[00:00:04.14]
the college at that some more components
some of the courses that we teach how
[00:00:10.15]

[00:00:10.15]
about you soon what event no doctrinal
framework is anchor Scott colleges as
[00:00:15.18]

[00:00:15.18]
those who are from Atlanta no a small
liberal arts women's college east of
[00:00:23.02]

[00:00:23.02]
here we have about a thousand students
we're growing and that is very much
[00:00:29.00]

[00:00:29.00]
connected to new global learning program
we are a very diverse college one of the
[00:00:35.22]

[00:00:35.22]
one of the most diverse liberal arts
colleges in the United States in regards
[00:00:42.03]

[00:00:42.03]
to all parameters ethnicity gender class
which makes running an even more
[00:00:50.23]

[00:00:50.23]
interesting and ever about five years
ago maybe six years ago we did a
[00:00:58.05]

[00:00:58.05]
strategic look at our curriculum to
understand how the liberal arts and
[00:01:05.12]

[00:01:05.12]
remain relevant for our student
population and also in the context of
[00:01:12.09]

[00:01:12.09]
higher education and changing ideas in
society in general and in in a very
[00:01:19.12]

[00:01:19.12]
thorough long and sometimes four mag
members also frustrating process we
[00:01:25.23]

[00:01:25.23]
focused on the concepts of Global
Learning and leadership as related but
[00:01:31.18]

[00:01:31.18]
also distinct paths and we created our
general education program around it that
[00:01:38.23]

[00:01:38.23]
is called summit you need a catchy name
for it to promote it to the students and
[00:01:45.10]

[00:01:45.10]
to
and and summit now includes actually
[00:01:50.23]

[00:01:50.23]
three distinctive pillars one is global
learning one is leadership and the third
[00:01:57.10]

[00:01:57.10]
one is political digital literacies and
when I list them as three distinct
[00:02:05.21]

[00:02:05.21]
programs I need to add that the way that
moment them create many pathways between
[00:02:12.22]

[00:02:12.22]
them and a also amend as a framework
that fosters interdisciplinary learning
[00:02:20.12]

[00:02:20.14]
in the in the area of global learning
but what students encounter when they
[00:02:25.20]

[00:02:25.20]
come back a Scott College is a
first-year course a four credit course
[00:02:31.19]

[00:02:31.19]
that is required for first-year students
that is in is called global journeys
[00:02:37.15]

[00:02:37.15]
introduction into global learning where
students gain insights into what we call
[00:02:46.12]

[00:02:46.12]
global patterns and systems that also
relate to their liberal arts learning in
[00:02:53.11]

[00:02:53.11]
general so we do not offer a may be more
familiar or traditional Global Studies
[00:03:01.06]

[00:03:01.06]
program but we try to infuse a global
perspective into all disciplines there
[00:03:09.14]

[00:03:09.14]
this course global journeys usually
consists of 15 16 or 17 sections where
[00:03:17.07]

[00:03:17.07]
about 20 students each taught by faculty
members from across disciplines and
[00:03:24.13]

[00:03:24.13]
faculty members propose main topic that
is he connected to these global patterns
[00:03:30.12]

[00:03:30.12]
and systems
and then offer a course and in midway
[00:03:36.20]

[00:03:36.20]
through the course usually the first or
second week of marriage all students all
[00:03:41.21]

[00:03:41.21]
of these sections travel at the same
time to 16 or 17 different destinations
[00:03:47.11]

[00:03:47.11]
so this spring a few weeks ago we had
all of our first-year students go to
[00:03:53.18]

[00:03:53.18]
places from Iceland to Peru from the
Navajo Nation to Ghana to Martinique to
[00:04:01.08]

[00:04:01.08]
Morocco to Bulgaria and they learned
about topics ranging from public health
[00:04:10.15]

[00:04:10.15]
music economics history in French
language Spanish in addition to four
[00:04:21.01]

[00:04:21.01]
common topics that all of these courses
also address for common topics that are
[00:04:27.04]

[00:04:27.04]
globalization colonialism imperialism
and diaspora identity and the ethics of
[00:04:35.09]

[00:04:35.09]
travel why traveling there's a set of
readings associated with these topics
[00:04:39.22]

[00:04:39.22]
that each professor then relates to
their specific disciplinary target when
[00:04:47.02]

[00:04:47.02]
the students come back after their one
week of traveling they are being mixed
[00:04:52.01]

[00:04:52.01]
up into different groups and so in
reflection sessions the the week after
[00:04:58.21]

[00:04:58.21]
they come back
they sit down and a student has gone to
[00:05:03.13]

[00:05:03.13]
the nomination might discuss the impact
of what a colonialist legacy what a
[00:05:09.21]

[00:05:09.21]
student who went to Ghana and a student
who was in Jamaica and also there for
[00:05:14.11]

[00:05:14.11]
other common topics and so they get
scaffolded a sample the environment for
[00:05:19.17]

[00:05:19.17]
these reflections but they also have
opportunities to bring up their own
[00:05:23.09]

[00:05:23.09]
questions and that is usually a it's a
very fascinating moment also for faculty
[00:05:29.13]

[00:05:29.13]
who sit in these classrooms and learn
what the students have observed what
[00:05:34.13]

[00:05:34.13]
they have taken away from it and then
the remainder of this four credit course
[00:05:38.22]

[00:05:38.22]
when the students return to their
section in which they started out they
[00:05:44.03]

[00:05:44.03]
usually spend on developing small
projects where they integrate the
[00:05:50.17]

[00:05:50.17]
learning that happened
on the ground it is just destination
[00:05:54.12]

[00:05:54.12]
with the readings they've done in the
course and then integrate these projects
[00:06:01.01]

[00:06:01.01]
into the digital learning portfolio let
me talk a little bit about what these
[00:06:07.23]

[00:06:07.23]
courses do for our curriculum overall by
offering this course might have when we
[00:06:15.12]

[00:06:15.12]
developed it a few years ago we thought
a lot about what global learning should
[00:06:21.08]

[00:06:21.08]
mean for a specific curricular
environment and for a faculty
[00:06:27.01]

[00:06:27.01]
perspective there was great emphasis
that we did not want to use short term
[00:06:31.10]

[00:06:31.10]
faculty led trips and declare our
students to be global citizens and the
[00:06:38.18]

[00:06:38.18]
big problem what we come back
that was it you've been outside the
[00:06:43.11]

[00:06:43.11]
country you've seen the global world you
you know we we take we put great
[00:06:50.19]

[00:06:50.19]
emphasis on working with our students on
the learning goals of this course to
[00:06:55.13]

[00:06:55.13]
highlight this really is only the
beginning this is meant to widen your
[00:07:02.06]

[00:07:02.06]
horizon but to also show you what
questions are out there that we consider
[00:07:08.01]

[00:07:08.01]
questions are global problems and to
also reflect back on the Moses position
[00:07:14.17]

[00:07:14.17]
a letís of identity and privilege to
make it clear that we do not travel with
[00:07:21.11]

[00:07:21.11]
a perspective that we have to bring
something to follow these places on the
[00:07:28.01]

[00:07:28.01]
globe but rather that we alert us when
we go to this place on the globe that we
[00:07:31.20]

[00:07:31.20]
try to see how people work with
different problems if environments and
[00:07:37.21]

[00:07:37.21]
what solutions they might bring to bear
on these problems and what we can learn
[00:07:43.10]

[00:07:43.10]
from them as we know that so there is a
component on community engagement in all
[00:07:51.02]

[00:07:51.02]
of these courses that we work a lot with
we help faculty to develop these courses
[00:07:59.11]

[00:07:59.11]
we have a year and a half of workshops
on professional development for a
[00:08:06.23]

[00:08:06.23]
faculty member who leads one of these
courses and we are very careful in how
[00:08:13.02]

[00:08:13.02]
we select our program providers so that
they allow us to have community
[00:08:17.17]

[00:08:17.17]
engagement that does not simply produce
global inequalities or global inequities
[00:08:25.00]

[00:08:25.00]
but allows us to work in a way that any
any benefits that have gained from this
[00:08:34.11]

[00:08:34.11]
are shared with the communities and on
Somali and
[00:08:37.17]

[00:08:37.17]
to go there and take away either
tangible resources also knowledge these
[00:08:44.04]

[00:08:44.04]
sources without reciprocating in any
form or fashion while students it has a
[00:08:51.08]

[00:08:51.08]
very noticeable effect and how they move
on from this first year in terms of
[00:08:56.16]

[00:08:56.16]
course selection when they look at their
choices in major and minor we also then
[00:09:04.04]

[00:09:04.04]
offer a range of elective courses in
there that have global learning goals
[00:09:10.18]

[00:09:10.18]
have been developed by faculty in these
various disciplines and it also reduces
[00:09:18.13]

[00:09:18.13]
students with the noticeably we had
awareness of their own place in the
[00:09:24.00]

[00:09:24.00]
world
and the questions they still have to
[00:09:26.12]

[00:09:26.12]
think about as they move forward for
faculty it has created many new
[00:09:30.23]

[00:09:30.23]
opportunities for interdisciplinary
teaching and we Anna John is the work
[00:09:36.00]

[00:09:36.00]
they do in the classroom
it has fostered greater collaboration
[00:09:38.23]

[00:09:38.23]
across the disciplines and and overall
really energized the way we think about
[00:09:46.00]

[00:09:46.00]
our curriculum I don't know how I'm
doing timewise
[00:09:52.22]

[00:09:54.19]
it's executive minutes so I think when I
what I want to conclude with this sort
[00:10:01.12]

[00:10:01.12]
of going back to one of the main reasons
why we did is that but many of our
[00:10:06.02]

[00:10:06.02]
battles I must have led groups of
students to different places and have
[00:10:10.13]

[00:10:10.13]
notice that when you travel with
students why their journey here and
[00:10:15.21]

[00:10:15.21]
sometimes in the CDA year one of the
reflections D students head was to
[00:10:22.18]

[00:10:22.18]
phrase it in a more colloquial way I
wish I had known this earlier and that
[00:10:28.12]

