scholarly journals Explore the World with a Global Education Curriculum

2012 ◽  
Vol 7 (4) ◽  
pp. 116-122
Author(s):  
Julie Tritz ◽  
Tina Cowger ◽  
MaryBeth Bennett ◽  
Richard Fleisher ◽  
Doug Hovatter ◽  
...  
Keyword(s):  
Global Education ◽  
Cooperative Extension ◽  
Land Grant ◽  
Extension Programs ◽  
Education Curriculum ◽  
Global Issues ◽  
Global Workforce ◽  
Land Grant Institutions ◽  
The World ◽  
Global Systems

Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

Teaching for Leadership, Innovation, and Creativity

2020 ◽  
pp. 199-218
Author(s):  
Tahir Iqbal
Keyword(s):  
Global Education ◽  
Research Literature ◽  
Educational Practices ◽  
Business Sector ◽  
Critical Importance ◽  
Education Curriculum ◽  
Contemporary Research ◽  
The World

As the world enters the age of digitalization, it is demanded by time that the education curriculum be updated to the latest version. However, in the contemporary research literature, many different notable researchers and authors have established that there is a disparity which exists in the education curriculum and the educational practices especially in the business sector. This disparity is characterized by gaps in technology and knowledge which must be bridged for the business sector to reap the fruits of a global education in the contemporary timeframe. In this connection, the role of the teachers and the educators is of critical importance primarily due to the fact that they are assigned the heavy responsibility of interacting with students.

scholarly journals Evaluating New Extension Agent Communication Training Effectiveness to Prepare Agricultural and Environmental Communicators for Global Issues

2019 ◽  
Vol 26 (3) ◽  
pp. 121-133
Author(s):  
Jessica Holt ◽  
Arthur Leal ◽  
Angela Hurt
Keyword(s):  
Daily Basis ◽  
Communication Training ◽  
Land Grant ◽  
Land Grant Universities ◽  
Global Issues ◽  
Extension Agent ◽  
The World ◽  
Before And After ◽  
Post Test ◽  
The Face

Extension agents are a valuable source of information within their communities throughout the world. Tasked with sharing research-based information from the universities and serving as the land-grant university within their communities, agents are the face and voice of the university on daily basis. However, this research sought to determine how confident new agents in Georgia were in their ability to effectively communicate within their communities before and after attending a communication workshop. Using a retrospective pre- and post-test survey, the results indicated the agents were most confident in their abilities create high-quality promotional videos and write Public Service Announcements for radio after the training. The results indicated agents were least confident in their abilities to utilize the Extension data base and write effectively. Overall, the results indicated in increase in agents’ perceived ability to effectively communicate in their communities after attending the training. Additionally, the results provide direction for future training and workshops to better prepare agents to effectively communicate information from land-grant universities to their communities and the world. Keywords: communication training; research-based communication; Extension agent workshop; Extension communication

scholarly journals Evolution of the Southeast Greenhouse Conference and Trade Show

HortScience ◽  
2000 ◽  
Vol 35 (4) ◽  
pp. 552B-552a
Author(s):  
Douglas A. Bailey
Keyword(s):  
North Carolina ◽  
South Carolina ◽  
Cooperative Extension ◽  
Land Grant ◽  
Land Grant Universities ◽  
Trade Show ◽  
Land Grant Institutions ◽  
Greenhouse Growers ◽  
Cooperative Extension Services ◽  
Support Research

The 8th annual Southeast Greenhouse Conference and Trade Show (SGCTS) will be held in June 2000. This meeting is the result of cooperative efforts among the Alabama Nurserymen's Association, Florida Nurserymen and Growers Association, Georgia Commercial Flower Growers Association, North Carolina Commercial Flower Growers' Association, South Carolina Greenhouse Growers Association, Tennessee Flower Growers Association, Virginia Greenhouse Growers Association; and the Cooperative Extension Services and Land Grant Universities of all seven participating states, including Auburn Univ., Clemson Univ., the Univ. of Florida, the Univ. of Georgia, North Carolina State Univ., Univ. of Tennessee, Virginia Polytechnic Institute and State Univ., and Virginia State Univ. Through pooling of efforts and resources, the SGCTS has become one of the major floriculture educational and trade show events in North America, and it has grown from an initial participation of 347 and a trade show of 89 booths in 1993 to 2407 participants and 398 booths in 1999. The SGCTS serves as an excellent example of cooperative partnering among grower organizations, Cooperative Extension, and faculty at Land Grant Institutions. It eliminates duplication of efforts among individual states, each historically holding their own state meeting. Proceeds from the conference support grower organizations, which in turn support research and educational programs at the cooperating universities. Over $55,000 were disbursed back to the state associations in 1999.

Shifting Proximities: A Case for Global Reading in US Higher Education

2015 ◽  
Vol 9 (3) ◽  
Author(s):  
Alexander Hartwiger
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Global Education ◽  
World Literature ◽  
Ways Of Knowing ◽  
Distant Reading ◽  
Global Knowledge ◽  
Global Issues ◽  
The World ◽  
Literature Class

AbstractThis article argues that US higher education knowledge production remains localized but gets disguised as global. Consequently, local ways of knowing get projected as universal and students’ worldviews are never complicated or expanded. It offers a pedagogical corrective to this trend and situates the world literature classroom as one of the primary locations that is capable of reimagining global knowledge production in U.S. universities. More specifically, the article explores the fluid movement between close and distant reading as well as the potential of Globally Networked Learning Environments (GLNE) as concrete ways of ensuring that global knowledge production is truly global in scope. Utilizing GNLEs in the world literature class provides a pedagogical model that enables critical engagement with the complexity of global issues through the study and discussion of global texts all while in a global environment. While US institutions seek to expand their global footprints, the educational experiences of students too often remain local. Ultimately, through theoretical and practical examples, the article argues that if students in the US academy are to have a truly global education, teachers and administrators must first start by reforming and transforming local sites of learning.

scholarly journals Pendidikan Entrepreneurship sebagai Alternatif Menjawab Tantangan Pendidikan Global

2018 ◽  
Vol 22 (2) ◽  
pp. 302-312
Author(s):  
Dwi Destiana
Keyword(s):  
Alternative Education ◽  
Carrying Capacity ◽  
Global Education ◽  
Community Support ◽  
Global Competition ◽  
Education Curriculum ◽  
Economic Community ◽  
Level Of Education ◽  
Global Era ◽  
The World

Global competition that demands the development of society in the world, has an impact on the education which becomes the foundation of the nation's scientific. Globally, all nations are vying to improve progress in all areas of technology, economics, and education. Unavailability jobs for the nation's intellectuals, the low economic community, and the competitiveness of the nation, became an internal challenge of Indonesia to be able to fix and strengthen the nation building. Education entrepreneurship comes as an alternative education to answer the challenges of global education. The existence of entrepreneurship education curriculum at every level of education, government and community support, and actualization of entrepreneruship education in universities, become the carrying capacity expected to realize the nation's progress in this global era.

scholarly journals Infusing an international online learning experience into the curriculum: a united states and Mexico collaboration

Dialogia ◽  
2018 ◽  
pp. 85-100
Author(s):  
Flavia Iuspa
Keyword(s):  
United States ◽  
Online Learning ◽  
Learning Experience ◽  
The United States ◽  
Global Learning ◽  
Education Students ◽  
Global Competency ◽  
Global Issues ◽  
The World ◽  
Global Systems

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

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