Introduction to Internationalizing Honors (2020)

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Chapters from NCHC Monographs Series National Collegiate Honors Council 2020 Introduction to Internationalizing Honors (2020) Mary Kay Mulvaney Kim Klein Follow this and additional works at: https://digitalcommons.unl.edu/nchcmonochap Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Higher Education Commons, Higher Education Administration Commons, Liberal Studies Commons, and the Social and Philosophical Foundations of Education Commons This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln It has been accepted for inclusion in Chapters from NCHC Monographs Series by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln introduction Mary Kay Mulvaney Elmhurst University Kim Klein Shippensburg University The world of higher education in the twenty-first century recognizes the necessity, not merely the desirability, of educating our students as global citizens According to the American Council on Education’s Center for Internationalization and Globalization Engagement (CIGE), campus efforts toward internationalization are increasing: approximately half of all institutions now include a global studies component in their general education requirements, roughly half specify internationalization as one of their top five institutional strategic priorities, and nearly two-thirds have identified an international or global outcome as one of the student learning outcomes applicable to the entire student body (Mapping Internationalization) While including an international focus is desirable for all undergraduate students, that experience is imperative for honors students Not surprisingly, the institutional members of the National Collegiate Honors Council (NCHC) continue to expand their programming beyond providing academically challenging classroom experiences Honors programs and colleges regularly commit to the development of their highly talented and motivated students as societal leaders who possess an ethical, global consciousness Increasingly, honors educators validate the value of high-impact practices, particularly study abroad, in that leadership development process Honors administrators and faculty recognize that global competency is a vital component of preparing students to compete and lead in an increasingly complex and interdependent world xi Mulvaney and Klein Internationalization of honors programs and colleges enriches students’ undergraduate education and expands their post-graduate options, opening doors to a new world of experiences and opportunities Priorities have certainly changed: less than twenty years ago, the meeting of the International Education Committee at the 2004 NCHC Annual Conference was attended by three individuals, one of whom announced he was retiring Since then, interest has quickly grown The International Education Committee recruited dozens more members; sponsored its first half-day Forum on International Education at the 2008 NCHC Conference, now an annual event; welcomed international guests who gradually became full members within the organization after they formed honors programs across the globe; solicited support from the Publications Board for the idea of a monograph focusing on international education in 2010, which resulted in the first NCHC monograph published on that topic in 2013; and witnessed several International Honors Conferences, primarily held in cities within The Netherlands in recent years Fortunately, since the NCHC publication of the first honors international education monograph we edited, Preparing Tomorrow’s Global Leaders: Honors International Education, in 2013, interest in internationalizing honors programs and colleges has continued to expand Now in 2020, this publication is the second NCHC monograph devoted to internationalizing honors education, representing the work of over thirty honors professionals across the globe Honors internationalization efforts have traditionally focused on creating and promoting short-term and semester-long study abroad experiences, and honors administrators and faculty have developed an impressive array of innovative and enticing international study options for their students Yet deterred by financial, academic, and personal issues, only 10.9% of all U.S undergraduates study abroad (“Open Doors 2018”) And, disturbingly, according to “Open Doors,” the most recent number of “new international students” enrolling at U.S institutions of higher education (another popular way of internationalizing a campus) declined by more than 6.6% from the previous year Experts agree this decrease is largely xii Introduction due to current U.S immigration policies and the prevailing political climate Given these shortfalls, many honors programs and colleges have recognized that they must broaden the scope of their internationalization efforts if they desire to help all students achieve the intercultural competencies that are critical to their future success Campus internationalization is a multi-faceted process The American Council on Education’s CIGE Model for Comprehensive Internationalization consists of the following six pillars that together constitute a comprehensive internationalization approach: • Articulated institutional commitment: Mission statements; strategic plans; funding allocation; formal assessment mechanisms • Administrative structure and staffing: Reporting structures; staff and office configurations • Curriculum, co-curriculum, and learning outcomes: General education and language requirements; co-curricular activities and programs; specified student learning outcomes • Faculty policies and practices: Hiring guidelines; tenure and promotion policies; faculty development opportunities • Student mobility: Education abroad programs; international student recruitment and support • Collaboration and partnerships: Institutional partnerships; joint degree and dual/double degree programs; branch campuses; other offshore programs (Mapping Internationalization 1) While all these factors are important, the CIGE insists: “It is not an accident that ‘curriculum, co-curriculum, and student learning outcomes,’ and ‘faculty policies and practices’ are the two center pillars of the CIGE Model for Comprehensive Internationalization” (Mapping Internationalization 38) The CIGE goes on to note that “attention to these areas is critical in order for internationalization to fully take hold throughout colleges and universities, rather than xiii Mulvaney and Klein remaining a peripheral activity” (Mapping Internationalization 38) While campus internationalization efforts have traditionally