[00:10:28.12]
covers everything from understanding
what being fluent in the language
[00:10:33.09]

[00:10:33.09]
actually needs to be aware of how
educated your peers in the global world
[00:10:40.15]

[00:10:40.15]
actually are and by front-loading this
experience in the first year we wanted
[00:10:47.17]

[00:10:47.17]
to help our students to have this
experience earlier and then build their
[00:10:52.18]

[00:10:52.18]
their own studies for the following
three years on that experience thank you
[00:11:01.17]

[00:11:01.17]
next we have an investor stylist and
port who is the co-director of Atlantic
[00:11:07.03]

[00:11:07.03]
Global Studies Centre also chair and
professor in the school of Modern
[00:11:11.10]

[00:11:11.10]
Languages at Georgia Tech has a PhD from
Berkeley and she's an expert on Arctic
[00:11:17.16]

[00:11:17.16]
Nordic cinema media cultural studies I
really like that you teach a course on
[00:11:22.03]

[00:11:22.03]
the global bill I do too and I have to
say this myself
[00:11:28.11]

[00:11:28.11]
- champagne she's a former Viking inlay
night as she worked at a champagne in
[00:11:36.05]

[00:11:36.05]
the Modern Languages department mother
was so she directed the European Union
[00:11:39.10]

[00:11:39.10]
Center very active you know when I shall
be also a title six recipient if I'm
[00:11:44.14]

[00:11:44.14]
remembering this right so I could keep
going on but I'll pass the mic to Anna
[00:11:51.23]

[00:11:51.23]
thank you very much it's a it's such a
pleasure to be here as part of this
[00:11:58.04]

[00:11:58.04]
group of people for our inaugural annual
Atlanta global studies symposium just
[00:12:06.06]

[00:12:06.06]
take a moment to reflect on the fact
that that's who we are and that's what
[00:12:10.21]

[00:12:10.21]
we're doing today is that we're building
a tradition and we're clearly seeing a
[00:12:15.18]

[00:12:15.18]
need and an interest among a great
number of both Atlanta and lens a region
[00:12:21.13]

[00:12:21.13]
based as well as national and
international participants in this
[00:12:26.11]

[00:12:26.11]
symposium to be part of the conversation
that we are having here and that we seek
[00:12:32.11]

[00:12:32.11]
to develop for for the future so I
wanted to take this opportunity to share
[00:12:38.02]

[00:12:38.02]
a few remarks of the journey that has
brought us to where we are right now
[00:12:43.09]

[00:12:43.09]
this morning so I grew up in Sweden and
I left Sweden to pursue graduate study
[00:12:52.00]

[00:12:52.00]
again in Berkeley in comparative
literature in the 90s and that was a
[00:12:56.08]

[00:12:56.08]
very diverse exciting place to be at I
immigrant at the time and when I had
[00:13:05.12]

[00:13:05.12]
finished my degree and um a year at
Berkeley I was looking around for that
[00:13:09.03]

[00:13:09.03]
green card sponsor and I was so thrilled
that the University of Illinois gave me
[00:13:14.16]

[00:13:14.16]
the opportunity to pursue a career in
higher education and I enjoyed my ten
[00:13:20.16]

[00:13:20.16]
years at Illinois very much one of the
key differences for those of you who
[00:13:24.09]

[00:13:24.09]
have traveled through the great state of
Illinois is that the university is
[00:13:28.06]

[00:13:28.06]
surrounded by two hours of cornfields in
every directions that doesn't preclude
[00:13:32.20]

[00:13:32.20]
it from being an extraordinary
international media but having been the
[00:13:40.23]

[00:13:40.23]
opportunity to join Georgia Tech right
in Atlanta three years ago I came here
[00:13:45.08]

[00:13:45.08]
and I noticed wow we have all the pieces
of a great puzzle to establish and to
[00:13:52.04]

[00:13:52.04]
promote and to foster a collective sense
of Greater Atlanta identity as a hub for
[00:13:58.10]

[00:13:58.10]
global higher education and research and
that sentiment that is built on
[00:14:06.05]

[00:14:06.05]
partnership among institutions of higher
patience with injury detect which are
[00:14:10.13]

[00:14:10.13]
gestates element and we react to Scott
and many others led to the foundation of
[00:14:17.03]

[00:14:17.03]
this US Department of Education title
six national resource application to
[00:14:24.10]

[00:14:24.10]
leave abuse we call it up here and
Wolfgang sure and Laurie nice things and
[00:14:28.10]

[00:14:28.10]
many others were part of that proposal
process so what then is it about the
[00:14:34.12]

[00:14:34.12]
another global Study Center and listen
posthuman the many other activities that
[00:14:38.03]

[00:14:38.03]
we are pursuing as part of this
initiative that that meet that means
[00:14:43.09]

[00:14:43.09]
that we will build a new future for
global Atlanta or Atlanta as a global
[00:14:49.07]

[00:14:49.07]
hub and part of those components is a
robust basis foundation of higher
[00:14:56.04]

[00:14:56.04]
education and research but think about
you know the nice concentration of
[00:15:00.16]

[00:15:00.16]
institutions of higher education in the
country they will rarely put Atlanta in
[00:15:05.19]

[00:15:05.19]
fifth place
they won't mention Boston the New York
[00:15:08.12]

[00:15:08.12]
City region of the Bay Area Los Angeles
number five is Atlanta and this is a
[00:15:13.20]

[00:15:13.20]
story that we are not telling to the
extent that we could then we add the
[00:15:21.07]

[00:15:21.07]
extraordinary diverse heritage and
international population that's right
[00:15:25.08]

[00:15:25.08]
here in our region and in Georgia on the
southeast writ large we have of course
[00:15:30.13]

[00:15:30.13]
an extraordinary corporate sector with
Fortune 500 companies and Delta
[00:15:35.11]

[00:15:35.11]
coca-cola and all that we have the
internationally oriented nonprofit
[00:15:40.13]

[00:15:40.13]
sector anything from Habitat for
Humanity to the Carter Center we of
[00:15:47.16]

[00:15:47.16]
course also have research hubs the CDC
that's globally oriented then we start
[00:15:53.23]

[00:15:53.23]
thinking about more the students who are
in our classrooms or
[00:15:57.18]

[00:15:57.18]
in the k-12 system well the Atlanta
Regents in Georgia has owned the
[00:16:04.03]

[00:16:04.03]
fastest-growing Nations of foreign-born
Nationals in the country
[00:16:08.19]

[00:16:08.19]
Georgia and the Atlanta region is also
one of the remote locations in the
[00:16:14.04]

[00:16:14.04]
country for immigrants and refugees and
asylum seekers and then we have an
[00:16:19.22]

[00:16:19.22]
extraordinary partnership with the
Georgia Department of Education where
[00:16:23.18]

[00:16:23.18]
Georgia is quickly emerging as the
leader a national leader in dual
[00:16:29.23]

[00:16:29.23]
language immersion in seals about
literacy in a k-12 educational landscape
[00:16:35.22]

[00:16:35.22]
that emphasizes local competence
advanced language learning and so forth
[00:16:40.11]

[00:16:40.11]
so putting all of these pieces together
and bringing institutions of higher
[00:16:46.07]

[00:16:46.07]
education into a leadership role in
storytelling and creating this image of
[00:16:52.23]

[00:16:52.23]
global or international Atlanta Atlanta
as a global hub I think we have an
[00:16:59.02]

[00:16:59.02]
incredible opportunity to take that
potential and also emphasize the
[00:17:05.22]

[00:17:05.22]
centrality of higher education of
research of scholarship of student
[00:17:10.18]

[00:17:10.18]
engagement as a positive social force
and as a force for good public
[00:17:16.23]

[00:17:16.23]
engagement and if I were to think you
know a few years into the future we have
[00:17:21.15]

[00:17:21.15]
certainly
the resounding start with our symposium
[00:17:25.16]

[00:17:25.16]
here today with our many collaborations
with numerous people and individuals and
[00:17:30.12]

[00:17:30.12]
institutions is that in just a little
bit of time we will have a coalition a
[00:17:35.19]

[00:17:35.19]
coalition of agencies institutions
corporations nonprofits who are coming
[00:17:44.10]

[00:17:44.10]
together to build this international
Atlanta this global hub Atlanta because
[00:17:50.08]

[00:17:50.08]
that is an umbrella that we can all join
under and a goal and an objective for
[00:18:01.23]

[00:18:01.23]
many many people certainly within higher
education but absolutely beyond that as
[00:18:06.09]

[00:18:06.09]
well so that is kind of the story that
led to the creation of this Global
[00:18:13.07]

[00:18:13.07]
Studies Center as a partnership and sort
of stepping back a little bit thinking
[00:18:19.16]

[00:18:19.16]
about Georgia Tech's role in this and
the school of honor languages which I
[00:18:23.21]

[00:18:23.21]
chair is that some of share two numbers
which I think demonstrate some of this
[00:18:29.17]

[00:18:29.17]
capacity and potential Georgia Tech is a
stem driven institution it has no
[00:18:35.10]

[00:18:35.10]
language requirement yet 50% of all
undergraduate students graduate from
[00:18:40.13]

[00:18:40.13]
Georgia Tech having studied before a
migration this is unique combination
[00:18:46.05]

[00:18:46.05]
Georgia Tech is a stem driven
institution has as part of its strategic
[00:18:50.03]

[00:18:50.03]
plan to enhance our global footprint and
educate good global citizens and
[00:18:54.16]

[00:18:54.16]
sixty-five percent of all students
graduate having had a substantive
[00:18:58.23]

[00:18:58.23]
international experience this is also
unique in the nation
[00:19:02.14]

[00:19:02.14]
and the Ivan Allen College of Liberal
Arts the school of Modern Languages and
[00:19:07.03]

[00:19:07.03]
many of the schools that are part of
this consortium and part of the
[00:19:10.11]

[00:19:10.11]
symposium today in co-sponsoring it we
provide the substance and the academic
[00:19:17.18]

[00:19:17.18]
competence and the training for all of
these Georgia Tech students to go out
[00:19:21.23]

[00:19:21.23]
and be local citizens or educate them to
be good global citizens and in terms of
[00:19:27.06]

