People-Centered Approaches Toward the Internationalization of Higher Education

People-Centered Approaches Toward the Internationalization of Higher Education Gabrielle Malfatti University of Missouri, USA A volume in the Advances in Higher Education and Professional Development (AHEPD) Book Series Published in the United States of America by IGI Global Information Science Reference (an imprint of IGI Global) 701 E Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com Copyright © 2021 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Names: Malfatti, Gabrielle, 1966- editor Title: People-centered approaches toward the internationalization of higher education / Gabrielle Malfatti, editor Description: Hershey, PA : Information Science Reference, 2020 | Includes bibliographical references and index | Summary: “This book examines the praxis of internationalization in higher education with empirical research and relevant models of practice that approach the topic critically and responsibly The book innovates and (re)humanizes internationalization efforts, including education abroad, international recruitment, international scholar and student services, and internationalization of curriculum, by focusing on the people and communities touched, intentionally and unintentionally, by said efforts” Provided by publisher Identifiers: LCCN 2020004154 (print) | LCCN 2020004155 (ebook) | ISBN 9781799837961 (hardcover) | ISBN 9781799854029 (paperback) | ISBN 9781799837978 (ebook) Subjects: LCSH: Foreign study | Education, Higher Social aspects | Education and globalization Classification: LCC LB2375 P46 2020 (print) | LCC LB2375 (ebook) | DDC 370.116 dc23 LC record available at https://lccn.loc.gov/2020004154 LC ebook record available at https://lccn.loc.gov/2020004155 This book is published in the IGI Global book series Advances in Higher Education and Professional Development (AHEPD) (ISSN: 2327-6983; eISSN: 2327-6991) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher For electronic access to this publication, please contact: eresources@igi-global.com. Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA ISSN:2327-6983 EISSN:2327-6991 Mission As world economies continue to shift and change in response to global financial situations, job markets have begun to demand a more highly-skilled workforce In many industries a college degree is the minimum requirement and further educational development is expected to advance With these current trends in mind, the Advances in Higher Education & Professional Development (AHEPD) Book Series provides an outlet for researchers and academics to publish their research in these areas and to distribute these works to practitioners and other researchers AHEPD encompasses all research dealing with higher education pedagogy, development, and curriculum design, as well as all areas of professional development, regardless of focus Coverage • Adult Education • Assessment in Higher Education • Career Training • Coaching and Mentoring • Continuing Professional Development • Governance in Higher Education • Higher Education Policy • Pedagogy of Teaching Higher Education • Vocational Education IGI Global is currently accepting manuscripts for publication within this series To submit a proposal for a volume in this series, please contact our Acquisition Editors at Acquisitions@igi-global.com or visit: http://www.igi-global.com/publish/ The Advances in Higher Education and Professional Development (AHEPD) Book Series (ISSN 2327-6983) is published by IGI Global, 701 E Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com This series is composed of titles available for purchase individually; each title is edited to be contextually exclusive from any other title within the series For pricing and ordering information please visit http://www.igi-global.com/book-series/advances-higher-education-professional-development/73681 Postmaster: Send all address changes to above address Copyright © 2021 IGI Global All rights, including translation in other languages reserved by the publisher No part of this series may be reproduced or used in any form or by any means – graphics, electronic, or mechanical, including photocopying, recording, taping, or information and retrieval systems – without written permission from the publisher, except for non commercial, educational use, including classroom teaching purposes The views expressed in this series are those of the authors, but not necessarily of IGI Global Titles in this Series For a list of additional titles in this series, please visit: http://www.igi-global.com/book-series/advances-higher-education-professional-development/73681 Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities Emerging Research and Opportunities Chunfang Zhou (Aalborg University, Denmark) Information Science Reference ã â 2021 ã 150pp ã H/C (ISBN: 9781799835271) • US $145.00 Higher Education Response to Exponential Societal Shifts Jerrid P Freeman (Northeastern State University, USA) Cari Keller (Northeastern State University, USA) and Renee Cambiano (Northeastern State University, USA) Information Science Reference ã â 2020 ã 290pp • H/C (ISBN: 9781799824107) • US $195.00 New Models for Technical and Vocational Education and Training Moses Makgato (Tshwane University of Technology, South Africa) and Antje Barabasch (Swiss Federal Institute for Vocational Education and Training, Switzerland) Information Science Reference • © 2020 • 400pp • H/C (ISBN: 9781799826071) • US $175.00 Optimizing Higher Education Learning Through Activities and Assessments Yukiko Inoue-Smith (University of Guam, Guam) and Troy McVey (University of Guam, Guam) Information Science Reference ã â 2020 ã 300pp • H/C (ISBN: 9781799840367) • US $195.00 Integrating Social Justice Education in Teacher Preparation Programs Courtney K Clausen (Utah State University, USA) and Stephanie R Logan (Springfield College, USA) Information Science Reference ã â 2020 ã 340pp ã H/C (ISBN: 9781799850984) • US $185.00 Antiracist Professional Development for In-Service Teachers Emerging Research and Opportunities Jenice L View (George Mason University, USA) Elizabeth K DeMulder (George Mason University, USA) Stacia M Stribling (George Mason University, USA) and Laura L Dallman (George Mason University, USA) Information Science Reference ã â 2020 ã 208pp • H/C (ISBN: 9781799856498) • US $165.00 Handbook of Research on Diversity and Social Justice in Higher Education Jared Keengwe (University of North Dakota, USA) Information Science Reference • © 2020 • 380pp • H/C (ISBN: 9781799852681) • US $255.00 Accessibility and Diversity in the 21st Century University Gary A Berg (California State University Channel Islands (Retired), USA) and Linda Venis (UCLA (Retired), USA) Information Science Reference ã â 2020 • 331pp • H/C (ISBN: 9781799827832) • US $195.00 701 East Chocolate Avenue, Hershey, PA 17033, USA Tel: 717-533-8845 x100 • Fax: 717-533-8661 E-Mail: cust@igi-global.com • www.igi-global.com Editorial Advisory Board Mauricio Izquierdo Aguirre, Uniminuto, Colombia David Wick, Middlebury Institute of International Studies at Monterey, USA  Table of Contents Preface xvi Acknowledgment .xxiii Section Global-Mindedness in the Classroom Chapter Translating Internationalization Initiatives From the Macro to the Micro: A Grassroots Experience Kathleen A Corrales, Universidad del Norte, Colombia Lourdes Rey Paba, Universidad del Norte, Colombia Paige Michael Poole, Universidad del Norte, Colombia Chapter Infusing Global Perspectives Into Teacher Education: A Self-Study From Texas and Georgia 20 Minda Morren López, Texas State University, San Marcos, USA Chang Pu, Berry College, USA Chapter Pedagogical Opportunities to Foster Interaction and Deep Understanding Between International and Domestic University Students: Teaching Critical Reflexivity Through Interaction 46 Samantha Clifford, Northern Arizona University, USA Section Intercultural Exchange in Host Communities Abroad Chapter Move Over Medici! Exploring the Impact of US Student Power in Florence Through Host Perspectives 75 Julie M Ficarra, SUNY Cortland, USA    Chapter Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs: A Critical Examination of Instructor Intentionality 91 Alankrita Chhikara, Purdue University, USA Stephanie Oudghiri, Purdue University, USA Michael Lolkus, Purdue University, USA Erin N Rondeau-Madrid, Purdue University, USA JoAnn I Phillion, Purdue University, USA Chapter A Sense of Place: Creating Spaces for Intercultural Learning in Study Abroad 112 Ann Warner-Ault, The College of New Jersey, USA Isabel Maria Kentengian, The College of New Jersey, USA Jon W Stauff, South Dakota State University, USA Chapter Decolonizing Global Learning and Internationalization: A Human-Scale Case Study of  Innovation 133 Gundolf Graml, Agnes Scott College, USA Elaine Meyer-Lee, Goucher College, USA Janelle S Peifer, Agnes Scott College, USA Chapter Development and Evaluation of Cooperative Healthcare Bidirectional People-to-People Exchanges 149 Anthony Kovac, University of Kansas Medical Center, USA Alec Hermanson, University of Kansas Medical Center, USA Kimberly Connelly, University of Kansas Medical Center, USA Alfred Aidoo, Komfo Anokye Teaching Hospital, Ghana Akwasi Antwi-Kusi, Komfo Anokye Teaching Hospital, Ghana Delia Cantuarias, Instituto Nacional de Salud del Niño San Borja, Peru Juan Urquizo, Instituto Nacional de Enfermedades Neoplásticas, Peru Mark Brouillette, Hospital for Special Surgery, New York, USA Chapter Designing Study Abroad With Empathy and Engagement: A Case Study for Project-Based Global Learning Experiences 168 Cathy Cooper, York College of Pennsylvania, USA Dominic DelliCarpini, York College of Pennsylvania, USA David Fyfe, York College of Pennsylvania, USA Annie Nguyen, York College of Pennsylvania, USA  Section Innovative Tools to Personalize International Cross-Cultural Engagement Chapter 10 Beyond Lead Generation: AI and Personalization in Student Recruitment 193 Joseph D Morrison, Concourse Global Enrollment, USA Chapter 11 Serious Cooperative Board Games as an Innovative Approach in a Study Abroad Course in Peru 218 Stewart Bauserman, Purdue University, USA Lan Jin, Purdue University, USA John W Sheffield, Purdue University, USA Michael Mattingly, Subaru of Indiana Automotive, Inc., USA Section Cross-National Partnerships Chapter 12 The Case of the International Research Center for the Development of Education (CIIDE): A ReCentered North-South Asymmetrical Partnership 234 Pilar Mendoza, University of Missouri, Columbia, USA Fredy E Cardenas Riaño, Uniminuto, Colombia Maryluz Hoyos Ensuncho, University of Missouri, Columbia, USA Juanita Reina Zambrano, Uniminuto, Colombia Chapter 13 A Global American University: How Midwest University Exports Education to the Periphery 254 Heather Sweeney, University of Missouri, Columbia, USA Edwin Nii Bonney, University of Missouri, Columbia, USA Section A Moment of Reckoning Chapter 14 Problematizing the Language of Internationalization in Higher Education 269 Gabrielle Malfatti, University of Missouri, Columbia, USA Astrid M Villamil, University of Missouri, Columbia, USA Conclusion 280 Compilation of References 287 About the Contributors 313 Index 321 Detailed Table of Contents Preface xvi Acknowledgment .xxiii Section Global-Mindedness in the Classroom This section compiles examples of initiatives undertaken in classrooms at four institutions in Colombia and the United States to bring to life connections to the world for the students within those environments Chapter Translating Internationalization Initiatives From the Macro to the Micro: A Grassroots Experience Kathleen A Corrales, Universidad del Norte, Colombia Lourdes Rey Paba, Universidad del Norte, Colombia Paige Michael Poole, Universidad del Norte, Colombia Internationalization of higher education is a phenomenon affecting universities around the world in their effort to prepare students to interact in international and intercultural environments This chapter presents a three-phased, professor-led, grassroots study aimed at, first, characterizing the state of internationalization at a particular Latin American university; second, defining what international and intercultural competences (IICs) should be adopted as the institutional goal for all students; and lastly, piloting pedagogical strategies and activities to bring the IICs into the classroom Ultimately, this chapter hopes to serve as an example for how institutions can translate internationalization initiatives from the macro-level into the micro-level (the classroom) in a more inclusive way that better impacts student learning within the realm of internationalization at home Likewise, this experience aims to help fill the current gap in the theory and practice of internationalization in Latin America Chapter Infusing Global Perspectives Into Teacher Education: A Self-Study From Texas and Georgia 20 Minda Morren López, Texas State University, San Marcos, USA Chang Pu, Berry College, USA For decades, researchers and educators have called for the internationalization of teacher education and the infusion of global perspectives into preparation programs in order to better serve all children, regardless of citizenship, location, or status This self-study of the authors’ own processes and outcomes describes the transformation of two teacher preparation courses to include global competencies and content Two key concepts, global competence and global competent teaching, were used to frame the redesigned courses   They aimed at helping candidates develop their own global competence and understand why global competence is an essential skill for their future students to acquire, as well as foster thinking routines and pedagogical practices to become global minded teachers and guide their students to build global competence Although the university contexts and courses were different, results show commonalities and implications for educators working to internationalize courses in higher education Chapter Pedagogical Opportunities to Foster Interaction and Deep Understanding Between International and Domestic University Students: Teaching Critical Reflexivity Through Interaction 46 Samantha Clifford, Northern Arizona University, USA Diverse friendships established in college can significantly impact students’ lives and affect cognitive development, learning, retention, and college success The encouragement of meaningful interaction through curriculum design and teaching practices as part of internationalization efforts can positively impact the campus and social structure of society Opportunity exists within institutions of higher education to foster reflexivity and interaction in classrooms composed of individuals from around the world The variety of experiences can provide a foundation for a trans-formative educational experience This context may be a key component to reducing prejudice because perceptions and behavior result from enculturation The author describes data collected over a five-year period from a 16-week undergraduate mixed nationality Anthropology course that attempts to hone skills in reflexivity and global awareness The results exemplify teaching practices and curriculum design for internationalization within the classroom and outcomes indicate significant lifelong learning for students Section Intercultural Exchange in Host Communities Abroad This section contains chapters that critically explore the creation, implementation, and/or evaluation of study abroad/study away programming and the quality of interpersonal relations and environmental effects on various stakeholders including faculty, students, and members of the host communities Chapter Move Over Medici! 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innovative teaching methods Edwin Nii Bonney is a doctoral candidate in Educational Leadership and Policy Analysis at the University of Missouri His research includes recognizing and highlighting the languages, cultures, and experiences of minoritized groups as a way to disrupt hegemonic English language practices in multilingual contexts of education He is also currently a researcher as part of the US Department of Education National Professional Development grant in Missouri called Strengthening Equity and Effectiveness for Teachers of English (www.see-tel.org) Mark Brouillette is Assistant Attending Anesthesiologist at Hospital for Special Surgery Clinical Instructor at Weill Cornell Medicine Fredy Cardenas Riano has more than 25 years of experience teaching education, human development and ethics He also has more than 15 years of experience developing initiatives for academic success in higher education Dr Cárdenas led the creation and implementation of the program to support students MAIE (Model of Integral Attention to Students) in UNIMINUTO, supported by APICE (Panamerican Association of Educational Loans Institutions) and ICETEX (Colombian Institute of Educational Loans and Technical Studies Abroad) He has worked in prestigious institutions in secondary education, and in undergraduate programs at UNIMINUTO Alankrita Chhikara earned an M.A in Educational Leadership and Societal Change and a B.A in Liberal Arts and Sciences from Soka University of the America She is currently a doctoral student in the Department of Curriculum and Instruction’s Curriculum Studies program at Purdue University, Indiana and holds the prestigious Purdue Doctoral Fellowship She is a former high school English Language and Arts educator and has taught in non-profit settings as well, serving social and economically diverse students She teaches undergraduate courses in Multiculturalism and education and study abroad at Purdue She is also a member of the social justice-focused study abroad research project and was currently selected as a Holmes Scholar in the Purdue College of Education Her research focuses on the experiences and role of youth in advancing and promoting global citizenship/global citizenship  About the Contributors education to address global problems, identity-based violence, and discrimination and its implication for public pedagogy Samantha Clifford is an instructional designer and part time adjunct professor in the Anthropology Department at Northern Arizona University She has degrees in Psychology, Anthropology and Curriculum and Instruction in Education She has held positions in Faculty Professional Development, Academic Student Success Services and with the Center for International Education Dr Clifford has over 20 years of experience working with marginalized populations She has worked with homeless and runaway youth in the US England and Australia Her work with harm minimization programs and crisis support, in addition to her work to raise awareness of the values of diversity and reduce prejudice cross culturally dovetail well with efforts to improve learning for marginalized students She also designs, directs, facilitates and teaches a wide variety of pedagogical programs and training Kimberly Connelly is Senior International Officer and Director, Office of International Programs at the University of Kansas Medical Center” after “ Office of International Programs Cathy Cooper’s interest in the medical field flourished along with her desire to contribute to the renewal of the healthcare system in Liberia where she was born and raised The Graham Scholars Program has allowed her to assess the Liberian health system on a study experience over the summer This experience offered a better understanding of the needs in Liberia and connected her to local government health organizations Kathleen A Corrales (MA, MEd) is a professor, researcher, and the Academic Coordinator of the Instituto de Idiomas at the Universidad del Norte, Colombia She holds an MA in TESOL from American University and an MEd with an emphasis in Cognition from the Universidad del Norte Her research areas of interest are global business communication, content-based instruction, ELT teacher training, and internationalization She is a member of COLCIENCIAS-ranked research group: Language and Education Dominic DelliCarpini is the Naylor Endowed Professor of Writing Studies and Dean of the Center for Community Engagement at York College of Pennsylvania, where he also served 13 years as WPA, five years as Chief Academic Officer, and as Academic Senate President His articles, book chapters, and presentations focus upon writing as engaged citizenship and undergraduate research He is also author/editor of four textbooks, and has owned two small businesses a bakery/cafe and a retail clothing business in his earlier days He earned his B.A in English from the University of Pennsylvania, and Masters and Ph.D from the Pennsylvania State University, where he was an Edwin Earle Sparks Fellow Dr DelliCarpini served as President and Executive Board member of the Council of Writing Program Administrators, national Secretary of The Conference on College Composition and Communication, and a member of the national Committee on Undergraduate Research Dr DelliCarpini was named recipient of the 2017 York County Economic Alliance “Spirit of York County” Award for community service, and the 2010 Professional Service and Leadership Award by York College He also is the founding Director of the Graham Innovation Scholars Program, an entrepreneurship program for York College students He was appointed by Pennsylvania’s Governor Wolf to the board of PennSERVE, the Governor’s Commission on Public Service, and elected as Board Director for the York County Community Foundation, the York County Bar Foundation, the Healthy York Coalition, and various other community organizations 314 About the Contributors Julie M Ficarra, Ph.D., is a scholar-practitioner currently serving as the associate director for study abroad at SUNY Cortland in Upstate NY She has previously worked in International Education at the University at Buffalo, Harvard University, the University of South Florida, the SUNY COIL Center and was an Una Chapman Cox Fellow at the US Department of State (Bureau of Education and Cultural Affairs), as well as at the US Embassy in Mbabane, eSwatini (Swaziland) She holds a master’s degree in International Education Policy from Harvard University and a PhD in Cultural Foundations of Education from Syracuse University Her dissertation “Producing the Global Classroom: Exploring the Impact of US Study Abroad on Host Communities in San Jose, Costa Rica and Florence, Italy” uses neoliberalism as a theoretical framework to interrogate the assumption that study abroad produces mutually beneficial, cross-cultural, exchange between US students and hosts She has published in The SoJo Journal: Educational Foundations and Social Justice Education, Comparative International Higher Education, Issues in Teacher Education, Frontiers: The Interdisciplinary Journal of Study Abroad, and has contributed chapters to edited volumes She received the 2013 NAFSA Region X Rising Professional Award and the 2019 NAFSA Teaching, Learning, and Scholarship Award for Innovative Research in International Education Award for her article “Curating Cartographies of Knowledge: Reading Institutional Study Abroad Portfolio as Text” David Fyfe is an Associate Professor of Geography and the Director of Global Learning at York College of Pennsylvania He has led numerous faculty-led study abroad courses and through his role as the faculty advisor for the Graham Innovation Scholars mentors students to design their own international travel experiences Gundolf Graml is Associate Dean for Curriculum and Strategic Initiatives and Professor of German Studies at Agnes Scott College In addition to overseeing Agnes Scott’s SUMMIT Global and Leadership Learning initiative, Graml designs and teaches faculty-led study abroad courses to places such as Austria, Germany, Hungary, and Peru In his current role he also creates and facilitates annual faculty-development workshops on curricular planning, risk management, and inclusive teaching for faculty-led courses Graml has presented numerous papers and published articles on the historical connections between tourism and national identity as well as on Austrian and German film He has shared his experience in the areas of study abroad and curricular planning at national and international conferences such as NAFSA, AACU, AIEA, and WISE Maryluz Hoyos Ensuncho is currently in the PhD program in Educational Leadership and Policy Analysis with Emphasis in Higher Education at University of Missouri – Columbia She has extensive teaching experience in school at the primary level and in higher education in undergraduate programs She participated in a teacher exchange program teaching English as a Second Language in the USA to students from diverse backgrounds She was an Assistant professor in the Bachelor in Foreign Languages at UNIMINUTO where she taught courses related to didactics, linguistics and formative research She participated in the curriculum adjustments and the high quality accreditation process of the program She has been involved in research projects focused on initial teacher education and reflective practice Lan Jin is currently the Intercultural Learning Specialist of the Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR) at Purdue University She received her PhD degree in Consumer Behavior from Purdue University Her research focuses on intercultural competence develop315 About the Contributors ment on campus and in study abroad programs Dr Jin is particularly interested in developing intercultural interventions for teaching and learning using innovative approaches to improve intercultural competence and other student learning outcomes Isabel Maria Kentengian has served as Instructor of Spanish in the Department of World Languages and Cultures since 2004 As the resident faculty director of the TCNJ in Spain semester program in 2016 and 2019, she developed courses incorporating community engagement, ethnography and pragmatics Her graduate degree in Applied Linguistics focused on Hispanic linguistics and second language acquisition For her Ph.D in International Education (NYU), she researched how studying abroad in Spain impacts bilingual Spanish heritage speakers’ ethnolinguistic identities and sociolinguistic attitudes Other current research foci include the linguistic landscapes of New Jersey and how to design experiential learning projects to develop both second and heritage language learners’ intercultural communicative and citizenship skills Anthony Louis Kovac received his BA in Chemistry from St Louis University, St Louis, Missouri He completed his MD and residency in Anesthesiology at the University of Kansas Medical Center, Kansas City Since 1981, he has been a staff anesthesiologist at the University of Kansas Hospital, Kansas City In 2003, he received the Kasumi Arakawa Professorship of Anesthesiology Actively involved in the international exchange of education, research and culture since 2015, he initiated sponsorship for the Kovac International Observership Award For 2020 to 2023, he was accepted to the Fulbright Specialist Roster, US Dept of State Bureau of Education and Cultural Affairs Michael Lolkus earned an M.A in Mathematics Education at Teachers College, Columbia University and a B.S in Mathematics Education at Purdue University Upon graduating from Purdue University in 2012, he joined Teach For America and taught at his placement school in Newark, NJ for five years Throughout his tenure, he served as an Algebra teacher, Mathematics Department Chair, and a member of the Instructional Leadership Team He worked to develop rigorous mathematics curriculum and supported teachers as an instructional coach for the school While pursuing his master’s degree, he continued teaching mathematics (i.e., College Algebra, and Challenging Concepts in Mathematics) and developing curricular materials for the Dolciani Mathematics Learning Center at Hunter College in New York City Currently, he is pursuing his Ph.D in Mathematics Education at Purdue University His research interests are centered around equity in mathematics education Specifically, he is interested in exploring students’ and teachers’ mathematics identities, and how site-based professional development influences teachers’ instructional practices and pedagogical content knowledge Minda Morren López, PhD, is Associate Professor of Literacy in the College of Education at Texas State University and Associate Chair of Curriculum & Instruction She teaches undergraduate and graduate courses to preservice and inservice teachers and literacy specialists in reading, writing, multicultural education, and language acquisition Minda has published mixed methods research on topics such as equity, ideologies, literacies, language acquisition, multicultural/multilingual education, and teacher preparation and development Michael Mattingly is currently in a leadership position in the area of Associate Development at Subaru of Indiana Automotive, Inc in Lafayette Indiana He is responsible for developing innovative 316 About the Contributors training methods for new associate hires which include using low- to high-tech methods of delivery such as board games to augmented reality Pilar Mendoza is associate professor in higher education at the University of Missouri Columbia Since 2011, Dr Mendoza has led research projects for the development of higher education in Colombia funded by USAID, Ford Foundation, Fulbright Program and the US Embassy in Bogota Her research focuses on academic capitalism and its implications in the social good of higher education institutions as well as to issues of student affordability and retention from a critical and comparative perspective Dr Mendoza has published extensively articles, which have appeared in indexed journals She has served in the editorial boards of the leading journals in the field The Journal of Higher Education, The Review of Higher Education, Community College Review, Journal of Diversity in Higher Education, and Journal of Education Finance Elaine Meyer-Lee, Provost and Senior Vice President for Academic Affairs at Goucher College, was previously a Senior International Officer and intercultural leadership/diversity and inclusion educator for 17 years She has also assessed intercultural higher education at the Harvard/Facing History Project, Boston College, Yale, Cambridge College, and Saint Mary’s College, since earning her doctorate in human development and psychology from Harvard She has written chapters for Out There Learning: Critical Reflections on off-campus study programs (2019, University of Toronto Press), Assessing International Education: Theory, Tools, and Practice, (2015, Stylus Press) and A Guide to Outcomes Assessment in Education Abroad (2007, Forum on Education Abroad) among other publications, has given numerous invited talks and juried presentations, serves often as an external evaluator, and is the immediate past President of NAFSA Joseph Morrison is the founder and CEO of Concourse Global Enrollment, an education technology company with the mission to connect students around the world with higher education opportunities High schools and counselors use the Concourse software platform to showcase the academic abilities and skills of their students, enabling higher education institutions to discover and make offers of admission and scholarship to those students in accordance with their enrollment goals Joseph holds Computer Science degrees from University of Waterloo and MIT, and has over twenty years of experience as a technology entrepreneur and business leader He previously developed computer music software at IRCAM, founded and sold technology startup e-smith, inc., built advanced financial technology on Wall Street, and more recently served as Managing Director at Grok Global Services, a leading provider of strategic consulting and in-country marketing services for universities Annie Nguyen is the Coordinator of Study Abroad and Global Education at York College of Pennsylvania, where she helps students align personal and professional goals with meaningful cultural experiences She earned her BArch from the University of Texas at Austin and a joint MBA/EdD from Texas Christian University Her background in architecture and work abroad in Japan, Australia, and Thailand has cultivated a unique perspective on the importance of intentional design Her research with short-term programs and work with the Graham Innovation Scholars informs her current work in developing programs with faculty and partners that focus on interactions and engagement that further the intercultural competence of students 317 About the Contributors Stephanie Oudghiri holds a M.S in Secondary Education from Indiana University and a B.A in Political Science from Purdue University She is currently a third-year doctoral candidate in the Department of Curriculum and Instruction’s Curriculum Studies program at Purdue University She began her career as a middle school and high school Social Studies and Language Arts teacher and has ten years of teaching experience in a wide variety of school settings; parochial, charter, alternative, and public Working in both urban and rural settings, she has served demographically diverse populations, economically disadvantaged students and students with special needs Her research interests include increasing pre-service teachers’ level of cultural confidence and deepening their level of understanding of their students’ customs and beliefs, which contributes to a culturally enriched classroom environment to increase quality classroom instruction and students’ capacity to learn Her dissertation research focuses on rural educators’ experiences working with immigrant students Janelle S Peifer is an assistant professor of psychology at Agnes Scott College She earned her Ph.D in Clinical and School Psychology at the University of Virginia and is an alumna of Wake Forest University Her research examines: 1) college student development with an identity and intercultural competence focus and 2) a family-based clinical intervention focused on postpartum wellness Peifer’s clinical and applied interests include identity formation, trauma/resilience, and the impact and value of higher education JoAnn Phillion is Professor of Curriculum and Instruction, Purdue University She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in preservice teacher development Her research interests are in immigrant student education, multicultural education, and teacher education in international contexts She has directed a teacher education summer immersion study abroad program in Honduras since 2002 She is also involved in teacher education and research in Hong Kong and China Paige Michael Poole holds an M.A in TESOL Studies from the University of Leeds Currently, she coordinates and teaches in the English programs with an emphasis on culture at the Universidad del Norte Her research interests include the development of intercultural competences, CLIL, and the application of global simulation in the EFL classroom Chang Pu, is an Associate Professor of Teacher Education (ESOL) and the ESOL Endorsement Program coordinator at Berry College At Berry College, Chang teaches ESOL endorsement and TEFL courses, and Multicultural Education at both undergraduate and graduate levels Chang’s research interests include English as a second language education, bilingual education, heritage language education, and teacher education She also collaborates with international and dual language immersion schools between China and the U.S., providing preservice teachers teaching abroad internship opportunities and helping preservice teachers develop intercultural competence She is Global Teacher Educator fellow (the Longview foundation) Juanita Reina Zambrano has extensive experience in teaching and research in educational organizations for formal and informal training, special education, and higher education in important institutions in Colombia and internationally Her research focuses on seminars and projects on difference, inclusion, heterogeneity, social innovation in education, teacher training, curriculum and higher education Dr 318 About the Contributors Reina has