2021 Conference on Global Learning

Conference Themes

• Alignment of Global Learning with Diversity, Equity and Inclusion Efforts

  How is global learning aligned with institutional diversity, equity, and inclusion initiatives? What strategies have you used to ensure your global learning courses, programs, and/or experiences are diverse, equitable, and inclusive? How has your course, program, and/or institution centered equity in global learning? How are diversity, equity, and inclusion efforts similar and/or different in institutions outside the United States? What have you learned from other countries’ efforts? How are incoming and outgoing students prepared for these differences? How have you discussed racial inequities with international students and/or international partners?
  

• Career Readiness: What's Global Learning Got to Do with It?

  What types of global learning experiences, practices, and/or assignments contribute to student preparation for careers? How have you collaborated with employers to communicate the value of global learning to students, staff, faculty, and members of the broader community? How have professional schools and programs embedded global learning into student curricular and cocurricular experiences and made connections to accreditation? What strategies and models are you using to prepare students for new COVID-19 workplace realities?
  

• Civic Engagement in Global Contexts

  How are you building ethical, reciprocal partnerships between institutions and community partners? What strategies have you used to address civic-mindedness and community-building or to deepen understanding and increase civil communication at your institution and in the broader community? How are students leading and participating in efforts to address global challenges in their local contexts in collaboration with policymakers, community members, corporate partners, and/or nonprofit organizations? How are institutions decolonizing and indigenizing the curriculum in partnership with community partners and/or in response to troubling past practices?
  

• Equitable Digital Global Learning

  How have you leveraged technology and digital pedagogies to expand global learning for more of your students? How has technology enabled students, staff, and faculty to have more connections with international partners? What strategies have you used to expand global learning across disciplines by utilizing digital pedagogies? How have you prepared students, faculty, and staff for digital engagement in the international context? How will technology enhance education away and other place-based global learning practices?
  

• Global Learning For All

  How has global learning been integrated into curricular initiatives across general education and/or the majors to ensure all students have access? What are some promising pedagogical practices for global learning across disciplines? How has your institution provided opportunities for a variety of global learning experiences for a variety of students and prepared educators to offer these experiences? How are you assessing global learning for all students?
  

• Global Learning and High-Impact Practices

  1. How are you ensuring global learning is a high-impact practice for your students? How have you integrated multiple high-impact practices into experiences for students (community-based global learning, undergraduate research in global contexts, etc.)? How are you institutionalizing global learning and other high-impact practices to ensure all students have access to these practices?

  
  

Session Formats

• Dialogues for Learning

  Dialogues for Learning provide time for colleagues to examine topics through the iterative sharing of expertise and experiences. They provide an opportunity to work through issues, ideas, and challenges from multiple perspectives, engage in problem solving, and explore new ideas.
  (60 minutes; 1–4 presenters)

• Innovation/Ideation Sessions

  Innovation/Ideation Sessions (60 minutes) feature innovative practices that have emerged as global learning has been reframed in response to the disruption of the global pandemic and/or institutional efforts to make higher education practices more equitable. Each session consists of multiple presentations of equal length, with time for questions and feedback. The presentations run back-to-back.
  (15 minutes and 1–2 presenters per presentation)

• Pecha Kucha (“Chit Chat” in Japanese) Sessions

  Pecha Kucha (“Chit Chat” in Japanese) Sessions combine visual and oral presentations to convey a creative endeavor, research finding, or other interesting activity related to a particular conference theme. A Pecha Kucha presentation, which consists of 20 slides running for 20 seconds each, is carefully orchestrated to articulate key elements featured in the slides. Three Pecha Kucha presentations will be combined with 30 minutes of discussion time to create one 60-minute session.
  (7 minutes and 1 presenter per presentation)

• Poster Presentations

  Poster Presentations are organized around visual displays of research, models, and materials. A poster session provides an opportunity for presenters to talk with attendees about how to apply findings to their own work.
  (60 minutes; 1–4 presenters)

• Pre-conference Strategy Sessions

  Pre-conference Strategy Sessions are designed to guide participants as they develop plans of action for significant work at the level of the course, program, or institution. Presenters should provide resources and templates to help participants structure their planning. There will be opportunities for discussion and feedback. These sessions will be held as preconference workshops held on Date/Time TBD.
  (2 hours; 1–4 presenters)

• Workshops

  Workshops provide an interactive environment for conference attendees to bridge theory and practice and to deeply examine, explore, and/or experience relevant theories and implementation strategies in the context of real-world issues.
  (75 minutes; 1–4 presenters)