[00:19:27.06]
the strategic plan so so that's a key
component of what Georgia Tech brings to
[00:19:33.23]

[00:19:33.23]
brings to the center and biotech is an
excellent partner in the larger
[00:19:40.07]

[00:19:40.07]
coalition for what we all seek to
accomplish so before I hand over the
[00:19:47.07]

[00:19:47.07]
microphone here I'll just give a couple
of examples of what it means to do this
[00:19:51.08]

[00:19:51.08]
kind of work within the school of Modern
Languages so for instance we have
[00:19:56.22]

[00:19:56.22]
launched two new master's programs this
year one in global media cultures in
[00:20:02.01]

[00:20:02.01]
another and applied languages in
intercultural studies and we had a very
[00:20:07.10]

[00:20:07.10]
large number of applicants and a very
robust entering class of 25 members
[00:20:13.11]

[00:20:13.11]
juicing dispensatory detection to study
advanced language learning intercultural
[00:20:18.01]

[00:20:18.01]
competence in media cultural studies so
that's one of the ways that we as a
[00:20:24.09]

[00:20:24.09]
school want to be a partner in capacity
building in the Atlanta wrote entities
[00:20:28.21]

[00:20:28.21]
we also pursue content based language
learning in immersive ways abroad our
[00:20:37.11]

[00:20:37.11]
faculty here eighteen faculty like study
abroad programs from our own school
[00:20:42.08]

[00:20:42.08]
every year and they bring students
anywhere from South and Latin America to
[00:20:47.18]

[00:20:47.18]
Korea and Japan and China and that
foundation of very strong engagement in
[00:20:55.17]

[00:20:55.17]
content based language learning very
often with a sustainability focus in
[00:21:01.18]

[00:21:01.18]
alignment with the UN sustainable
development goals it's certainly part of
[00:21:06.00]

[00:21:06.00]
how we've been made that
[00:21:09.05]

[00:21:17.11]
thank you next we have the ejido good
bank is an associate provost for global
[00:21:24.08]

[00:21:24.08]
education also professor of
International Studies at Spelman College
[00:21:27.23]

[00:21:27.23]
he is also the chief international
officer there he's got his ph.d
[00:21:33.23]

[00:21:33.23]
also in the Finger Lakes of Cornell
University and he received recently the
[00:21:39.23]

[00:21:39.23]
excellence in diversity and inclusion
award for international education in
[00:21:45.21]

[00:21:45.21]
2018 I'm mentioning this because at
least at our campus diversity and
[00:21:50.09]

[00:21:50.09]
inclusion for study abroad is a very
important topic so we won't pass the mic
[00:21:59.01]

[00:22:12.10]
so one thing most Italians institutions
and individuals in Atlanta metropolitan
[00:22:25.02]

[00:22:25.02]
area to put a conference like this where
we can engage with new ideas where we
[00:22:35.10]

[00:22:35.10]
can collaborate more effectively and see
how we can advance Atlanta a whole new
[00:22:43.18]

[00:22:43.18]
good thinking and I want to add another
set and I thank you and Tony before I go
[00:22:55.22]

[00:22:55.22]
into specific ideas regarding the
directions on Delaney I want to give a
[00:23:03.09]

[00:23:03.09]
very brief introduction about seven
colleagues of those not familiar this is
[00:23:12.04]

[00:23:12.04]
one of the historically black colleges
located in Atlanta is a member of the
[00:23:20.22]

[00:23:20.22]
Atlanta University System a long wait
[00:23:26.18]

[00:23:30.08]
institutions that existed but it was
funded in Italy one and it enrolls about
[00:23:39.02]

[00:23:39.02]
2,100 students Oh African descent is the
women's college what is more germane to
[00:23:47.21]

[00:23:47.21]
our discussion here today is that we
have it embedded and adjusted the need
[00:23:56.22]

[00:23:56.22]
to engage up-to-date with the many
cultures involved and so Spelman College
[00:24:02.06]

[00:24:02.06]
are strategically approached this
mission through curriculum co-curricular
[00:24:08.16]

[00:24:08.16]
decision I will be a partner if I go
into
[00:24:13.14]

[00:24:13.14]
few examples of directions that I think
we need to look into before 2011 less
[00:24:25.05]

[00:24:25.05]
than a hundred students study abroad
experience last year 406 in 2011 218 so
[00:24:35.14]

[00:24:35.14]
between 2011 and 2018 we've had about 86
percent increase in the number of
[00:24:43.02]

[00:24:43.02]
students or the abroad we have an
International Studies requirement and we
[00:24:48.22]

[00:24:48.22]
have foreign language Department for two
years so brutally is very very
[00:24:54.21]

[00:24:54.21]
interested in very fundamental to our
teaching and learning
[00:24:59.15]

[00:24:59.15]
Spelman College how we been able to get
to where we are the administration and
[00:25:06.16]

[00:25:06.16]
the faculty are very committed to this
mission and so we have suit strategy
[00:25:12.17]

[00:25:12.17]
planning one in 2000 and 2010 2017 and
we calculated we have a new president
[00:25:21.12]

[00:25:21.12]
who has come up with a new strategy plan
2000 2022 so the colitis Alan committed
[00:25:29.18]

[00:25:29.18]
to ensure that lubrication takes center
stage for in addition to that we have a
[00:25:36.14]

[00:25:36.14]
set up of global education which I
probably would like to say I was hired
[00:25:43.06]

[00:25:43.06]
in 2011 as a founding dean so with the
stretcher on with effective
[00:25:50.05]

[00:25:50.05]
centralization of uh global initiatives
and commitment on faculty we've been
[00:25:54.23]

[00:25:54.23]
able to take Spelvin to any brand so
with this brief introduction given a
[00:26:02.05]

[00:26:02.05]
mission and what we set out to
accomplish I want to highlight some few
[00:26:06.19]

[00:26:06.19]
areas of research or directions that we
need to engage in one since our
[00:26:14.10]

[00:26:14.10]
moderator talks about one of our wards
which is diversity and inclusion in
[00:26:20.15]

[00:26:20.15]
international education Spelman College
deliberately decided to break barriers
[00:26:29.12]

[00:26:29.12]
in education after discipline say that
every today we want average today is not
[00:26:38.05]

[00:26:38.05]
choir but we expect average today to
have the blue moon experience now we try
[00:26:44.04]

[00:26:44.04]
to do this in two ways through
curricular and co-curricular in terms of
[00:26:48.22]

[00:26:48.22]
the curriculum within the last eight
years from 2011 up to date we've had
[00:26:54.20]

[00:26:54.20]
about 38 degree courses and then into
the college
[00:26:58.22]

[00:26:58.22]
also part of the allocation of resources
from the taxes grant the establish the
[00:27:06.17]

[00:27:06.17]
center we are using the resources to
increase our curriculum outcomes in
[00:27:13.11]

[00:27:13.11]
addition to that we deliberately engage
in a systematic revision of how we
[00:27:21.20]

[00:27:21.20]
approach new Bellini and so I want to
run you through some of the few ideas
[00:27:26.02]

[00:27:26.02]
and the bust and inclusion we seem to be
an important area that requires
[00:27:29.20]

[00:27:29.20]
attention these days as we focus on
equity under certain minorities now the
[00:27:36.12]

[00:27:36.12]
first question I want to pose it how do
you see shows how can we increase access
[00:27:42.07]

[00:27:42.07]
to study abroad
I'm Brit barrier I can tell you how spam
[00:27:46.14]

[00:27:46.14]
I did it little bit not now because how
do we how do we take pacify the location
[00:27:54.05]

[00:27:54.05]
of we have to then go so what we have
done is to ensure that we have done
[00:28:00.11]

[00:28:00.11]
traditional locations so we gave for
legacy locations like Ghana South Africa
[00:28:07.04]

[00:28:07.04]
and some other areas whereas today is a
connection which the third area is will
[00:28:15.17]

[00:28:15.17]
be able to ensure that as ten students
in the STEM disciplines are part of this
[00:28:20.07]

[00:28:20.07]
initiative how can we include Easter
faculty and enhance global Amy
[00:28:25.23]

[00:28:25.23]
so these are part of the new priorities
that institutionally to think about
[00:28:30.17]

[00:28:30.17]
because a lot of stem faculty and this
today they have a tight schedule that
[00:28:37.22]

[00:28:37.22]
requires creativity on their part and on
the part of faculty to see how to get
[00:28:42.11]

[00:28:42.11]
them in now what kind of techniques have
been used by instructors to ensure that
[00:28:48.08]

[00:28:48.08]
minorities I appeal it in the classroom
what happens of course system are
[00:28:53.11]

[00:28:53.11]
offered to my knowledge today when they
study abroad and how are we ensuring
[00:28:58.03]

[00:28:58.03]
that they are not being marginalized
so I can give
[00:29:02.05]

[00:29:02.05]
five years of what we've done but the
worst day of inclusion is certainly an
[00:29:06.14]

[00:29:06.14]
important area the required course and
care for a teacher now I want to I also
[00:29:12.21]

[00:29:12.21]
want to talk about another area which is
decolonization of international
[00:29:17.18]

[00:29:17.18]
education hast international petitioner
Study Abroad becomes highly demanded are
[00:29:25.01]

[00:29:25.01]
required of food
envelopes institution agenda then they
[00:29:30.10]

[00:29:30.10]
need to ensure that were student-led
committee are congruent with the mission
[00:29:37.11]

[00:29:37.11]
of the institution so to what extent
does the academic culture from the host
[00:29:43.00]

[00:29:43.00]
institution reflective mission and
values of the sending institution how do
[00:29:49.01]

[00:29:49.01]
we assess them so assessment of global
any is very critical is very central
[00:29:54.13]

[00:29:54.13]
people when we assess them how do we
ensure that the students are utilizing
[00:30:00.01]

[00:30:00.01]
what we taught they are reading what
they already obtained from the
[00:30:06.23]

[00:30:06.23]
experience now how can study up for
providers they are most of all utilized
[00:30:13.11]

[00:30:13.11]
how they hire those who have the
knowledge of the host communities rather
[00:30:20.11]

[00:30:20.11]
than using Americans who teach in some
of these foreign destinations so we do a
[00:30:26.11]

[00:30:26.11]
lot of providers who are switching into
this direction to ensure that they are
[00:30:31.22]

[00:30:31.22]
colonizing the way they approach in
study abroad what does this mean
[00:30:37.11]

[00:30:37.11]
decision every day I hear calls from
providers can we partner with you and we
[00:30:49.03]

[00:30:49.03]
will know the legitimacy
what's your background what is your
[00:30:53.08]

[00:30:53.08]
mission so what we find out is a
communication of international
[00:30:58.04]

[00:30:58.04]
and how can institution ensure that
these providers are genuine and they
[00:31:04.04]

[00:31:04.04]
have the interest of institution or what
we assess dental and now we have a lot
[00:31:10.22]

[00:31:10.22]
of it we see use so follows what we do
our panel I'll give you a snippet of
[00:31:15.19]

[00:31:15.19]
this is that we ensure the most of our
faculty led programs and bad design in
[00:31:23.08]

[00:31:23.08]
Hong Kong so customers who do and we can
ensure that our providers are able to
[00:31:29.23]

[00:31:29.23]
embed people of African descent into the
lecturers into the class - I need to be
[00:31:35.21]

[00:31:35.21]
as cautious where our students are going
to participate in so decide the
[00:31:41.13]

[00:31:41.13]
colonisation of international Fisher
beside the past and inclusion I also
[00:31:46.08]

[00:31:46.08]
would like to talk about what we are
seeing there seems to publish this and
[00:31:52.09]

[00:31:52.09]
tradition this is the deployed interest
or disgusted about nationality and
[00:31:59.12]

[00:31:59.12]
nationalism and jubilation this day
tension between the two why do we see
[00:32:05.21]

[00:32:05.21]
increased nationalistic tendencies there
seems to affect the transmission agenda
[00:32:11.13]

[00:32:11.13]
the most qualities are invested in a
state a lot of institutional allow
[00:32:16.22]

[00:32:16.22]
international international students not
only to diversify the campus but also
[00:32:22.23]

[00:32:22.23]
suffer revenue but less attention
there's coffee between national policies
[00:32:28.04]

[00:32:28.04]
and the institutional policies so what
are we doing to ensure that students and
[00:32:36.05]

[00:32:36.05]
institutions are not very much their
lives in the way of new ideas about
[00:32:41.15]

[00:32:41.15]
political systems
I would love to talk about ten minutes
[00:32:46.08]

[00:32:46.08]
do I have to next we have Tony Lemieux
is the director of the global study
[00:33:01.17]

[00:33:01.17]
because a studies institute professor in
the Department of Communication at
[00:33:05.12]

[00:33:05.12]
Georgia State University did I
understand this right I'm trying to
[00:33:09.02]

[00:33:09.02]
understand they are you also the
co-director of study global studies
[00:33:13.22]

[00:33:13.22]
center okay and looking up Tony's
background I bought a CV that has 38
[00:33:21.14]

[00:33:21.14]
pages which is impressive including it
is his work on motivations for for
[00:33:29.02]

[00:33:29.02]
terrorism and violent extremism
that he started basically doing his PhD
[00:33:34.23]

[00:33:34.23]
in social psychology at University of
Connecticut is translated in many
[00:33:38.15]

[00:33:38.15]
languages I even noticed my own Romanian
you're cited there and he also has a
[00:33:44.03]

[00:33:44.03]
really cool project with the National
Institute for mental health working you
[00:33:49.01]

[00:33:49.01]
fantastic correctly on the way music
based interventions change the behavior
[00:33:55.06]

[00:33:55.06]
in the context of HIV prevention and I
butcher network okay thank you
[00:34:08.23]

[00:34:14.03]
so the first thing I want to just do is
thank you all for being here and
[00:34:18.18]

[00:34:18.18]
acknowledge that you know great work
that went into putting this together and
[00:34:21.18]

[00:34:21.18]
you know one of the things that that I
wanted to talk a little bit about today
[00:34:27.16]

[00:34:27.16]
you know is one of the things that we're
pursuing you know as part of the
[00:34:32.14]

[00:34:32.14]
Atlantic Louisville Studies Center and
this consortium is how do we really
[00:34:38.00]

[00:34:38.00]
create and cultivate opportunities for
the collaborative interdisciplinary
[00:34:42.08]

[00:34:42.08]
research that you know we can then use
to really build out this sort of
[00:34:46.23]

[00:34:46.23]
endeavor and thinking about that we
start with our two greatest assets as a
[00:34:51.03]

[00:34:51.03]
university and that is our students
number one and our faculty you know
[00:34:55.08]

[00:34:55.08]
those are really I think when we start
thinking about what do we have as strong
[00:34:59.22]

[00:34:59.22]
anchoring points to work with and for us
this you know started as you know number
[00:35:06.12]

[00:35:06.12]
of years ago with the sort of formation
of the Global Studies Institute at
[00:35:10.01]

[00:35:10.01]
Georgia State was really developed to
try to think about ways to create those
[00:35:14.07]

[00:35:14.07]
sort of collaborative partnerships to
get people thinking about working on in
[00:35:18.09]

[00:35:18.09]
a concerted way you know pressing global
challenges and opportunities so when we
[00:35:24.13]

[00:35:24.13]
started to think that about how we would
build out some aspects of the work that
[00:35:29.19]

[00:35:29.19]
this partnership would do even looked at
some of the things we've been working on
[00:35:33.18]

[00:35:33.18]
the strengths that we brought to the
table
[00:35:36.03]

[00:35:36.03]
across our perspective
one of which was this idea for a global
[00:35:40.00]

[00:35:40.00]
research opportunity workshops something
that really allows the time the space
[00:35:45.13]

[00:35:45.13]
you know the intentionality for people
to come together and work on impressing
[00:35:50.02]

[00:35:50.02]
sorts of themes research themes and how
do we optimally support how do we you
[00:35:54.15]

[00:35:54.15]
know find the right sorts of teens
starting with faculty but certainly this
[00:35:59.10]

[00:35:59.10]
is one of those things that when we do
it well it involves students of all
[00:36:02.11]

[00:36:02.11]
levels and involves postdocs and
involves graduate students as well as
[00:36:05.18]

[00:36:05.18]
undergraduate students and if they're
really kind of hue to the spirit of this
[00:36:09.06]

[00:36:09.06]
national resource center it really then
has things that reach down through the
[00:36:13.06]

[00:36:13.06]
k-12 system as well it gets people
excited about learning about languages
[00:36:18.01]

[00:36:18.01]
the culture they might not necessarily
start with that as the thing they wanted
[00:36:21.16]

[00:36:21.16]
to do but they realized that in order to
address this issue or something that
[00:36:25.03]

[00:36:25.03]
they've been thinking about that they
have to know about a particular region
[00:36:29.10]

[00:36:29.10]
or cultural language or that they might
not apply to so we start with that as a
[00:36:34.03]

[00:36:34.03]
little bit of a background and then what
I wanted to focus some remarks on today
[00:36:39.03]

[00:36:39.03]
is building on this notion of how we can
see that proceeding over the
[00:36:45.04]

[00:36:45.04]
they're coming years with this project
where I spent a lot of time and Alex
[00:36:49.16]

[00:36:49.16]
talked a little bit about the sort of
research background that I bring to this
[00:36:52.13]

[00:36:52.13]
it's it's really focused on trying to
figure out what's the right sort of team
[00:36:57.09]

[00:36:57.09]
what perspectives what disciplines what
voices do you need to bring to address a
[00:37:01.19]

[00:37:01.19]
particular problem he referenced work on
music based HIV prevention and that was
[00:37:07.07]

[00:37:07.07]
where he brought you know adolescents
into a recording studio to write record
[00:37:11.10]

[00:37:11.10]
prevention theme music and tested as an
intervention again very you know
[00:37:15.22]

[00:37:15.22]
interdisciplinary sort of work the work
that we're doing now really starts to
[00:37:23.16]

[00:37:23.16]
look at things like challenges of global
terrorism it looks at issues relating to
[00:37:29.05]

[00:37:29.05]
water access it looks at trafficking in
fact one of the collaborative teams and
[00:37:33.23]

[00:37:33.23]
sort of getting some steam with our
Center for Latin American and Latino
[00:37:37.01]

[00:37:37.01]
Studies it is on human trafficking
working on building a set of
[00:37:41.15]

[00:37:41.15]
partnerships people that come together
spend some focused time outside of their
[00:37:47.23]

[00:37:47.23]
normal job and there's normal structures
but really to protect that time and
[00:37:51.22]

[00:37:51.22]
space to think about what kinds of
questions we can ask what kinds of
[00:37:57.06]

[00:37:57.06]
hypotheses we can develop now what kinds
of papers can we conceptualize and write
[00:38:03.16]

[00:38:03.16]
what kinds of grants might be pursued
[00:38:07.12]

[00:38:08.22]
the balance that sort of the goals with
some of the pragmatic things we want to
[00:38:13.09]

[00:38:13.09]
make the work sustainable we want to
take that initial set of ideas and
[00:38:18.09]

[00:38:18.09]
enthusiasm that we develop at a meeting
[00:38:22.23]

[00:38:23.18]
collaboration and how do we carry that
forward how do we support the statement
[00:38:28.11]

[00:38:28.11]
this sort of workshop model it is one
approach to them and it's going to be
[00:38:33.01]

[00:38:33.01]
iterative and they're gonna need to
refine it but really it is fundamentally
[00:38:36.16]

[00:38:36.16]
about thinking beyond just that initial
matchmaking Network building and we now
[00:38:42.06]

[00:38:42.06]
have this really great office or ship
with which we could start we've got a
[00:38:45.11]

[00:38:45.11]
great University well we've got a lot of
partnerships where we can start to help
[00:38:49.15]

[00:38:49.15]
the seed that but how do we carry it
through the middle you know getting that
[00:38:54.19]

[00:38:54.19]
initial idea into something that becomes
a workable project that becomes
[00:38:58.16]

[00:38:58.16]
something that gets into the curriculum
pockets you know a little bit more of a
[00:39:02.23]

[00:39:02.23]
life of its own and then turn that into
really great sort of deliverables and
[00:39:08.20]

[00:39:08.20]
outcomes that result in opportunities
where you can build a module around the
[00:39:17.17]

[00:39:17.17]
plug into your group virtual exchange I
mean the sky's the limit but you've got
[00:39:20.14]

[00:39:20.14]
to start early summer and for us
thinking about that is like very core to
[00:39:25.18]

[00:39:25.18]
the mission
a little bit thinking about it from the
[00:39:29.08]

[00:39:29.08]
global studies institute perspective of
where I come from but this gives us an
[00:39:35.23]

[00:39:35.23]
opportunity to really be much more
expansive our furnish it with you know
[00:39:39.22]

[00:39:39.22]
the office for international initiatives
at Georgia State and now building how
[00:39:44.13]

[00:39:44.13]
this is collaboration across our
respective universities what I wanted to
[00:39:50.15]

[00:39:50.15]
just you know think about there's some
of the pragmatics how come like this
[00:39:55.11]

[00:39:55.11]
would work and what are what we tried
and what has tended to look a little
[00:39:59.14]

[00:39:59.14]
more promising and what are some things
that really haven't you know we tried
[00:40:04.01]

[00:40:04.01]
different models of supporting like the
faculty fellows people who come on board
[00:40:07.21]

[00:40:07.21]
you know do a set on us or a particular
time and that can you know generate some
[00:40:13.13]

[00:40:13.13]
positive results outcomes but it doesn't
necessarily have the sort of sustaining
[00:40:17.20]

[00:40:17.20]
model that we wanted to build into it so
we start with that and something we've
[00:40:23.03]

[00:40:23.03]
looked at I mean then started the study
won't be seen partnerships and what do
[00:40:28.11]

[00:40:28.11]
you think we expect those partnerships
to really do and to generate we think
[00:40:33.05]

[00:40:33.05]
about protecting that time over you know
the course of a week maybe after a
[00:40:37.07]

[00:40:37.07]
semesters over
before everything goes away for the
[00:40:39.22]

[00:40:39.22]
summer are really kind of having an
intensive period where people really
[00:40:43.09]

[00:40:43.09]
work a problem put some parameters on it
anyone familiar with the idea sprint
[00:40:49.12]

[00:40:49.12]
model but the idea is essentially like
if you look at this was like something
[00:40:58.00]

[00:40:58.00]
that they did at Google and they're not
entirely translate to the academic
[00:41:01.22]

[00:41:01.22]
context but sign some parts of it I
think are really valuable
[00:41:05.08]

[00:41:05.08]
where you take and you go through
methodically over like a five-day period
[00:41:08.22]

[00:41:08.22]
and said you know work around the
problem prototype some ideas and
[00:41:13.09]

[00:41:13.09]
solutions and really think about what we
want to generate at the end of it
[00:41:16.06]

[00:41:16.06]
so starting that that is a model where
we can really bring people together for
[00:41:20.03]

[00:41:20.03]
a burst of concerted effort that
produces something if nothing else it
[00:41:24.04]

[00:41:24.04]
produces a team that shows that they can
work together but ideally we produce
[00:41:28.17]

[00:41:28.17]
something that engages the stakeholders
that really thinks about how do we
[00:41:33.21]

[00:41:33.21]
support this one of the right kinds of
questions to ask what kinds of research
[00:41:37.13]

[00:41:37.13]
might we need to do to support the
slogan and then where I think our you
[00:41:43.21]

[00:41:43.21]
know collaboration and our Center can
really help support is once we've got
[00:41:47.22]

[00:41:47.22]
that in each one
those sort of moments we're going how do
[00:41:50.16]

[00:41:50.16]
we carry that forward and I'm pretty
sure everybody in this room has gone to
[00:41:54.21]

[00:41:54.21]
meetings just like this taking home a
stack of business cards you know a lot
[00:42:00.13]

[00:42:00.13]
of enthusiasm and then it sits on your
desk because you get back to work and
[00:42:04.08]

[00:42:04.08]
life gets in the way is that or is that
just me okay so so how do we transcend
[00:42:11.19]

[00:42:11.19]
that very real phenomenal
and they're really foment a meaningful
[00:42:15.19]

[00:42:15.19]
deep collaborations because if we wanted
to really engage pressing global
[00:42:20.01]

[00:42:20.01]
research challenges and opportunities
the end designer mention some of the
[00:42:23.21]

[00:42:23.21]
businesses the stakeholders that NGOs in
ways that we can bring students into we
[00:42:28.12]

[00:42:28.12]
need to give that real intentionality
into your space and so this is something
[00:42:32.23]

[00:42:32.23]
that over this coming set of years will
really become working on refining
[00:42:36.08]

[00:42:36.08]
iterating it's going to need interest
enthusiasm it's going to mean for people
[00:42:42.07]

[00:42:42.07]
to really see themselves as a part of it
and how many people in this room would
[00:42:46.13]

[00:42:46.13]
identify themselves as as researchers
some of us but there's a lot of us who
[00:42:54.03]

[00:42:54.03]
might not say I am fundamental
researcher who would have meaningful and
[00:42:57.20]

[00:42:57.20]
it really important contributions to
make in this space as well and that's
[00:43:02.13]

[00:43:02.13]
one of the things that I think that we
do this well we're able to tap it
[00:43:07.11]

[00:43:10.00]
I'll try to replicate quickly what I
think we're able to then do with this is
[00:43:17.03]

[00:43:17.03]
to really use this as a potential
emerging model of how we support
[00:43:22.12]

[00:43:22.12]
collaborative interdisciplinary research
more generally it's has been something
[00:43:26.21]

[00:43:26.21]
every University struggles with to some
degree I've spent a lot of time this
[00:43:30.17]

[00:43:30.17]
past year really digging into this and
even the places that we think have it
[00:43:34.17]

[00:43:34.17]
all figured out and trust me they don't
it gets stymied sometimes when we look
[00:43:39.21]

[00:43:39.21]
at how people get evaluated for their
narrative performance or for tenure and
[00:43:43.20]

[00:43:43.20]
promotion or like you you name it
there's different things that can hang
[00:43:46.23]

[00:43:46.23]
this up so part of our job here I think
how the meta level is to really do this
[00:43:52.03]

[00:43:52.03]
kind of work which we know is important
that addresses these big sort of
[00:43:55.22]

[00:43:55.22]
challenges and opportunities how do we
do it in a way that really either
[00:44:00.12]

[00:44:00.12]
comports with or works around or ideally
really kind of changes how we do this
[00:44:07.06]

[00:44:07.06]
work in higher education more generally
I think you know we have a moment here
[00:44:11.14]

[00:44:11.14]
where we try to think a little bit more
transformative lis and starting with
[00:44:15.08]

[00:44:15.08]
little seed opportunities like that's
something that has a lot of enthusiasm a
[00:44:19.01]

[00:44:19.01]
lot of times
institutions so it's small thank you
[00:44:55.09]

[00:44:55.09]
I'll just add a couple of perspectives
from New York the SUNY system I should
[00:45:03.11]

[00:45:03.11]
have said that Tony came to here from
SUNY Purchase to plug in Saudi whatever
[00:45:09.04]

[00:45:09.04]
I can so the city system has 64 campuses
where we first told you hit a SUNY in
[00:45:17.12]

[00:45:17.12]
the state of New York pretty much
I believe University of Georgia's 26 is
[00:45:22.05]

[00:45:22.05]
it 26 campuses or something like that if
you have the technical schools it gets
[00:45:26.01]

[00:45:26.01]
like 40 upper forties we include
community colleges - and the technical
[00:45:31.13]

[00:45:31.13]
schools we have the the research
institutions the big ones so that when
[00:45:35.10]

[00:45:35.10]
PhD is Albanese Stony Brook Binghamton
and Buffalo in addition we have the
[00:45:40.10]

[00:45:40.10]
comprehensive universities and the
comprehensive VA is an MA so study
[00:45:48.09]

[00:45:48.09]
quality is part of the comprehensive so
Dean is giving pas and mas a few years
[00:45:53.09]

[00:45:53.09]
back actually at the same time of
2010-2011 we ran a comprehensive
[00:45:56.21]

[00:45:56.21]
internationalization project funded by
ace actually the American Council of
[00:46:02.01]

[00:46:02.01]
medication men was and they help us
streamline some of the
[00:46:06.17]

[00:46:06.17]
internationalization initiatives that
were there
[00:46:08.21]

[00:46:08.21]
for a long time whatever from Chicago I
was the plural a diversity Chicago moved
[00:46:13.02]

[00:46:13.02]
to the middle of nowhere New York State
I was shocked by how international this
[00:46:17.22]

[00:46:17.22]
university was already with partnerships
going back more than 50 years with
[00:46:22.02]

[00:46:22.02]
German and Swiss universities but I'll
just highlight a few things that we do
[00:46:27.04]

[00:46:27.04]
in the SUNY system so the SUNY system is
decentralized basically but there is
[00:46:32.06]

[00:46:32.06]
some where there's a Chancellor there
are some offices in the Albany in the
[00:46:36.18]

[00:46:36.18]
capital of the state and there is a
global affairs office there too that
[00:46:40.05]

[00:46:40.05]
basically gives direction and the
supports ideas for system point
[00:46:45.18]

[00:46:45.18]
internationalization and one of those
was the coil Sony coil Center the
[00:46:51.00]

[00:46:51.00]
collaborative online international
learning and where you basically are in
[00:46:55.23]

[00:46:55.23]
the classroom in Cortland teaching your
students and you could be on the screen
[00:47:00.05]

[00:47:00.05]
somewhere overseas in Morocco Turkey and
vice-versa and you can do joint
[00:47:07.12]

[00:47:07.12]
assignments for the students I ran
several Coyle courses or negotiation for
[00:47:12.09]

[00:47:12.09]
example for University in Turkey
that was very interesting and we would
[00:47:17.21]

[00:47:17.21]
really emphasize quell a lot as well
several reasons one as a cheap way of
[00:47:22.23]

[00:47:22.23]
internationalization right when you have
a lot of students who are first
[00:47:27.00]

[00:47:27.00]
generation college students that we
always try to think okay how do we help
[00:47:32.01]

[00:47:32.01]
them internationalized and this is one
way a second way is as a gateway drug to
[00:47:36.16]

[00:47:36.16]
internationalization and get them hooked
to go study abroad basically and it
[00:47:43.19]

[00:47:43.19]
works really well I mean students that
do want to go afterwards to this
[00:47:46.14]

[00:47:46.14]
institution and spend the semester
because they worked for one semester
[00:47:49.21]

[00:47:49.21]
with the students already and another
way we deal with coil is actually weave
[00:47:55.15]

[00:47:55.15]
in Sumy foreign languages departments
are her
[00:47:59.12]

[00:47:59.12]
across the country I read recently about
354 languages Department shutdown over
[00:48:04.11]

[00:48:04.11]
the last few years
and we teach six different foreign
[00:48:09.21]

[00:48:09.21]
languages at a smaller institution only
7,000 students expose another grad 1000
[00:48:14.07]

[00:48:14.07]
graduate students and we've been
struggling with Arabic and Chinese and
[00:48:19.17]

[00:48:19.17]
so have neighboring universities our
foreign language requirement for The
[00:48:23.22]

[00:48:23.22]
Bachelor of Arts is four courses in a
foreign language for the International
[00:48:28.06]

[00:48:28.06]
Studies program that I chair is eight
courses over foreign language which is I
[00:48:33.13]

[00:48:33.13]
think I haven't seen anyone else to me
like that high of intensive foreign
[00:48:38.03]

[00:48:38.03]
language requirement and that helps
obviously on foreign language Department
[00:48:42.04]

[00:48:42.04]
other languages Department but
especially oil and foreign languages so
[00:48:45.22]

[00:48:45.22]
we teach Arabic for a few of the Sunnis
because we are really Chinese for a few
[00:48:50.09]

[00:48:50.09]
other students because we have the
Chinese instructor at our university and
[00:48:54.04]

[00:48:54.04]
they teach on the screen for neighboring
Sunnis and we get Arabic from a partner
[00:48:59.10]

[00:48:59.10]
study so this has really been a cool way
to deal with the problem of like cutting
[00:49:04.12]

[00:49:04.12]
languages and it works out it may not
seem like it it seems very complicated
[00:49:09.05]

[00:49:09.05]
the very beginning financially will get
the money right and so on but it does
[00:49:13.13]

[00:49:13.13]
work out especially if you have provost
and Dean's willing to to work on through
[00:49:18.22]

[00:49:18.22]
all these details another thing that I
wanted to mention in terms of
[00:49:24.19]

[00:49:24.19]
internationalization internships so we
never in the SUNY wide initiative the
[00:49:30.23]

[00:49:30.23]
global engagement program that chooses
20 students from the hundred and
[00:49:36.00]

[00:49:36.00]
forty-four thousand students in the SUNY
system so every year they go
[00:49:41.11]

[00:49:41.11]
all semester to New York City and they
doing internship through the United
[00:49:44.23]

[00:49:44.23]
Nations or with big NGOs like the
Clinton Foundation Open Society
[00:49:49.08]

[00:49:49.08]
Foundations and so on and this type of
internships are very good for the for
[00:49:55.03]

[00:49:55.03]
the students as you can imagine they
learn a lot and actually the they get
[00:49:58.12]

[00:49:58.12]
higher afterwards quite often by the
agency where they intern so this is
[00:50:04.10]

[00:50:04.10]
maybe an idea that I'm sure you've
already thought about like this type of
[00:50:07.07]

[00:50:07.07]
internship so that the center could
could do here alright so this is just a
[00:50:14.06]

[00:50:14.06]
couple of things that I wanted to
mention in terms of new ideas and are we
[00:50:18.02]

[00:50:18.02]
going the last thing I'll mention is
we'll be focusing a lot on trying to get
[00:50:23.09]

[00:50:23.09]
funding and we've been looking at the
European mostly because I know you
[00:50:26.21]

[00:50:26.21]
citizen and I know the funding sources
generally and the erasmus+
[00:50:31.12]

[00:50:31.12]
if you have if not you should look it up
Erasmus plus gives money to US
[00:50:37.19]

[00:50:37.19]
universities and it's a lot of money
actually you can go after a lot of money
[00:50:42.09]

[00:50:42.09]
I know that you can go up to John mone
funding and Alastair Young who is here
[00:50:48.02]

[00:50:48.02]
the salmon on school is the convener for
the Jean Monnet Network in the United
[00:50:52.20]

[00:50:52.20]
States is the Georgia Tech and basic
stuff so we have partners in Europe as
[00:51:01.06]

[00:51:01.06]
everyone does and then you sign that an
Erasmus muskie action one agreement
[00:51:06.15]

[00:51:06.15]
which allows for your students to go to
Europe to study for free then we just
[00:51:12.12]

[00:51:12.12]
for free they actually get 750 euros
paid every month by the European Union
[00:51:16.19]

[00:51:16.19]
which most places in Europe is pretty
awesome and their flights covered so
[00:51:22.01]

[00:51:22.01]
this is yeah like one round-trip flight
from the United States in addition to
[00:51:27.01]

[00:51:27.01]
the students you can do this for faculty
and staff faculty and staff can go in
[00:51:31.22]

[00:51:31.22]
you only have to do this for eight hours
you have to be there on the ground for
[00:51:36.01]

[00:51:36.01]
seven days and you get the exact same
deal basically the mine is 750 or so for
[00:51:44.03]

[00:51:44.03]
the week only and then the wrong trim
covered it's a way to create
[00:51:48.06]

[00:51:48.06]
partnerships with your European European
colleagues but also for our students
[00:51:53.09]

[00:51:53.09]
the ones that get this scholarship are
the ones who really cannot afford to go
[00:51:58.11]

[00:51:58.11]
otherwise I keep when the we've all the
Fellowship's
[00:52:02.14]

[00:52:02.14]
scholarships that you give them then we
still not be able to go and we met
[00:52:06.17]

[00:52:06.17]
students going taking advantage of this
key action on their project tonight the
[00:52:11.12]

[00:52:11.12]
other nice thing all the funding is
taken care of by the european university
[00:52:16.05]

[00:52:16.05]
so the bureaucracy on our site is very
limited so i'd encourage you to look at
[00:52:19.16]

[00:52:19.16]
this Erasmus plus and the Erasmus muskie
action one project about New York I can
[00:52:26.13]

[00:52:26.13]
answer more questions if you're
interested I want to open the discussion
[00:52:31.08]

[00:52:31.08]
and first of all ask a question about
this New Directions in global education
[00:52:35.21]

[00:52:35.21]
in a time when there's the article in
The Chronicle of Higher Education that
[00:52:40.20]

[00:52:40.20]
we were past the golden age of
internationalization we live in this
[00:52:45.00]

[00:52:45.00]
country in this climate and we're well
medication internationalization being a
[00:52:50.22]

[00:52:50.22]
cosmopolitan citizen is under attack so
how do we how do we answer how do we
[00:52:56.10]

[00:52:56.10]
deal with this has had the Golden Age
asked are we on the decline in terms of
[00:53:02.07]

[00:53:02.07]
internationalization and how can we
address this issue how can we make the
[00:53:08.20]

[00:53:08.20]
decision makers realize that global
education is beneficial as I'm assuming
[00:53:14.16]

[00:53:14.16]
we don't think it is
[00:53:17.08]

[00:53:19.16]
I think it's not just global education
that's the whole sector of higher
[00:53:22.15]

[00:53:22.15]
education that's kind of catching it and
I think we have you know we've got to
[00:53:26.14]

[00:53:26.14]
look at that as a freight train kind of
coming at you know higher ed in general
[00:53:29.20]

[00:53:29.20]
so global education is really good one
of the pieces of this and that's why
[00:53:33.11]

[00:53:33.11]
what I think if we're talking about
creating opportunities for students to
[00:53:37.07]

[00:53:37.07]
really gain this perspective to have you
know things that you know link them into
[00:53:41.07]

[00:53:41.07]
compelling opportunities if it's a
research focus is one of the things that
[00:53:48.16]

[00:53:48.16]
we do here is look at how this then maps
into you know right now one of the big
[00:53:57.11]

[00:53:57.11]
focus there is student success and
career readiness right that's one one
[00:54:02.02]

[00:54:02.02]
thing that people are looking at what's
the value higher and the prices have
[00:54:05.04]

[00:54:05.04]
gone up you know that has gone up
drastically people worry about their
[00:54:10.02]

[00:54:10.02]
employment prospects and so one of the
things in this sort of global
[00:54:13.01]

[00:54:13.01]
perspective and you know area and
language expertise in particular can do
[00:54:17.13]

[00:54:17.13]
is really make you much more
for you know career opportunities and
[00:54:23.06]

[00:54:23.06]
just as an aside of it spending the year
at the University of Alabama as an
[00:54:27.17]

[00:54:27.17]
American Council on Education fellow
this year one of the things that we have
[00:54:31.16]

[00:54:31.16]
there is an engineering school where the
Dean and the leadership in engineering
[00:54:37.02]

[00:54:37.02]
is saying you know my students are going
to be working on global project teams we
[00:54:41.01]

[00:54:41.01]
want to have more global education in
that context of engineering and so you
[00:54:45.05]

[00:54:45.05]
know I think that it provides that
background where there's competencies
[00:54:48.12]

[00:54:48.12]
and things that will absolutely be
relevant to their careers and so I'm
[00:54:52.14]

[00:54:52.14]
just putting earlier and I think this is
one people how to echo but really kind
[00:54:55.05]

[00:54:55.05]
of reiterate as much in the canister how
do you be more effectively convey that
[00:54:58.17]

[00:54:58.17]
information and tell that story about
how this really fits in I don't know
[00:55:04.13]

[00:55:04.13]
that we've done such a great job that
it's again not just limited to the
[00:55:07.12]

[00:55:07.12]
global education but really the sector
in general workers the piece of that
[00:55:12.21]

[00:55:15.17]
thank you Tony I think part of the point
that you raised beginning how to prepare
[00:55:22.12]

[00:55:22.12]
in our strength for the 21st century
what works if we look at it on Dulany
[00:55:31.16]

[00:55:31.16]
especially study abroad for instance
come from the perception the absolute I
[00:55:36.20]

[00:55:36.20]
chose going abroad body under there just
going there to a form and institutions
[00:55:44.16]

[00:55:44.16]
have not really done a solid job in
helping them to package the skills that
[00:55:53.14]

[00:55:53.14]
they've gained from Google Denis as
valuating so a lot of students and I
[00:56:02.06]

[00:56:02.06]
believe this is a concerted effort by
obvious or Korea and a transplant Office
[00:56:09.21]

[00:56:09.21]
of International Education office of
details of these especially those really
[00:56:17.12]

[00:56:17.12]
want to prove the success and what
student and Lenny a videos institution
[00:56:23.20]

[00:56:23.20]
to find a way to demonstrate the value
of liberal education for example liberal
[00:56:29.08]

[00:56:29.08]
arts education is regatta it is not that
tough because it's very difficult for
[00:56:35.12]

[00:56:35.12]
anyone outside not many not all of us
not everyone understand watch them gain
[00:56:42.16]

[00:56:42.16]
in terms of critical thinking
it turns of ability to write so parents
[00:56:48.06]

[00:56:48.06]
always look at the price tag and say
well I don't think I can afford it what
[00:56:52.21]

[00:56:52.21]
are you going to get anyway I didn't get
a job after they graduated from this
[00:56:58.05]

[00:56:58.05]
institution and so what traditionally
about packaging student success and
[00:57:05.18]

[00:57:05.18]
ensuring their students and providers
and faculty and all those were warm
[00:57:13.09]

[00:57:13.09]
international
occasional work a concept to ensure that
[00:57:19.00]

[00:57:19.00]
we are able to prepare students who went
through global a need to present
[00:57:24.21]

[00:57:24.21]
themselves in our interviews or in
grammar school so that they can be
[00:57:29.02]

[00:57:29.02]
successful in the competitive global
workforce thank you
[00:57:34.16]

[00:57:38.02]
offer perspectives on this - so
globalisation has been a dominant
[00:57:45.02]

[00:57:45.02]
discourse and practice for over 30 years
now we are in an era of globalization so
[00:57:52.08]

[00:57:52.08]
it is also not unexpected that it
becomes the air that we breathe the
[00:57:58.15]

[00:57:58.15]
articulation of its centrality
diminishes right so it's naturalized
[00:58:04.10]

[00:58:04.10]
it's a soon to be taken for granted and
so forth and when that happens it might
[00:58:09.14]

[00:58:09.14]
become more easily this predator or
disincentivize and that's that's that's
[00:58:16.01]

[00:58:16.01]
one angle
to keep in mind that to continue
[00:58:20.04]

[00:58:20.04]
emphasizing that global education in the
higher ed context is also based on on
[00:58:27.13]

[00:58:27.13]
faculty and student expertise and
scholarship it's as colleagues on this
[00:58:32.19]

[00:58:32.19]
panel I've been pointing out it's not
only about traveling abroad
[00:58:36.18]

[00:58:36.18]
it's about recognizing that the capacity
and expertise of faculty and students
[00:58:43.09]

[00:58:43.09]
within the higher education
[00:58:46.18]

[00:58:47.17]
student you know in liberal arts or
social sciences and humanities our
[00:58:53.09]

[00:58:53.09]
faculty public policy have the expertise
or the actual expertise about global
[00:58:59.03]

[00:58:59.03]
issues and and that that part of the
puzzle sometimes gets lost I'm going to
[00:59:04.15]

[00:59:04.15]
then transition just to give to other
reflections part of the sort of alarming
[00:59:12.06]

[00:59:12.06]
statements of the kind like you know the
end of mobile education your and so
[00:59:16.15]

[00:59:16.15]
forth is that I think that it's also
deepening and providing we're seeing the
[00:59:23.00]

[00:59:23.00]
defending and providing of opportunities
at home so for instance here at Georgia
[00:59:27.19]

[00:59:27.19]
Tech more piloting in a unique new
program that's launching in the fall a
[00:59:33.13]

[00:59:33.13]
collaboration with housing and Residence
Life rest is life so four of our master
[00:59:40.02]

[00:59:40.02]
students in our local media and cultures
programs will actually be working as
[00:59:43.20]

[00:59:43.20]
research assistants living in campus
housing on global education programs at
[00:59:49.19]

[00:59:49.19]
home and it's not only for students this
is also addressing and recognizing the
[00:59:54.21]

[00:59:54.21]
diverse and
but part of house in residence life and
[01:00:00.12]

[01:00:00.12]
thinking about ways in which to
integrate students who live in the
[01:00:04.23]

[01:00:04.23]
residence halls staff and employees who
work in the rest of those halls who may
[01:00:10.10]

[01:00:10.10]
bring all sorts of international
backgrounds and experiences so this is a
[01:00:14.18]

[01:00:14.18]
marquee program that we're putting
together and and I think that that's one
[01:00:19.06]

[01:00:19.06]
of an example of what international and
global education can do at home in
[01:00:24.12]

[01:00:24.12]
partnership with his digits that range
well beyond a traditional classroom to
[01:00:30.05]

[01:00:30.05]
benefit also staff and open institution
of this kind and then a third thing that
[01:00:36.15]

[01:00:36.15]
I'm going to mention too is like I'm
having I study climate change in VR
[01:00:41.16]

[01:00:41.16]
particulate effects there I'm having
real issues with my own ethics and my
[01:00:48.05]

[01:00:48.05]
perspectives of the calls including by
my fellow Swede Yahoo cannula tune Borg
[01:00:53.05]

[01:00:53.05]
about pretty much a bad one air trap
because of the the fossil fuel and
[01:00:59.02]

[01:00:59.02]
climate impact of air travel and to me
it's really critical that we on the
[01:01:03.20]

[01:01:03.20]
global education community kind of put a
little bit of a critical perspective on
[01:01:08.09]

[01:01:08.09]
this because it for me
in the interest of being positive
[01:01:14.18]

[01:01:14.18]
productive
[01:01:17.02]

[01:01:17.04]
agents a solution to a climate change
crisis if we also don't start talking
[01:01:23.20]

[01:01:23.20]
about the perils of air travel for
instance and I shouldn't travel as much
[01:01:28.06]

[01:01:28.06]
as a person and that certainly in a week
what if that translates into global
[01:01:34.11]

[01:01:34.11]
education so that students you know
don't believe that they can ethically
[01:01:40.03]

[01:01:40.03]
defend air travel to go to locations
where they will learn and interact them
[01:01:46.02]

[01:01:46.02]
in the most agreed back additional
perspective so this is something that I
[01:01:49.22]

[01:01:49.22]
think is saving up on the horizon that
it could be a just as big of a threat to
[01:01:54.17]

[01:01:54.17]
some of this intercultural and I'm
learning that that we all believe in and
[01:01:59.23]

[01:01:59.23]
do you that it's really important to
keep in mind if these are in a factors
[01:02:03.18]

[01:02:03.18]
of confluence that are coming together
to make us more introspective to stay at
[01:02:07.20]

[01:02:07.20]
home and to not engage with the world
where is that where are some of those
[01:02:14.07]

[01:02:16.14]
drink
[01:02:19.05]

[01:02:26.11]
I think I use your last point sort of as
a segue to my answer because it's
[01:02:31.18]

[01:02:31.18]
something that I've been thinking about
a lot both in terms of my own approach
[01:02:36.20]

[01:02:36.20]
but then with regard to global reading
and internationalization as much because
[01:02:42.20]

[01:02:47.22]
it goes to this matter of translating
and be articulating what globalization
[01:02:55.21]

[01:02:55.21]
of international also the Hartzler
we try to integrate that sustainability
[01:03:04.15]

[01:03:04.15]
perspective into everything from the
course proposals and syllabi to student
[01:03:14.07]

[01:03:14.07]
activities and projects in this us so
that from the beginning students are
[01:03:20.22]

[01:03:20.22]
aware there is a sustainability element
here there's travel that's a carbon
[01:03:26.07]

[01:03:26.07]
fossil footprint that you increase first
of all what do you do in your large
[01:03:34.20]

[01:03:34.20]
learning process to justify this with
the understanding that there's an
[01:03:39.03]

[01:03:39.03]
investment in either drawing on
resources they had affects not just you
[01:03:44.23]

[01:03:44.23]
or us here but everyone other global
perspectives all right there is the
[01:03:49.00]

[01:03:49.00]
global power and how can we think
together to offset that or or come up
[01:03:56.20]

[01:03:56.20]
with processes so that the benefit of
that learning of ways the use of
[01:04:03.21]

[01:04:03.21]
resources I agree with many of the
points that by Colosseum Prada with the
[01:04:11.06]

[01:04:11.06]
connection to
services that Dimitri mentioned
[01:04:14.18]

[01:04:14.18]
something
globalization or global learning the
[01:04:19.03]

[01:04:19.03]
Golden Age might have passed when it
comes to this idea that it's a contained
[01:04:25.14]

[01:04:25.14]
project that we asked to our curriculum
I think it's now being integrated on so
[01:04:31.13]

[01:04:31.13]
many levels
a recent survey by the Institute for
[01:04:34.21]

[01:04:34.21]
International Education it just amuse
showed that there are many areas where
[01:04:40.02]

[01:04:40.02]
age are are professionals and CEOs the
liberal arts needs to do more in order
[01:04:48.12]

[01:04:48.12]
to educate students so they look at the
status forward there was a gap to the
[01:04:53.10]

[01:04:53.10]
level where those representatives would
like students to go when he comes to for
[01:04:59.03]

[01:04:59.03]
instance point-blank majority but attend
the most us-based age are artists
[01:05:05.23]

[01:05:05.23]
being in office already
I disagree I think it's a matter of I'll
[01:05:11.02]

