International and Comparative Education Commons^™

Photos Of Session: Globalization On Ud's Campus, Julie Noeth

Proceedings: 2018 Global Voices on the University of Dayton Campus

No abstract provided.

My Formative Years, Tiffany Taylor Smith

Proceedings: 2018 Global Voices on the University of Dayton Campus

Slides trace Tiffany Taylor Smith's growing up in Dayton, showing how her experience shaped her professional life. Her neighborhood in Dayton was vibrant and forward-looking. She credits and her parents and siblings, and by the time she went off to graduate school in New York, her fundamental values about what it means to be human had been formed. She is passionate about creating a diverse and inclusive community for all.

What Are The Benefits Of Education Abroad? What Do We Convey To Ud Students About This?, Karen Mcbride

Proceedings: 2018 Global Voices on the University of Dayton Campus

Some of the benefits student get by studying abroad include:

• Employability
• Working within a diverse climate
• Experience of the “other” (important given our racial demographics in EA)
• Thinking/Acting creatively in a fluctuating environment
• Foreign language skills
• Intercultural development

UD’s SAIL Program (Semester Abroad and Intercultural Leadership) is a specific example of how we are being more intentional about intercultural development and positive intercultural engagement within the UD community.

Why Globalization Matters, J W. Terry

Proceedings: 2018 Global Voices on the University of Dayton Campus

Globalization is a choice; inclusivity is also a choice. When you have privilege or power, you can choose what you like and what you don’t like. People tend to associate with what they value. That is fine; however, the problem exists in the question of “why do we value what we value?” I would argue that your values have been shaped by the media, false or incomplete historical narratives, and of course your upbringing. Therefore, your values have been skewed by factors like racism, white supremacy, simple stereotypes.

Introduction Of The Keynote Speaker: Imbolo Mbue, Amy E. Anderson

Proceedings: 2018 Global Voices on the University of Dayton Campus

Imbolo Mbue is the author of Behold The Dreamers, a 2017 Oprah’s Book Club pick and winner of the PEN/Faulkner Award.

Mbue’s book is informed by her experience of being an immigrant and the experiences of the many immigrants that she knows. The journeys of our students and Ms. Mbue connect in Limbe: each summer a group of UD students travels to Cameroon for a cultural-immersion/study-abroad program.

Mbue’s work is particularly relevant as we have a national conversation about immigration. Behold the Dreamers explores the complexity and interrelationship of these journeys and their connection to systems that privilege, oppress, or …

Photos Of Session: Global Voices And Why This Symposium Matters, Julie Noeth

Proceedings: 2018 Global Voices on the University of Dayton Campus

No abstract provided.

Introductory Remarks: Global Voices On Campus, Julius A. Amin

Proceedings: 2018 Global Voices on the University of Dayton Campus

Global Voices on the University of Dayton Campus Symposium emerged in an atmosphere of optimism. During the last decade, UD’s profile as an international campus increased in several ways. With roughly 10 percent of its students identifying as international, the University restructured its curriculum to include more programming and course offerings that are global in nature and scholarly scope. There was an uptick in study abroad and cultural immersion programs. Simultaneously, UD’s efforts to recruit more domestic minority students, especially African American, Hispanic, and Native American students, is on the right trajectory. It is moving upwards. Last year, 16 percent …

Concluding Remarks And Looking Ahead, Julius A. Amin

Proceedings: 2018 Global Voices on the University of Dayton Campus

It is a truism that we live in a global village. Technology, communication, and the movement of people and ideas have blurred national and continental boundaries. Presentations from students, staff, faculty, and the administration at the Global Voices Symposium illustrated that concept. Themes of community, identity, human understanding, and hospitality were dominant.

Photos: Session, Dinner, And Imbolo Mbue's Keynote Address, Julie Noeth

Proceedings: 2018 Global Voices on the University of Dayton Campus

No abstract provided.