focused on student mobility, the CIGE emphasizes that encouraging gains have occurred in the area of “implementing academic and co-curricular policies and programming that facilitate on-campus global learning on a broader scale and among a broader base of students” (Mapping Internationalization vii) Perhaps most encouraging among the CIGE findings is noting the importance of an emphasis on the faculty role in internationalization, as is repeatedly witnessed in the contributions to this monograph, and noting concern over the often-limited administrative recognition of the “faculty contribution to internationalization” (Mapping Internationalization 38) This monograph concurs with the CIGE findings and contributes to expanding upon its findings While Preparing Tomorrow’s Global Leaders focused on the design and implementation of shortterm study abroad programs for honors students, this monograph, Internationalizing Honors, takes a more holistic approach to internationalization The monograph highlights how honors programs and colleges have gone beyond providing often one-time, shortterm international experiences for their students and made global issues and experiences central features of their honors curricular and co-curricular programming It presents case studies that can serve as models for honors programs and colleges seeking to initiate and further their internationalization efforts and highlights the latest research on the impact of internationalization on our students, campuses, and communities Specifically, it underscores the importance of faculty in internationalization efforts as the CIGE does The monograph chapters were written by dedicated honors faculty and may serve as a faculty development tool for campuses wishing to address internationalization more strategically and intentionally by highlighting varied on-campus efforts, by exploring appropriate international partnerships (another step encouraged by CIGE), and by offering models for assessment of internationalization efforts The monograph’s first section, “Internationalizing Honors at Home,” includes five chapters that focus on internationalizing campus communities, including the honors curriculum, co-curricular xiv Introduction programming, and student body The first three chapters offer models of comprehensive internationalization Erin E Edgington and Daniel C Villanueva highlight the innovative curricular and cocurricular programs that they have implemented at the University of Nevada-Reno to internationalize their honors program Craig T Cobane and Audra Jennings detail the steps they took in their impressive program of intentional internationalization at Western Kentucky University Kim Andersen and Christine K Oakley explain how internationalization has been a core mission of honors education at Washington State University since the program’s founding in 1960 The next two chapters outline strategies to leverage the contributions of international students and U.S students who have studied abroad to advance internationalization efforts Robert J Pampel explains how “honors programs and colleges can engage international students at home in sustainable and culturally sensitive ways” through a language-learning partnership (74) Kevin W Dean and Michael B Jendzurski emphasize the significance of “keeping the program alive” after study abroad participants return home and offer strategies for encouraging those students to engage in further program and campus internationalization efforts (103) The second section, “Internationalizing Honors through International Partnerships,” consists of eight chapters that examine successful sustained collaborations between U.S honors programs and institutions abroad, including honors programs, universities, governments, and not-for-profit agencies The first chapter in this section highlights a long-term partnership involving U.S and European honors programs Leslie Kaplan, Sophia Zevgoli, and Andres Gallo’s chapter features the summer study partnership between the University of North Florida and Deree—The American College of Greece; it integrates American and Greek students in classes, co-curricular experiences, and living arrangements where they experience transformational “cultural collisions” (136) The next two chapters focus on honors at international branch campuses of U.S universities James G Snyder and Vanessa Nichol-Peters examine how the Marist College Honors Program has leveraged the unique resources of the college’s branch campus in Italy to develop curricular and co-curricular opportunities for honors students xv Mulvaney and Klein in Florence Providing another perspective on the intersection of honors and the branch campus phenomena, Jesse Gerlach Ulmer writes about the development of a distinct honors program on Virginia Commonwealth University’s branch campus in Qatar The next chapters highlight honors collaborations with universities, governments, NGOs, and third-party providers that enhance international opportunities for honors students Rochelle Gregory, Kyle C Kopko, and M Grant Norton introduce the Fulbright International Education Administrators Seminars and explain how the seminars provide pathways for honors administrators to develop international partnerships with universities in France, Germany, India, Japan, Russia, South Korea, and Taiwan Craig Wallace explores the potential of partnerships with international universities to overcome barriers to education abroad and expand experiential learning opportunities for honors students Kevin W Dean highlights how drawing on the gifts of international students to develop international partnerships has offered, in his case, an extraordinary partnership with the Norwegian Nobel Institute In the final chapters in this section, Misty Guy, Ellen Buckner, and their students—Heidi Evans Knowles, Stephanie Cook, and Zane Cooley—explain the origins of their partnership with an NGO that has led to service and research opportunities for honors health professions students in the Dominican Republic and at other sites around the world Susan E Dinan highlights interdisciplinary and international research programs offered through a third-party provider well-suited for honors students The three chapters in the final section, “Assessing Honors Internationalization,” explore assessment of honors student learning and program outcomes, including the impact of international initiatives on our programs and colleges, campuses, and communities Michael Carignan and Maureen Vandermaas-Peeler offer valuable insights into strategies for assessing the impact of internationalization efforts in their chapter on their study abroad program in Turkey for first-year honors students Chris J Kirkman and Omar H Ali explain how the Lloyd International Honors College shifted from an assessment model focused on growth to one focused xvi Introduction on student learning outcomes as part of comprehensive honors internationalization The monograph concludes with Mary Kay Mulvaney’s study of the long-term impact of study abroad participation on honors alumni and her discussion in an Afterword that briefly outlines new honors international initiatives that emerged following the study Our hope is that this monograph will serve multiple audiences: faculty wishing to develop new globally focused courses or partnerships; administrators looking to inspire and support faculty; advancement officers working to encourage donors to recognize the value of internationalizing campuses; and international education professionals striving to create and advance programs for some of the most talented and motivated students on their campuses Without doubt, as we face the increasingly complicated global challenges of the twenty-first century, societal needs escalate—the need for greater understanding of the common concerns of all humanity; the need for celebrating, not fearfully shrinking from, the rich diversity of our world; and the need for broader education than the traditional classroom can provide to prepare our students to tackle pressing global issues and to lead in a complex and interdependent world These crucial needs can be met, at least in part, through the internationalization of higher education and, specifically, of honors education works cited Andersen, Kim, and Christine K Oakley “Honors Internationalization at Washington State University: A Comprehensive Experience.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 55–71 National Collegiate Honors Council Monograph Series Carignan, Michael, and Maureen Vandermaas-Peeler “Early Impact: Assessing Global-Mindedness and Intercultural Competence in a First-Year Honors Abroad Course.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National xvii Mulvaney and Klein Collegiate Honors Council, 2020: pp 315–47 National Collegiate Honors Council Monograph Series Cobane, Craig T., and Audra Jennings “Internationalizing with Intention: A Case Study of the Mahurin Honors College.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 37–54 National Collegiate Honors Council Monograph Series Dean, Kevin W “Drawing on Gifts of International Students to Develop International Partnerships.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 251–68 National Collegiate Honors Council Monograph Series Dean, Kevin W., and Michael B Jendzurski “Keeping the Program Alive: Internationalizing Honors through Post-Travel Programming.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 103–32 National Collegiate Honors Council Monograph Series Dinan, Susan E “Honors Abroad through Third-Party Providers.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 293– 313 National Collegiate Honors Council Monograph Series Edgington, Erin E., and Daniel C Villanueva “Making the Global Familiar: Building an International Focus into the Honors Curriculum.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 3–36 National Collegiate Honors Council Monograph Series Gregory, Rochelle, Kyle C Kopko, and M Grant Norton “The Fulbright International Education Administrators Seminars: Pathways to International Partnerships.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 209–27 National Collegiate Honors Council Monograph Series xviii Introduction Guy, Misty, Heidi Evans Knowles, Stephanie Cook, Zane Cooley, and Ellen Buckner “The Honors Thesis for Health Sciences Students: A Service Abroad Model.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 269–92 National Collegiate Honors Council Monograph Series Kaplan, Leslie, Sophia Zevgoli, and Andres Gallo “‘Let’s Get a Coffee!’: A Transformative International Honors Partnership.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 135– 62 National Collegiate Honors Council Monograph Series Kirkman, Chris J., and Omar H Ali “Assessing Honors Internationalization: A Case Study of Lloyd International Honors College at UNC Greensboro.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 349–86 National Collegiate Honors Council Monograph Series Mapping Internationalization on U.S Campuses, 2017 Edition Center for Internationalization and Global Engagement American Council on Education Accessed Apr 2019 Mulvaney, Mary Kay “The Long-Term Impact of Study Abroad on Honors Program Alumni.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 387–434 National Collegiate Honors Council Monograph Series “Open Doors 2018.” Institute of International Education, 13 Nov 2018 Accessed Apr 2019 Pampel, Robert J “Intercultural Conversations: Honors-Led Partnerships to Engage International Students on Campus.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 73–101 National Collegiate Honors Council Monograph Series xix Mulvaney and Klein Preparing Tomorrow’s Global Leaders: Honors International Education, edited by Mary Kay Mulvaney and Kim Klein National Collegiate Honors Council, 2013 National Collegiate Honors Council Monograph Series Snyder, James G., and Vanessa Nichol-Peters “Balancing International Aspirations with Honors Expectations: Expanding Honors to a Branch Campus in Florence, Italy.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 163–83 National Collegiate Honors Council Monograph Series Ulmer, Jesse Gerlach “‘Same Same, But Different’: Trans-Nationalizing Honors in a U.S Branch Campus.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 185–207 National Collegiate Honors Council Monograph Series Wallace, Craig “Transformative Learning Abroad for Honors Students: Leveraging High-Impact Practices at Global Partner Institutions.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 229–49 National Collegiate Honors Council Monograph Series Address correspondence to Kim Klein at kmklei@ship.edu or Mary Kay Mulvaney at marym@elmhurst.edu xx ... wishing to develop new globally focused courses or partnerships; administrators looking to inspire and support faculty; advancement officers working to encourage donors to recognize the value of internationalizing. .. International Focus into the Honors Curriculum.” Internationalizing Honors, edited by Kim Klein and Mary Kay Mulvaney National Collegiate Honors Council, 2020: pp 3–36 National Collegiate Honors Council... first section, ? ?Internationalizing Honors at Home,” includes five chapters that focus on internationalizing campus communities, including the honors curriculum, co-curricular xiv Introduction programming,