The Rise of Global Advising: Conceptual Trends and Pedagogic Strategies

1. The Rise of Global Advising:Conceptual Trends and Pedagogic Strategies Elena Galinova Marie Lindhorst Marion Schwartz

2. Overview 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)

3. The scope and spirit of global advising Addresses many dimensions of the undergraduate experience Uses an unobtrusive but proactive style Cultivates a global perspective

4. Dimensions of a Global Perspective Substantive Dimensions Perceptual Dimensions (knowledge) (dispositions) Cultural values and practices Open-mindedness Global interconnections Anticipation of complexity Worldwide trends Resistance to stereotyping Origins and patterns of world affairs Inclination to empathize Alternative worldwide futures Non-chauvinism Case, R. (1993). Key elements of a global perspective. Social Education,57 (6), 318-325.

5. Key Concepts:Cosmopolitanism 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.

6. , The Global and the National in Cosmopolitan Education 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 non-necessary, 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.

7. Key concepts: global citizenship • 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

8. Key concepts: global citizenship education 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

9. The Rise of Global Advising 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

10. Examples of Global Advising • Sometimes separate offices or initiatives • University of Connecticut • Northwestern University • Some Global Citizenship certificates or pathways • Lehigh University • Florida State

11. One Example • 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

12. Why Global Advising? “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.”

13. Duke’s Global Advising 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

14. Think Global • 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

15. Advising Strategies • 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

16. Already Committed Think Global: Global Education at Penn State University

17. Issues Without Borders Think Global – Learn More About Global Issues

18. Exploring the Globe Think Global – Global Courses by General Education Category

19. Deepening Regional Interests • Regional and Language Studies • 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 *

20. Global Involvement and Careers Think Global: Global Involvement Beyond Penn State

21. Global Disciplines Think Global: General Education Courses with Global Themes

22. Questions and Discussion? Elena Galinova Marie Lindhorst Marion Schwartz