Elena Galinova
Marie Lindhorst
Marion Schwartz
 The
scope and spirit of global advising
(Elena Galinova)
 The
rise of the global advising movement
(Marie Lindhorst)
 Strategies
and pedagogies for global
advising (Marion Schwartz)
 Addresses
many dimensions of the
undergraduate experience
 Uses
an unobtrusive but proactive style
 Cultivates
a global perspective

Substantive Dimensions
(knowledge)
Cultural values and practices
Global interconnections
Worldwide trends
Origins and patterns of world affairs
Alternative worldwide futures
Perceptual Dimensions
(dispositions)
Open-mindedness
Anticipation of complexity
Resistance to stereotyping
Inclination to empathize
Non-chauvinism
Case, R. (1993). Key elements of a global perspective.
Social Education,57 (6), 318-325.

It is not that we are without culture but we are
drawing on the traces and residues of many
cultural systems– and that is precisely what
cosmopolitanism means. It means the ability to
stand outside of having one’s life written and
scripted by any one community, whether that is
faith or religion or culture – whatever it might
be– and to draw selectively on a variety of
discursive meanings.
Hall, S. (2002). Conceiving cosmopolitanism: theory, context
and practice, p.26.

Through cosmopolitan education, we learn more about
ourselves. One of the greatest barriers to rational
deliberation in politics is the unexamined feeling that one's
own current preferences and ways are neutral and natural.
An education that takes national boundaries as morally
salient too often reinforces this kind of irrationality, by
lending to what is an accident of history a false air of moral
weight and glory. By looking at ourselves in the lens of the
other, we come to see what in our practices is local and nonnecessary, what more broadly or deeply shared. Our nation
is appallingly ignorant of most of the rest of the world. I think
that this means that it is also, in many crucial ways, ignorant
of itself.
Nussbaum, M. (1994). Patriotism and cosmopolitanism,
Boston Review.
 Competing
discourses:
• Neoliberal ideology, global markets, knowledge
economy, individual competition, skills and
competencies, accountability -- Global
citizenship as human capital on a global scale
• Social problems, differences and inequalities,
civic awareness and proactive attitude-- Global
citizenship as moral cosmopolitanism
 The
Global-Citizenship-Education triad
 “Global”–
expands “citizenship
education”
 “Citizenship”– brings a social and
political flavor to “global education”
 “Education” emphasizes the importance
of purposeful development of ideas,
identity and responsibilities beyond the
national context
 Rise
of institutional commitments to
programs, resources, offices to promote
global citizenship education
 Recognizes
strategic role of academic
advisers to help students discover and
integrate global concepts, ideas,
resources and experience into their
college education and beyond
 Sometimes
separate offices or initiatives
• University of Connecticut
• Northwestern University
 Some
Global Citizenship certificates or
pathways
• Lehigh University
• Florida State
 Duke
University Trinity College of Arts
and Sciences: Global Advising
• Intentional piece of a Quality Enhancement Plan
submitted to the Southern Assoc. of Colleges and
Schools in 2009
• “Global Duke: Enhancing Students’ Capacity for
World Citizenship”
• One main piece: a Global Advising Program
“Finally, precisely because we
already do offer numerous global
education opportunities at Duke,
many students either do not know
about the full range of possibilities
or are confused about how to
integrate them into a meaningful
whole.”


Supports the multiple ways students may come to
global awareness and world citizenship – “Finding
Your Path”
Supports both international experiences as well as
curricular and co-curricular “internationalization at
home” experiences

Links students to the wide array of global and civic
engagement resources at Duke

Makes explicit link between global citizenship and
academic advising

Effort to promote global learning and
engagement for all undergraduate students

An academic advising tool for student
exploration

An advising tool for advisers to enrich the
conversation about educational choices

Connection to broader global aims, offices,
initiatives of the university
• Undergraduate Global Advising Committee
• DUS Think Global Team
 Assess degree of curiosity, commitment
• What are students ready for?
• What is the next step beyond their comfort zone?
 Listen for cues from the student
• Already committed
• Issues without borders
• Place and places—exploring the globe
• Global involvement and careers
• Disciplines with global dimensions
Think Global: Global Education at
Penn State University
Think Global – Learn More
About Global Issues
Think Global – Global Courses by
General Education Category

Regional and Language Studies
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African Studies
Asian Studies
French and Francophone Studies
German
Hebrew
Italian
Japanese Language
Jewish Studies
Latin American Studies
Middle East Studies
Russian Area Studies
Russian
Russian Translation
Spanish *
Think Global: Global
Involvement Beyond Penn State
Think Global: General Education
Courses with Global Themes
Elena Galinova
Marie Lindhorst
Marion Schwartz