The Global Understanding Program: Preparing Students for the Global Society Jami Leibowitz, Ph.D. Interim Director for Global Academic Initiatives Director for Global Understanding

We Live In An Interconnected World

Why Global Academic Initiatives / Global Understanding? The Situation in the U.S. 79% of U.S. population agree that college students should have a study abroad experience. Approximately 4% of U.S. college students study abroad. Approximately 2% of ECU students study abroad. 100 % of students will face challenges associated with a globalized world

WHAT ABOUT THE OTHER 95+%

International Education via a Virtual Collaborative Environment Promoting – Discovery – Exploration – Engagement – Understanding – Within and Between Cultures Project Goal: use regular internet technologies to bring international students and faculty into the same virtual classroom

Building Relationships since partner institutions in 31 countries. Impacting approximately 3500 students worldwide in AY 2013/2014. Algeria, Brazil, Chile, China, Colombia, Ecuador, Egypt, Ethiopia, France, The Gambia, Germany, India, Iraq, Japan, Kyrgyzstan, Lebanon, Macedonia, Malaysia, Mexico, Moldova, Netherlands, Nigeria, Pakistan, Peru, Poland, Russia, Spain, Taiwan, Turkey, UK, USA

Andrew Heiskell Award Innovation in International Education

Work with 3 +1 cultures over the semester for approximately 4 – 5 weeks each. Facilitated, real time, group discussion individual partnered chat. Collaborative project. Set progression of topics and small class size promotes rapport building and cultural sharing. Team approach with plan to fail contingencies. Student Driven! Interdisciplinary ANTH 1050 COMM 1050 ENGL 1000* ETHN 2001 FORL 1060 HMGT 3200* INTL 1050 MIS 4963* MGMT 3250 POLS 1050 PSYC 1070 SOCI 3000* Global Understanding Courses

Academically and disciplinarily Independent – At ECU: ANTH, COMM, ENGL, ETHN, FORL, HMGT, INTL, MGMT, MIS, POLS, PSYC, SOCI – At Partner Institutions: English, Business, Journalism, Globalization, Communication, Cultural Studies… Made possible by: – The CORE – Dual Structure Find Your Fit Model

The CORE Minimum expectations/requirements for GU participation Technology Format Course Requirements – Reflection, Current Events, Collaborative Project Policies Practices

60 % Link Time – Shared Components—The CORE 40 % Local Time – Discipline Specific Role of Professor: Help students connect what they learned in the link time to their discipline specific course objectives. Dual Structure

Collaborative Projects Partnered Students work together to develop a single, negotiated final product. Topic agreed to and assigned by partner teachers. Worldwide, who deserves the most help when it comes to charity? With your partner, create a plan to spend the equivalent of $1 million to help people less fortunate than you. SAMPLE QUESTION:

Collaborative Project Components Representation of each student’s perspective. Comparison of the two perspectives. Negotiated response to the “Global Question.”

Collaborative Project Presentations Final linking day: present your project with your partner from your partner’s perspective…

OUR OUTCOMES: Increased intercultural communication skill / Decreased intercultural communication anxiety. Increased intercultural awareness and competency. Increased capability to collaboratively work in an international setting. Increased participation in international programming. Self-awareness, empathy, confidence, personal growth, maturity, leadership, critical thinking, inquisitiveness.

Benefits to Our Students Develop “global competence” and broader understanding of global perspectives Learn to effectively communicate with people for whom English is a second language Develop skills for intercultural collaboration Better understanding of own culture Cost/time effective; minimize ”risks & fears” Complements study abroad program Better job opportunities for students who have global work and communication experiences

Why this Model Works Mutually beneficial to all partners. Students get a personalized international experience. – Simultaneously engages attitudinal, behavioral and cognitive components while having “fun.” Self-supporting and sustainable. – Dedicated teacher and technology support. – Growth potential. – Cost-effective. CertificatesCertificates

Jami Leibowitz, Ph.D. Interim Director for Global Academic Initiatives Director for Global Understanding East Carolina University For More information: