How do college and university undergraduate level global citizenship programs advance the development and experiences of global competencies?

2021 ◽  
Author(s):  
Magdalena N. Grudzinski-Hall
Keyword(s):  
Global Citizenship ◽  
Global Competencies ◽  
Undergraduate Level ◽  
College And University

Nurturing a Geospatially Empowered Next Generation

2018 ◽  
pp. 50-72
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

scholarly journals An Analysis Of Initial Global Citizenship In A Liberal Arts College In Northeastern Pennsylvania

2013 ◽  
Vol 10 (1) ◽  
pp. 23-28
Author(s):  
Dorothy Anthony ◽  
Patricia Bederman Miller ◽  
Karen K. Yarrish
Keyword(s):  
Study Abroad ◽  
Liberal Arts ◽  
College Graduates ◽  
Global Citizenship ◽  
Liberal Arts College ◽  
Study Abroad Programs ◽  
College And University ◽  
Global Workforce ◽  
Expatriate Employees ◽  
Northeastern Pennsylvania

There are an increasing number of organizations conducting business in the global environment (Hill, 2011). Expatriate employees are frequently used and are critical for success in these assignments (Carpenter, Sanders, & Gregersen, 2000). Adjusting to a foreign culture is one reason for high failure rates of expatriates (Garonzik, Brockner & Siegel, 2000). According to Morais and Ogden (2010), there is a need to measure global citizenship in a way that can validate the outcomes of a study abroad experience, specifically, and the development of a global citizen, generally. College and University Study Abroad programs introduce students to global cultures and citizenship; however, college graduates are not prepared to enter the global workforce (Hunter, 2011). This article analyzes and measures initial global citizenship in a liberal arts college in Northeastern Pennsylvania. This study utilizes the Global Citizenship Scale to explore the initial levels of social responsibility, global competence and global civic engagement (Morais & Ogden, 2010). The researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented.

Nurturing a Geospatially Empowered Next Generation

2019 ◽  
pp. 1582-1601
Author(s):  
Derek Starkenburg ◽  
Christine F. Waigl ◽  
Rudiger Gens
Keyword(s):  
Open Source ◽  
Global Citizenship ◽  
Data Availability ◽  
Undergraduate Level ◽  
The Core ◽  
Science Technology ◽  
The World ◽  
Core Concepts ◽  
Developmental Opportunities ◽  
And Mathematics

For new generations of citizens in all countries, a level of proficiency in geospatial concepts and skills will be required to realize the potential of professional and developmental opportunities. The teaching of geospatial skills links into traditional science, technology, engineering, and mathematics (STEM) curriculum objectives, community-wide concerns and initiatives, and global citizenship. Therefore, by the pre-university and undergraduate level, it is desirable for each student to have acquired such competencies. Free and open-source tools that are accessible and affordable in most areas of the world, along with data availability, offer an opportunity to support teaching such a curriculum. Here, core geospatial concepts are introduced, along with available data and tools. Then, using three scenarios, it is shown how the core concepts can be applied to different settings for educational purposes.

scholarly journals Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil

2020 ◽  
Vol 5 (1) ◽  
pp. 45-69
Author(s):  
Michael Kopish ◽  
Welisson Marques
Keyword(s):  
United States ◽  
Teacher Education ◽  
Critical Pedagogy ◽  
Global Citizenship ◽  
Collaborative Work ◽  
The United States ◽  
Teacher Education Programs ◽  
Global Competencies ◽  
Course Content ◽  
Collaborative Activities

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice. 

Promoting Global Competencies in India

2017 ◽  
pp. 160-174 ◽  
Author(s):  
Aakanksha Rajeev Sharma
Keyword(s):  
Information Literacy ◽  
Global Citizenship ◽  
Global Competence ◽  
Regulatory Structure ◽  
Global Competencies ◽  
Effective Interactions ◽  
The Core ◽  
Different Cultures

The Organization for Economic Co-operation and Development (OECD) defines global competence as the capacity to analyze global and intercultural issues critically and to engage in open, appropriate and effective interactions. Since media forms the basis for attaining and sharing information, formulating ideas and opinions about people, events and situations, exploring different cultures, perspectives, rejecting notions as well as accepting truths, media and information literacy (MIL) is an effective and essential way to attain this global competence. As MIL competencies are closely aligned with global competencies, interlinking the two helps in attaining true global citizenship. This chapter explains the problems, prospects and possibilities for MIL training in India. The history and evolution of media and its regulatory structure in India and how this has impacted and continues to influence the spectrum of media and information literacy is the core of this study.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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