worked as a professor in undergraduate and at the graduate level in the Master’s program in Social Innovations in Education at UNIMINUTO- Main Campus Lourdes Rey Paba is a professor, researcher, and Director of the Foreign Language Department at the Universidad del Norte in Colombia She holds a MA in TESOL from the Universidad del Norte Her research interests include curriculum development, teacher education, skills development, English language teaching and learning, and internationalization She is a member of COLCIENCIAS-ranked research group: Language and Education and helped design of the national English suggested curricula for the Colombian Ministry of Education Erin Rondeau-Madrid earned her M.A in French Literature at Purdue University, her B.A in French from George Mason University, and a B.S in mass communications from Virginia Commonwealth University She is currently a Ph.D student and Ross Fellow in Curriculum Studies at Purdue University where she also teaches a first-year education course for pre-service teachers She has been a teacher of French language, literature, and culture for more than nine years, working in secondary education in France, and in higher education in the United States Additionally, she has taught study abroad courses on French immigration for U.S university students in Paris Her research and pedagogical interests focus on social justice issues in educational contexts, specifically, how literature and authentic materials of the greater francophone world can be better incorporated into U.S foreign language curricula and how culture in a postcolonial France has influenced its national curriculum John W Sheffield joined Purdue University in January 2015 He holds the title of Professor Emeritus of Mechanical and Aerospace Engineering from Missouri University of Science and Technology Dr Sheffield has a broad base of experience in energy technologies He has served as one of the founding associate directors at the United Nations Industrial Development Organization - International Centre for Hydrogen Energy Technologies (UNIDO-ICHET) during their first two years of operation in 2005-2006 He also served as the Associate Director of the National University Transportation Center at Missouri S&T For more than thirty years, he has served as an editor of the International Journal of Hydrogen Energy In August 2014, he completed a two-year assignment as a principal consultant at DNV GL Energy supporting the evaluation, measurement and verification of energy efficiency programs and the response to the U.S DOE Uniform Methods Project Protocol review of compressed air systems In August 2015, he completed a 7-week National Science Foundation Innovation Corps program as an industrial mentor for a potential startup company based on the manufacturing of bio-inspired bipolar plates for PEM fuel cells On March 2019, he became the President of the International Association for Hydrogen Energy, having previously served as the Executive Vice President On August 2019, he became a part-time Professor at Xi’an Jiaotong University in Xi’an, China working in the summers with the School of Energy and Power Engineering on hydrogen energy technologies Jon Stauff is Assistant Vice President for International Affairs at South Dakota State University in Brookings, SD He provides leadership in all areas of international education on campus, including student services, education abroad, ESL, and student recruitment Stauff taught modern European history at St Ambrose University and transitioned into full-time administration He has also worked as the senior international officer at Monmouth University, The College of New Jersey, and Radford University Stauff 319 About the Contributors has served on the NAFSA EAKC leadership team as well as the NAFSA Region X team, and currently he holds seats on the advisory boards of several international education organizations Heather Sweeney is a doctoral candidate in Education Policy with the Department of Educational Leadership and Policy Analysis at the University of Missouri Her work centers on the ways in which we build our communities and how divergent community spaces differently influence the educational context of local students Her research currently focuses on community wealth building, parental social networks, immigration and migration, and school choice policy She is a former higher education administrator with experience leading college access programs, residential life programs, student leadership development, and community outreach programs Astrid M Villamil (PhD, University of Kansas) is an assistant professor in the Department of Communication at the University of Missouri-Columbia Astrid’s research focuses on underrepresented voices in organizational contexts and the way structural and organizational policies affect the well-being of individuals from these groups In addition, Astrid is part of a grant-funded leadership program that serves women from the Middle East, North Africa, Central and South Asia regions Ann Warner-Ault received her M.A and Ph.D in Spanish from Columbia University with a focus on Latin American literature and culture She has presented and published on a range of topics including avant-garde art and literature, community-engaged learning, digital humanities, intercultural communicative competence, tele-collaboration and study abroad Ann led the TCNJ semester in Spain in 2015 and a TCNJ study tour to Peru in 2019 Ann received a New Jersey Manufacturers grant for 2018-2019 to work with TCNJ faculty colleagues and students to create short documentaries about the history of the Puerto Rican community in Trenton She is currently collaborating with faculty colleagues and several community organizations in Trenton to implement a large-scale oral history project with Trenton’s Latino/a community 320 321 Index A D ACTFL 119-120 Agile Game Play 218, 222-223, 231-232 Artificial Intelligence 193-195, 202, 204, 211, 217 Debrief 59, 226, 232 Decision Making 25, 36, 106, 220-221, 223, 225-229, 