to have a round table discussion among instructors in global studies to
share views about what has worked for them as they advise their students, to develop a consensus
about how we can impress upon the students the value of learning global studies and also offer a
sincere, honest and reliable guide about the career paths realistically open to them after they complete
their degree in global studies. Students and parents are becoming increasingly conscious about
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employments prospects after graduation and we owe them convincing information about they can
expect. The purpose of this panel is to deliberate on this issue, share views about which advice has
worked for them, and possibly develop a more coherent and convincing position about what students
can expect after they graduate with a degree in global studies.
Elaine Davis, Marketing, SCSU Using Interactive Technology and Internet for Global Education – short
presentation
I currently teach Int'l Management 470/570 and still advise the international business majors and
minors. In addition I have led or worked on study abroad programs via SCSU to Costa Rica, China,
England, Australia, and gone with for professional development to Ghana and Scandinavia. I have
traveled in 76 countries. This presentation will highlight my internet/tech work I do with my domestic
and international students, trying very hard to engage them and see the world as their classroom.
Alberto Ferro Garza, Consul of Mexico, St. Paul, MN Mexico and United States – Towards a Region of
Knowledge – luncheon address.
Strengthening the educational, academic and scientific ties between Mexico and the United States is a
key component towards improving the competitiveness of both countries. This session will provide an
overview of higher education in Mexico and touch upon bilateral collaboration initiatives geared
towards increasing the number of students in mobility programs, encouraging academic exchanges,
development of global classrooms and establishing research centers.
Gael Fonken The places you can go on YouTube: using graphic & hyperlinked field notes to map out the
journey –short presentation.
Using a one page graphic organizer, I help students to theorize the existence of up to nine
simultaneously acting layers of cross-cultural interaction in Spanish-language movies (películas) posted
on YouTube. Especially for L2 Spanish-learners (and English subtitle readers) who are participating from
a distance, a “full” accounting of the action in the film requires some prior knowledge of the various
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local, regional and transnational institutions and players influencing the film. This graphic helps
students to think of these various social, cultural and political inputs spatially in hierarchical scalar terms
(Blommaert, 2007). But beyond conceptualizing the action in the film and factors affecting its
production and consumption, having these layers numbered and actually imprinted on the corner of the
page next to spaces for taking notes gives students a chance to apply this theory while in the midst of
real film-watching assignments. In the context of Spanish 341 (Culture and Civilization) and in several
300 level Anthropology classes, we’re exploring ways to use this graphic-loaded notepage to expedite
the collection and communication of cinematic “field notes”. The efficacy of both paper and
hyperlinked (WORD doc) study sheets will be discussed. I use my own research on state-funded
películas used to negotiate and recover various aspects of Argentine history as a case study. We invite
participants to link to our Multilingual Forum. blog and attend the SCSU Student Research Colloquium
talks on this topic as well.
Renae Hanson, English/Global Studies, Minneapolis Community and Technical College AACU Global
Education Rubric – short presentation
AAC&U has a set of Values Rubrics to enable cross institution-discussion of discipline-specific as well as
cross-discipline learning goals. The global learning rubric was a challenge to come up with because it is
so very cross-disciplinary. It was a challenge and a joy to work with a team of people (through phone
conferencing) from around the country and from varied types of institutions and varied disciplines to
come up with this assessment and communication tool. You can get to the description of the global
learning rubric at http://www.aacu.org/value/rubrics/globallearning.cfm and you can "purchase" the
rubric at no cost from there. I would enjoy talking with a group of people about what the language of
the assessment tool means to us and about how it might help (or not help) us here in Minnesota to think
about our similarities and differences in addressing global education.
Renae Hanson, English/Global Studies and Diane Pearson, Social Science/Global Studies, Minneapolis
Community and Technical College and Jean Floyd, Nancy Christopherson, Tanya Whitehouse, Riverland
CC Experience with and Challenges of Organizing Global Studies programs at 2-year colleges
A panel and discussion about our experience of developing and offering the Introduction to Global
Studies courses at MCTC (which we offer in four different formats--Learning Community, stand alone,
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blended, and online) and at Riverland CC. We welcome questions, conversation, ideas, and experience
from others.
