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Global Perspective   Tags: internationalization  

Faculty resources for internationalization at Brenau
Last Updated: Jan 4, 2017 URL: http://libguides.brenau.edu/globalperspective Print Guide RSS Updates

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Brenau's Global Perspective

Strategic Planning Project:

An outstanding education institution must be globally engaged and prepare students to be citizens of a multicultural community both at home and in a globalized world. Brenau can accomplish this by having a multi-dimensional, comprehensive internationalization strategy including internationalizing the curriculum and engaging with global issues and partners.

Strategic Planning Strategies:

(2) Establish undergraduate and graduate programs that are in demand and are responsive to the needs of students. Provide the necessary support services and co-curricular activities to enable students to grow and thrive as they complete their degrees.

(4) Make international experiences accessible for all students to ensure that they have a global perspective developed through exposure to other cultures, viewpoints and traditions.

 

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Internationalization

Globalization is “the flow of technology, economy, knowledge, people, values, [and] ideas . . . across borders.” (p. 6) Knight, J., & de Wit, H. (Eds.). (1997). Internationalization of higher education in  Asia  Pacific countries .  Amsterdam:  European  Association  for  International Education.

Internationalization is Brenau's engagement with the reality of globalization. It is “the process of integrating an international, intercultural, or global dimension into the purpose, functions, or delivery of postsecondary education."  Knight, J. (2003). Updated internationalization definition. International Higher Education, 33, 2-3. Retrieved from http://ejournals.bc.edu/ojs/index.php/ihe

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The Center for Internationalization and Global Engagement (CIGE) helps institutions develop and sustain comprehensive, effective internationalization programs that increase global engagement for students, faculty and staff. Effective internationalization goes beyond traditional study abroad programs and international student enrollment. It requires a comprehensive institutional commitment that also includes curriculum, research, faculty development, and active strategies for institutional engagement.

CIGE Internationalization Toolkit - Examples of policies, programs, surveys, and other resources from participants in the Internationalization Laboratory program and other institutions. ​Resources are organized according to the six aspects of the CIGE Model for Comprehensive Internationalization, and are provided as models for other colleges and universities as they pursue their internationalization goals.

  •     Articulated Institutional Commitment & Administrative Structure
  •     Curriculum, Co-Curriculum and Learning Outcomes
  •     Faculty Policies and Procedures
  •     Student Mobility
  •     Collaboration and Partnerships

The Open Doors Report on International Educational Exchange is published by the Institute of International Education. It is a comprehensive information resource on international students and scholars studying or teaching at higher education institutions in the United States, the economic impact of international students coming to the U.S. for higher education , and U.S. students studying abroad. The census is based on a survey of approximately 3,000 accredited U.S. institutions.

With more than 10,000 members, NAFSA: Association of International Educators is the world's largest nonprofit association dedicated to international education.It is a voice for all aspects of international higher education including internationalization, academic partnerships, global learning, international student services, enrollment management, international education leadership, English language programming, and education abroad.

The SUNY Center for Collaborative Online International Learning (COIL) has developed an approach to fostering cross-cultural student competence through development of multicultural learning environments that link university or college classes in different countries. In the COIL model, students from different cultures enroll in shared courses with faculty members from each country co-teaching and managing coursework. The COIL model does not merely promote courses where students from different nations co-habit an online classroom. Rather, we advocate creation of co-equal learning environments where instructors work together to generate a shared syllabus based on solid academic coursework emphasizing experiential and collaborative student learning. The classes may be fully online, or offered in blended formats with traditional face-to-face sessions taking place at both schools, while collaborative student work takes place online.

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