248-249 Decolonization 136, 148 delinking 269-270, 276-277 Design Thinking 168-172, 174-181, 183-184, 189, 219, 223-224 Diaspora 133, 140-141, 148 Discipline 12, 107, 182, 184, 189 Discourse Analysis 254-255, 257, 265 B Bidirectional Exchange 150, 152, 155, 157 C Cazden 92, 95, 98-100, 103, 105-107, 111 Code of Ethics 205-206 Collaborative Partnerships 157 Colonialism 133-134, 138-142, 146, 148, 270 Community Engagement 91, 93-94, 99-101, 104-108, 111-112, 125, 169, 172-174, 176, 182, 184 Community of Practice 112-113, 115-116, 127, 183, 189 Community Partnerships 89, 97, 113, 126 Community-Engaged Learning 113, 121, 126 competences 1-2, 4, 9-12, 14-15, 143 Conversion/Yield 217 Cooperative Agreement 152, 157 cooperative agreements 149-150, 152, 155 Cooperative Learning Exchange 157 Critical Race Theory (CRT) 72 Critical Reflexivity 46, 54-56, 72 Critical Study Abroad 122 Cross-Cultural 4, 47, 60, 75, 87-89, 96, 154, 157, 169, 175-178, 180-181, 193-194, 274 Curriculum 2-5, 12, 14-15, 21-23, 27-28, 30, 33-35, 46-49, 51-55, 60, 64-68, 89, 91-92, 94-96, 99-101, 105-107, 111, 114, 133, 135-136, 145, 152, 173, 230, 256, 260-264, 271, 273, 278 E Education Abroad 76, 87-89, 114, 119, 126, 134, 265, 272-276 Education Agent 196-197, 217 educational expansion 151, 157 Energy Sustainability 218-221, 223-224, 226, 228229, 232 Engaged Pedagogy 54, 72 Entrepreneurial Spirit 172, 189 equity and inclusion 241, 250 F Faculty development 133-135, 140, 145 Faculty-led 133-138, 140, 219 Funnel 194, 199 G Game Design and Development 219, 224-230 Gamification 221-222, 230, 232 Global Citizen 263, 273   Index global citizenship 20-21, 27, 75, 134-135, 137, 258, 263, 270, 273-274 Global Education 22-23, 36-37, 113, 154, 173, 181, 211, 254-257, 259-260, 262-265, 270, 278 global engagement 113, 244-245, 270, 278 Global Learning 22, 27, 75, 133-140, 142, 145, 148, 168-170, 172, 175-176, 181-185, 278 Global North 96, 134, 142, 148, 234-238, 240, 246250, 254, 256, 258, 274, 276-277 Global Positioning System 210 Global Processes 148 Global South 75-76, 87, 108, 134, 140, 142, 148, 234235, 237-238, 240, 246, 249 Globalization 20-23, 51-52, 80, 121, 133-134, 136-140, 142, 219, 235, 254-256, 258, 265, 273 glocanal agency heuristics 234-236, 246 GPS 143-144, 207, 210, 212 Groningen Declaration 193, 208 H healthcare 149-152, 154-155, 169-170, 172-181, 183-184, 271 Hegemony 50, 52-53, 67, 72, 137-138, 238 higher education 1-6, 14-16, 20-22, 25, 37-38, 46, 50, 66-67, 75-76, 97, 107, 118, 134, 136, 142-144, 146, 195-197, 204, 207-210, 212-213, 217, 219, 224, 228, 235-236, 238-244, 246-250, 254-259, 261, 264-266, 269-270, 272-276, 278 High-Impact Practices 189 Home Stays 85, 88-89 Host Community Impact 75-76, 87 Host Families 75, 79, 82, 85, 87-88, 114, 116-117, 126-127 Human-Centered Design 168-170, 172-175, 177, 182-184, 189 I Ideology 51-52, 54, 72-73 Instructor Intentionality 91-95, 97-100, 106-108, 111 Intercultural Citizenship 119-120 Intercultural Communicative Competence 119 Intercultural Learning 22, 112-113, 115-117, 119-121, 145, 154, 179, 185, 223 Interdisciplinary 29, 38, 92, 133-136, 140, 148-149, 157, 168, 171, 173, 175, 182-183, 189 International education 23, 36, 57, 76-77, 112, 114, 118, 134, 137, 153, 158, 185, 193-196, 198, 206207, 210-213, 219, 221, 223, 230, 245, 247, 265, 269-272, 274, 276 322 international relations 115, 258, 262 internationalization 1-6, 8-9, 12, 14-16, 20-23, 25, 3538, 46, 56, 75, 114, 133-136, 142, 145-146, 204, 219, 228, 234-237, 239-240, 244-247, 249-250, 254-256, 262-265, 269-278 internationalization of higher education 1-3, 5, 14, 25, 204, 219, 235, 254-255, 265, 276 Intersectionality 51, 98-99, 148, 240-242, 246-247, 249 L Learning Outcomes 3, 12, 15, 32, 58, 119, 133-135, 174, 185 Long-tail markets 196, 217 M Matching engine 195 Memorandum of Understanding 152, 157, 241 mutuality 76, 89, 234-238, 247, 249 N Negative Discourse 50, 52-53, 67, 73 O Observership 153, 157 P partnerships 31, 36, 38, 56, 59, 89, 92, 95, 97, 113, 115, 121, 126, 150-151, 154, 157-158, 168, 235-237, 246-248, 254, 256 Pathway 194, 217, 220-221, 274 pedagogy 31, 51-54, 65, 72, 122, 140, 185, 222, 224, 245, 260 peer education 47, 56 People to People 157 Periphery 254-255, 257-258, 262-265 Point of View (POV) Statement 175, 189 Politics of Language 77, 84, 88-89 Prejudice 46, 48-54, 56, 64, 73, 148 Project-Based Learning (PBL) 168-169, 172, 175-176, 184, 189 R Rapid Prototype 171, 189 reciprocity 97, 150, 247 Recognition 6, 23, 68, 92, 95-96, 99-106, 111, 249 Index Redistribution 92, 95, 99-101, 106, 111 Reflexive Ability 73 reflexivity 25, 46, 53-60, 62-64, 67-68, 72 reframe 38, 53, 56-57, 67, 116, 123, 269-270 Reframing the Self 56, 73 Representation 29, 92, 95-96, 99-101, 103-106, 108, 111, 119 T S W Serious Cooperative Game 219, 222-223, 232 Social Justice 22, 37, 44, 53, 89, 91-108, 111, 183 Social Justice Instructor Intentionality 94, 98, 107, 111 Student recruitment 193-199, 202, 209, 212 Study Abroad 23, 54, 75-82, 84-89, 91-104, 106-108, 112-117, 119, 121-122, 126-127, 134, 136-139, 145, 168, 173, 185, 218-224, 226-227, 229-231, 240, 245, 250, 255-256, 258, 264, 273, 278 Sustainability 5, 93, 149, 155, 157, 218-221, 223-226, 228-229, 232, 274 World Systems Theory 254-257, 263-264 teacher education 20-26, 36-38, 92, 94, 96, 108, 243 train the trainer 157 Transformative Education 53-54, 56, 73, 134 Transformative Learning 185 True Acquaintance 48-49, 53-54, 67, 73 323 ... spite of all of the well-meaning intentions of internationalization at home, the goal of developing IICs in all students is often unrealistic since the majority of the decisions regarding internationalization. .. policies regarding the international dimension of higher education The process of internationalizing higher education institutions has led to the rise of different terms to describe the phenomena... Knowledge of professional activities of own field in other countries Tolerance of ambiguity Knowledge of other cultures 11  Translating Internationalization Initiatives From the Macro to the Micro The