Laura Hastings, Political Science and Global and International Studies, Western Michigan University
Curricular development in Global Studies: Challenges and Priorities – panel discussion/workshop
Most four-year colleges offer some coursework in international studies, whose objective is broadly to
enlarge the perspectives of students as they address problems of a world society. What, then, are the
best practices and appropriate materials to do this? What are the key curricular pieces that a Global
Studies program should aim to include? How can Global Studies programs participate in the ongoing
dialogues about new methods of teaching? What strategies can we employ to evaluate this global
education and to ensure student success?
I would like to outline the debates underway about curriculum and pedagogy in Global Studies
programs. I will explore the content of the Global Studies Introductory course and discuss debates
about technology and Internet resources usage. I would also like briefly to examine how to make the
study truly interdisciplinary as well as achieve a balance between history and current events.
Either in the same talk or on another occasion, I would like to discuss how some innovative course
offerings like internships, study abroad, and service learning can help to prepare students for the
workplace. Finally, many of the traditional tenets of the study of learning do not work well in teaching
from a global perspective. What contributions can interdisciplinary studies bring to instructional
theory? Three related topics... I'll let you make choices!
Proposed Outline:
The Global Studies introductory course: use of technology, history or current events, interdisciplinary don't forget the arts and the sciences!, faculty constraints.
Global Studies programs and preparing for the workplace: internships, study abroad, service learning.
Global Studies and pedagogy.
Kathy Johnson, SCSU Confucius Institute Initiative at SCSU – short presentation
The Confucius Institute presentation will share information about Hanban, the supporting department
within Hanban, the role of Confucius Institutes globally, the priorities of the SCSU Confucius Institute
and opportunities for students, faculty and administrators to become involved. Opportunities exist for
all faculty students and are not limited to only SCSU.
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Sharon Kabes, Dennis Lamb, JoAnne Hinckley, Education Institution, Southwest Minnesota State
University Experience Organizing Cooperative Program with Udon Thani Rajubhat University, Thailand
We would like to present a workshop addressing a Cooperative Program with Udon Thani Rajubhat
University in Thailand. Southwest Minnesota State University has developed Cooperative Program
with Udon Thani Rajubhat University in Thailand and is entering the sixth year of the program. We
would like to share with others the elements that we believe have contributed to making this
cooperative program a success and which are essential to any global cooperative program. We will
share research data from surveys which have been collected since the program originated; pedagogy
and strategies, assessments used in teaching students with varied English levels, how site visits were
developed to support the learning; opening and closing ceremonies and other cultural aspects that are
addressed; and English language support necessary. We will share video, DVD’s, pictures and other
data and provide interactive experiences with attendees. Handouts will be provided
Sunny Lie and Eddah Mutua, Communication Studies, SCSU Intercultural Communication: Bringing our
classroom to the world and the world to our classroom – short presentation
Few will argue that the world is getting smaller – and that its people are now linked in a multitude of
ways. With this reality comes an indispensable need to understand and communicate effectively with
the world’s diverse people and cultures. The goal of an intercultural communication class is to create a
learning environment in which culture learning is achieved through the exploration of varied
perspectives on communication across cultural boundaries. This is done with the understanding that
culture learning is not only a cognitive exercise, but also an attitudinal and affective process. The main
focus of our talk is current pedagogical practices in which we bring our students to world, while bringing
the world to our classrooms. Examples of these practices include our community service program
‘Communicating Common Ground’, in which we train students to facilitate intercultural dialog between
diverse local high school students, as well as facilitating a computer-mediated dialog between local
students and their peers in Kenya. In an effort to contextualize, and more importantly, contrast what we
have done and continue to do in our intercultural communication classes, we will also provide a brief
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history of the development of the Intercultural Communication discipline, and how shifting foci and
approaches in the discipline have influenced our pedagogical approach as educators in this field.
