Embedded Education Abroad Faculty Toolkit

1. Embedded Education Abroad Faculty Toolkit Support Provided By Schreyer Institute For Teaching Excellence [ www.schreyerinstitute.psu.edu ] Penn State University Office of Global Programs [ www.global.psu.edu/ ] March 25, 2010

2. Presentation Agenda • Welcome & Introductions • Overview of Embedded Education Abroad Programming • Introduction and Overview of Toolkit • Tool Development & Discussion • Next Steps: Forthcoming Research • Q&A / Discussion

3. Introductions Recreation, Park and Tourism Management Tourism Research Laboratory The Pennsylvania State University 801 Ford BuildingUniversity Park, PA 16802 Phone: (814) 865-1851Fax: (814) 867-1751 [ http://www.hhdev.psu.edu/rptm/research/rtmmrl.html ]

4. Embedded Programming In recent years, there has been extraordinary growth in short-term, embedded education abroad programming, defined as: “International undergraduate and graduate courses that include a brief experience abroad as a minor component, one credit or less, of a course for which the substantive content is provided within the United States.” -- Penn State Office of Global Programs

5. Embedded Programming What is the student profile of embedded education abroad programs at Penn State?

6. Toolkit Overview

7. Toolkit Structure • Primary Focus Areas – Global Citizenship, Academic Development • Phase of Instruction– Pre-Departure, In-Country, Post-Study Abroad • Content Thread – Communication, Utilization of Technology, Primary & Secondary Research, Experiential Learning, Culture & Identity • Learning Type – Formal, Non-Formal, Informal

8. Toolkit Structure Social Responsibility. Perceived level of global interdependence and social concern to others, to society and to the environment.

9. Global Citizenship So, what does Global Citizenship really mean?

10. Global Citizenship • Global citizenship is a moral and ethical outlook that influences and guides engagement with national and global communities. • It requires having a sense of responsibility to citizens of other countries (Parekh, 2003). • It requires knowledge and skills for responsible citizenship at local, state, national and global issues (Andrzejewski and Alessio 1999). • It calls for participatory action in alleviating local and global inequality and the capacity to affect the well-being of individuals (Westheimer & Kahne, 2004). • Global citizenship encompasses three dimensions: social responsibility, global competence, global civic engagement.

11. Global Citizenship • Social Responsibility. The perceived level of interdependence and social concern to others, to society, and to the environment. • Global Competence. Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this knowledge to interact, communicate and work effectively outside one’s environment. • Global Civic Engagement. Demonstrated action and/or predisposition toward recognizing local, state, national and global community issues and responding through actions such as volunteerism, political activism and community participation.

12. Global Citizenship • The Coffee Shop Intellectual One can have a sense of social responsibility and the competence needed to effectively engage the world, but do little beyond merely discussing issues. Social Responsibility Global Competence Global Civic Engagement

13. Global Citizenship • The Naïve Idealist One can have a sense of social responsibility and be fully engaged in local and global issues, yet lack the competency needed to engage effectively in the world. Social Responsibility Global Civic Engagement Global Competence

14. Global Citizenship • The Imperialist One can have the competence to effectively engage in the world and be actively doing so, but lack a sense of social responsibility or genuine concern for others. Global Competence Global Civic Engagement Social Responsibility

15. Academic Development • It is beyond the scope of the Toolkit to offer tools for discipline-specific learning. Rather, academic development offers a broader, interdisciplinary approach toward enhancing student learning in education abroad. Academic development is understood in relation to two interrelated dimensions: Academic Self-Concept Academic Self-Efficacy

16. Academic Development • Academic Self-Concept.Perceptions of one’s own academic abilities. Incorporates both cognitive and affective responses toward the self and is heavily influenced by social comparison. • Academic Self-Efficacy. The extent to which students are self-directed and believe they personally have the capabilities to take responsibility for their own academic performance.

17. YouTube Ethnography Project

18. My Ethic for Global Learning

19. My Ethic for Global Learning Cannibal Tours

20. Lost in Translation

21. Global Panoramio

22. Toolkit Development • Divide into teams by primary interest area. • Use the Tool Template to design a new tool to be considered for the Toolkit. (20 minutes) • Select groups will present and discuss their tool with the larger group.

23. Global Justice & Disparities Altruism & Empathy Glob. Interconnectedness & Pers. Resp. Self-Awareness Intercultural Communication Global Knowledge Involvement in Civic Organizations Political Voice Glocal Civic Action Global Citizenship Social Responsibility Global Competence Global Civic Engagement Self-Selection Academic Development Academic Self-Concept Academic Self-Efficacy Expanding Academic Interests Learning from Others Choice Effort Persistence Education Abroad Experience Embedded Program Participation Moderating Variables Gender, Previous Education Abroad Experience Language Proficiency, Program Duration Forthcoming Research

24. Scale Development Process • Global Justice & Disparities • Altruism & Empathy • Global Interconnectedness & Personal Responsibility Social Responsibility Global Citizenship • Self-Awareness • Intercultural Communication • Global Knowledge Global Competence • Involvement in Civic Organizations • Political Voice • Glocal Civic Activism Global Civic Engagement

25. Scale Development Process Academic Self-Concept • Learning from Others • Expanding Academic Interests Academic Development • Choice • Effort • Persistence Academic Self-Efficacy

26. Questions? Comments? Suggestions for additional tools?

27. Where to find it... • CD, available upon request. • Penn State University Office of Global Programs Please see handouts on Forum website.