Bringing The World To Ud, Mark Rasmussen

Proceedings: 2018 Global Voices on the University of Dayton Campus

This presentation focuses on Mark Rasmussen’s work with the organization Engineers in Technical Humanitarian Opportunities of Service-Learning (ETHOS). The slides show his trips to Ireland and Ghana.

Create Connections; Address Frustrations; Exercise Compassion, Susan Wawrose

Proceedings: 2018 Global Voices on the University of Dayton Campus

The story of international education cannot be fully told without mentioning the frustrations felt by everyone involved. I believe one of the reasons for this conference is that we also need to talk about the many challenges of making international education work well.

So, how do we proceed? What are the next steps? ... I believe the way ahead involves clear-eyed and ongoing attention to the well-being—at all levels—of all the stakeholders.

My Path To Engagement With Internationalization Efforts, Malcolm Daniels

Proceedings: 2018 Global Voices on the University of Dayton Campus

The director of UD's ETHOS engineering service program shares his personal history, his path to UD, and his experiences with inclusive education; he also shares some recommendations for the immediate and long-term future of UD’s efforts to globalize and internationalize.

Institutional Relevance, Timothy Kao

Proceedings: 2018 Global Voices on the University of Dayton Campus

To better defend U.S. interests and more effectively address global unrest, we must foster greater mutual understanding. Educating international students is one of the most effective ways to do that. Rather than allow shifts in the global education marketplace to determine who studies here, the United States must proactively seek to educate a more globally and economically diverse population.

Cover, Contents, Julius A. Amin, Misty Thomas-Trout

Proceedings: 2018 Global Voices on the University of Dayton Campus

No abstract provided.

Significance Of Immersion Programs, Mary Niebler

Proceedings: 2018 Global Voices on the University of Dayton Campus

Through our international immersion programs, we hope to have students encounter, share, and grow their perspective of the world and its inhabitants. Some of these encounters occur through direct service; some through learning engagements with government officials, NGO directors, survivors of war, migrants, teachers, doctors, lawyers, families, peers, and many others. Each Immersion is unique, and each student may gain something different. But our hope is to have students return from an international experience with new commitments to promoting global solidarity and the human dignity of all peoples—starting back here with our campus community. ...

At this point in U.S. …

Broadening My Educational Experience, Alexis Bovell

Proceedings: 2018 Global Voices on the University of Dayton Campus

For as long as I can remember, I have appreciated different cultures. My father and my maternal grandmother are from Trinidad; so I always wanted to learn and understand a world I was not able to see and experience on an everyday basis. I noticed my experience growing up was different than most of my American peers as a result of my family’s diverse customs and culture. This opened my eyes to the impact culture has on a person and who they are. This fascination grew into self-determination to understand not only my own family’s culture and history but those …

Two Communities = One Home, Yasir Fraish Al Busaidi

Proceedings: 2018 Global Voices on the University of Dayton Campus

On October 29, 1996 a young boy was born in a beautiful country called Oman. ... This boy had everything he needed: a loving family, warm weather, great food. However, one day he decided that he wants to try something new. He wanted to leave his comfort zone. So, he came up with a big decision—to study abroad. This decision wasn't the easiest dissection to make. However, with the support of his family and friends, he bought his ticket and he left his family for the first time in his life.

He left home, the familiar food, the warm weather …

Sharing Stories And Recommendations, Neomi Deanda

Proceedings: 2018 Global Voices on the University of Dayton Campus

In this panel, Neomi DeAnda compares growing up with life at the University of Dayton and then offers suggestions of how to make UD a more inclusive environment.

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Biennial Conference: The Social Practice of Human Rights

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices.

Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

Welcome To Ilead: An Introduction To Intercultural Communication For Intensive English Program Students, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

Presentation introduces participants to the rationale, curriculum, and outcomes of the iLEAD intercultural communication program.

A Handbook And Materials For Ilead: An Intercultural Communication Program Between Intensive English Program And Teacher Education Students, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

iLEAD is an intercultural communication program for university students that focuses on developing intercultural competence through guided conversations and shared activities. iLEAD stands for “International Language Exchange and Dialogue.” It was developed through a partnership between the Intensive English Program and the Department of Teacher Education at the University of Dayton.