Plamen Miltenoff and Rachel Wexelbaum, LRTS, SCSU Social Media and Global Issues: Lessons Learned –
short presentation and poster
Social Media, as part of Web 2.0 and the entire World Wide Web, is a global and ubiquitous
phenomena. It is only expected that teaching of social media automatically presupposes wide
acceptance and understanding of global issues. In this session, we openly will discuss and debate various
approaches of teaching and learning how to become a global citizen. Bring your knowledge, questions
and resolutions for a timely and interesting discussion.
Mumbi Mwangi and Margaret Villanueva, Ethnic and Women Studies, Global Studies, SCSU Creating
Local-Global Connection in Minnesota Classrooms.
We investigate two ways to bring global understanding into Minnesota college classrooms: through
applied outreach with African children and through internet connections for global learnings. Mumbi
Mwangi engages students by connecting the local to the global through transmitting her own teaching,
scholarship, and activism into the curriculum. With support from student groups, graduate programs,
study abroad, and other campus networking, SCSU students participate in outreach to orphaned
children in Kenya; through NGATHA International, students connect with local and global networks.
Whether focusing on studies on women and gender, Third World development, or transnational theory,
students find their classwork linked to real issues in Africa and across the globe.
Margaret Villanueva brings the world into the classroom through WebQuest research and team
presentations. Joining an introductory course on globalization, students move from rather uninformed
observers to participants in global research. In a course that attracts immigrant and international
students, world travelers, and those who never ventured far from their hometowns – “jumping into”
global research in the first weeks of class using WebQuest guidelines, students soon move on to creative
team research on diverse global topics. By semester’s end, students find that they have become
teachers as well as learners in a network of local-global connections.
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Bruce Roberts, Anthropology, MSU-Moorhead: Engaging students in short-term study tours: lessons
learned on the realities of Africa and the nature of undergraduate students
Africa is a part of the world that remains largely outside the awareness of most American
undergraduates. Stereotypes based upon media portrayals typically accentuate one of two extremes:
either the romantic images of “wild” Africa or the dysfunctional “dark” continent plagued by civil war,
famine, and HIV/AIDS. As an educator searching for ways to better convey the realities of Africa to
undergraduates, in 1998 I began taking small groups of American undergraduates to East Africa for short
term study. To date I have conducted seven of these short-term programs and am planning the eighth
for this May. I have as well served as resident program director of a semester-long study abroad
program in Tanzania. In spite of numerous “disincentives” and unforeseen obstacles I have persevered
in my commitment to this type of important experiential learning opportunity for undergraduates. This
presentation will briefly discuss the rationale and the methods behind my madness and seek to convince
the listeners, even if it is only one, to give this type of pedagogy a try.
Shawn Smallman, International Studies and Latin American Studies, Portland State University
Challenges and Opportunities in Global Education - Keynote Address.
Smallman will talk about why our work in Global Education matters, and where we should begin, by
examining the idea of the globally engaged citizen. After discussing our common challenges, Smallman
will look at universities that have become national models, and discuss why they have succeeded.
Shawn Smallman, International and Latin American Studies, Portland State University Habits of the
Heart: Reworking Global Citizenship – workshop and discussion.
This workshop will help participants to consider how to put students at the center of global education.
After faculty consider the obstacles to this work based on their own experience, they will examine how
to create innovative plans to internationalize their own institutions.
Lisa Splittgerber, Gloria Melgarejo, Isolde Mueller, Shawn Jarvis, Maria Mikolchak, Languages and
Cultures, SCSU The Place of Languages in a 21st Century Curriculum and New Pedagogies
This panel will examine the important role languages play in the changing landscape of universities and
colleges of the 21st century and will explore experiential pedagogies outside the classroom such as
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education abroad and service learning, as well as hybrid classes, interactive learning in the classroom
and evolving technologies.
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