The educational context: There is a stark difference in how domestic and international students experience the university. The majority of university students fit into the description of traditional, residential students. However, many international students do not fit the traditional, residential student demographic. Many of our international students who come …

An Extensive, Critical, And Academic Listening Module For Advanced English Language Learners, Sharon Tjaden-Glass

Center for International Programs Publications and Presentations

Listening and note-taking is a challenging skill for many advanced English language learners because it involves multiple cognitive processes: listening, writing, and reading. Even with targeted instruction of listening strategies, a recurring complaint from advanced English learners is that they simply cannot handle listening to long stretches of English. In this paper, the author presents a supplemental instructional component that provides extensive, critical, and academic listening practice for students who need to strengthen their listening skills.

Myth Or Reality: Catholic Inclusivity To Students From Other Religions, Nasser Razek

Counselor Education and Human Services Faculty Publications

This qualitative study explored the multifaceted issue of cultural and religious challenges for an international Muslim group at a Catholic research institution. Measures employed by the university community to assert the friendliness of campus to students from other religions and student perceptions of the effectiveness of these measures are surveyed to reveal the inclusion of students from several religious affiliations, especially Muslim students. The study was based on in-depth interviews with Muslim students.

Data analysis revealed constructs that are pivotal to the case including consistency in affirming the Catholic identity of the university; intentionally avoiding the usage of solely Christian …

Special-Education Law In Mexico And The United States, Charles J. Russo, Ricardo Lozano

Educational Leadership Faculty Publications

The challenges of meeting the requirements of students with special needs under the Individuals with Disabilities Education Act and other laws are a particularly timely topic, as large numbers of native Spanish-speaking students move into the United States.

Against that backdrop, this article reviews the laws for special education in Mexico and the United States. The focus on the laws in Mexico stems from the fact that many students cross the border daily to attend public schools in the United States, and because Mexico has many laws in place dealing with special education. We offer school district leaders a comparative …

Familiar Strangers: International Students In The U.S. Composition Course, Elena Lawrick, Fatima Esseili

English Faculty Publications

This chapter presents selected findings from our study of a well-established ESL writing program at a U.S. university with a large population of international undergraduate students. The study was conducted in all 13 writing sections. The instruments included demographic data from university registrars; one instructor survey, administered at the end of the semester; and two student surveys, one administered at the beginning of the semester and one at the end. The instructor survey response rate was 100% (13 teachers); the student survey response rates were 82.5% (161 students) and 88% (171 students), respectively.

The reported findings inform five areas: an …

Regulating The Boundaries Between The Public And Private Lives Of Teachers In Changing Cultural Contexts: An American Perspective, Charles J. Russo

Educational Leadership Faculty Publications

Regardless of whether they wish to be regarded as such, there can be little doubt that most teachers and parents in Australia, New Zealand, and the United States agree that teachers are role models for students regardless of whether educators act in or out of schools. Yet, during this time of changing cultural contexts, the boundaries between the private and professional lives of teachers are blurred such that teachers may face liability for what they say or post in a more contemporary application of free speech, via the internet.

In light of ongoing changes, this paper examines how shifts ranging …

'Divertual' Learning In Education Leadership: Implications Of Teaching Cultural Diversity Online Vs. Face To Face, Carolyn Ridenour, A. Llewellyn Simmons, Timothy J. Ilg, A. William Place

Educational Leadership Faculty Publications

What are the consequences of this teaching-learning situation when graduate students in a Department of Educational Leadership are enrolled in a course on cultural diversity? Might the words on the computer screen be completely unrelated to the humanity, personality, style, interpersonal behaviors, and dispositions of the student writing them, as Menand suggests? Or, might the detachment provide a security in which the most honest and unadulterated discourse can be shared between teacher and students, as some proponents hope? In this chapter we explore responses to this dilemma. We attempt to capture this situation in our label: "divertual learning," a neologism …