[01:05:11.02]
ask the question that who you ask
and
[01:05:14.09]

[01:05:14.09]
the city is with regard to liberal arts
that EXO college we've done test it with
[01:05:22.11]

[01:05:22.11]
a lot of prospective students without
curriculum the same description that
[01:05:27.15]

[01:05:27.15]
polls really high holds significantly
lower if you add to the torts liberal
[01:05:33.04]

[01:05:33.04]
arts students decide not to choose that
opportunity I think that said that's to
[01:05:40.05]

[01:05:40.05]
some extent a translation challenges us
as faculty as administrators to to
[01:05:47.16]

[01:05:47.16]
rearticulate our holes and in this which
I don't think goes away I won't use them
[01:05:58.15]

[01:05:58.15]
like but we have about 15 minutes for
Q&A if you could state your name and
[01:06:04.07]

[01:06:04.07]
institution
[01:06:06.14]

[01:06:08.14]
protecting
[01:06:11.14]

[01:06:20.07]
on the one hand I feel that our students
who are privileged to be able to attend
[01:06:30.04]

[01:06:30.04]
our institutions I by the way my name is
Christina Watkins where we know Georgia
[01:06:42.19]

[01:06:42.19]
Gwinnett college and a lot of our
students are first-generation college
[01:06:46.23]

[01:06:46.23]
students a lot of our students are and
so whatever
[01:06:54.18]

[01:07:00.12]
but then on the other side my question
about connections is if the continued
[01:07:08.01]

[01:07:08.01]
importance and popularity of global
learning is dependent somewhat on aren't
[01:07:15.00]

[01:07:15.00]
being able to justify the importance of
what students get out of their head and
[01:07:18.15]

[01:07:18.15]
we do need to have connections to the
corporate world to nonprofit and I think
[01:07:24.19]

[01:07:24.19]
for a lot of us who came into education
thinking that we were going to do it the
[01:07:28.14]

[01:07:28.14]
way the generations before us did it
where we learned the curriculum that you
[01:07:33.00]

[01:07:33.00]
know they learned and then we just stay
in the classroom with and we're
[01:07:36.14]

[01:07:36.14]
realizing we'd have to connect outside
of academia but we don't necessarily
[01:07:40.03]

[01:07:40.03]
have a dream of doing
we've only ever been and do you have any
[01:07:46.08]

[01:07:46.08]
suggestions about connecting in either
direction 19 towards people who have are
[01:07:51.06]

[01:07:51.06]
never going to be an equity and
connecting to people who are in the
[01:07:54.20]

[01:07:54.20]
corporate or NGO world who that that our
students could learn from but we don't
[01:08:00.08]

[01:08:00.08]
know
[01:08:02.10]

[01:08:17.10]
from it from the perspective of a small
liberal arts college I'm what the
[01:08:25.19]

[01:08:25.19]
challenges you describe as unlike for
instance Georgia Tech with this focus on
[01:08:31.22]

[01:08:31.22]
stem connections to but I think they are
the air and it's also a matter of
[01:08:44.07]

[01:08:44.07]
rethinking these connections from a
faculty in curricular perspective which
[01:08:48.12]

[01:08:48.12]
we are trying to do to reach this area
between the alleged purity
[01:08:59.05]

[01:09:00.13]
the outside world but look at what we do
as part of the real world quote unquote
[01:09:06.14]

[01:09:06.14]
and try to bring in stakeholders from
the private sector to learn from them
[01:09:13.04]

[01:09:13.04]
with them but also it's a really
targeting institutions that match our
[01:09:22.00]

[01:09:22.00]
mission and that we can win over as
partners and in this in this endeavor
[01:09:26.18]

[01:09:26.18]
and it takes or pursues a it's a matter
of we educating also faculty spend on
[01:09:39.20]

[01:09:39.20]
colleges to bring leaders in the
business world to come forth and as a
[01:09:47.07]

[01:09:47.07]
program that our president knows it's
called
[01:09:50.20]

[01:09:50.20]
conversations we so the president will
bring the CEO of several organizations
[01:09:58.21]

[01:09:58.21]
and invite us today as part of the way
[01:10:07.02]

[01:10:07.07]
we are by all the students are supposed
to attend it's a way of bringing of
[01:10:17.16]

[01:10:17.16]
speakers today and as leaders so the
mission is to educate young woman movie
[01:10:28.09]

[01:10:28.09]
you will adapt tomorrow
and so the series and it there to listen
[01:10:34.08]

[01:10:34.08]
to how to successfully for the point of
view so on
[01:10:40.14]

[01:10:40.14]
go to it what challenges the Guru so
it's an ongoing series whereby those
[01:10:54.11]

[01:10:54.11]
days and is immersed into the fabric of
the college system and so there's one
[01:11:01.11]

[01:11:01.11]
way to connect student we those who are
in the private sector especially
[01:11:07.12]

[01:11:07.12]
watching duplicate of tomorrow
depending on what your mission is and
[01:11:12.21]

[01:11:12.21]
what you want to see stressed game from
that Apophis beneath the poverty that we
[01:11:19.11]

[01:11:19.11]
do is encourage service lady subletting
put at the local level and I think this
[01:11:29.07]

[01:11:29.07]
discussion about the connection between
looking at you and I think Atlanta is a
[01:11:36.06]

[01:11:36.06]
very photograph to be able to do that so
we see a lot of our students would have
[01:11:41.19]

[01:11:41.19]
the corner Center for civic engagement
we apply and women students who may be
[01:11:48.00]

[01:11:48.00]
dancing series which is hosted by the
cetera for silicon gate mental
[01:11:52.19]

[01:11:52.19]
leadership and so spend McCallum spread
have the opportunity to participate by
[01:12:01.01]

[01:12:01.01]
visiting some of the and some of them
come to Spelman
[01:12:06.22]

[01:12:06.22]
as part of the series on women's the
Chiefs elite so there are so many dishes
[01:12:12.12]

[01:12:12.12]
that can be done the institution turns
out to be very deliberate and nobody are
[01:12:17.16]

[01:12:17.16]
getting out of it and the purpose for
doing it
[01:12:22.05]

[01:12:25.05]
so this will facilitate from the
research team had been on and one of the
[01:12:30.07]

[01:12:30.07]
things that I've seen a real potential
value in this especially kind of
[01:12:34.09]

[01:12:34.09]
reflecting on sort of power dynamics and
how we relate to people is in the space
[01:12:39.02]

[01:12:39.02]
with virtual exchange and collaborative
online international learning in
[01:12:42.06]

[01:12:42.06]
particular as it is just a case of in
over swing and one of the things when I
[01:12:46.06]

[01:12:46.06]
you know had started to work in that
space earlier on and notice that you
[01:12:51.12]

[01:12:51.12]
know my students who were in New York at
the time and the students who were in
[01:12:54.19]

[01:12:54.19]
Ireland at very different ways kind of
interacting both with each other and
[01:12:59.19]

[01:12:59.19]
with their respective instructors so we
used that as kind of a moment to think
[01:13:04.02]

[01:13:04.02]
about you know cultural dynamics power
dynamics and and though this kind of you
[01:13:09.21]

[01:13:09.21]
know instances it had a lot to do with
like who would be comfortable editing
[01:13:13.07]

[01:13:13.07]
each other's work who was the first
dependent jump in on a discussion or
[01:13:16.23]

[01:13:16.23]
trying to answer a question and and so
you know we kind of look at that and
[01:13:20.23]

[01:13:20.23]
kind of left it there I mean that was
you know the course was about the skill
[01:13:24.02]

[01:13:24.02]
all the psychology of terrorism where we
thinking about who's going to jump into
[01:13:28.09]

[01:13:28.09]
a conversation first but we would have
missed an important layer of what that
[01:13:32.10]

[01:13:32.10]
sort of opportunity affords and so then
it does kind of different issues about
[01:13:36.12]

[01:13:36.12]
how we think about where we show or how
we show up where we show up in these
[01:13:40.10]

[01:13:40.10]
conversations so I think that's one
opportunity
[01:13:45.14]

[01:13:45.14]
education offers the other thing that I
think is really important for us to
[01:13:49.05]

[01:13:49.05]
think about became a little bit the
previous session we were talking about
[01:13:52.00]

[01:13:52.00]
virtual exchange but there are
differences in who gets the opportunity
[01:13:55.22]

[01:13:55.22]
to be able to study abroad there's you
know certainly financial concerns
[01:14:00.05]

[01:14:00.05]
there's concerns about where you are in
your life or your career if the only
[01:14:03.12]

[01:14:03.12]
obligations are other things and so we
think about what this sort of
[01:14:07.06]

[01:14:07.06]
perspective the technologies Walker is
that it can actually be looked at as
[01:14:14.00]

[01:14:14.00]
something that does serve to close or
address at the very least and close that
[01:14:19.06]

[01:14:19.06]
we're doing it right
some of that achievement gap that people
[01:14:22.08]

[01:14:22.08]
are able to now have these experiences
that were intentionally creating those
[01:14:26.11]

[01:14:26.11]
opportunities ideally we're weaving it
into the curriculum so your experience
[01:14:31.10]

[01:14:31.10]
is it's not dependent on whether or not
you have to lead with rather you know
[01:14:36.13]

[01:14:36.13]
the experiences set up to do that and so
when you put those things together and
[01:14:42.01]

[01:14:42.01]
you really think about just that is and
that's just about one example they're
[01:14:46.11]

[01:14:46.11]
like what something like lunch will
exchange and to get us to do something
[01:14:52.13]

[01:14:52.13]
constructive when we see some of those
discrepancies
[01:14:55.17]

[01:14:55.17]
when we see the gaps in terms of what
kind of opportunities if we're thinking
[01:15:00.01]

[01:15:00.01]
about how this stuff can really helpful
close that I think
[01:15:03.15]

[01:15:03.15]
I'm not sure if that really address your
question you know a real added value
[01:15:11.17]

[01:15:18.04]
just one what point on that before the
next question I think the assessment of
[01:15:23.07]

[01:15:23.07]
global education we're missing that
piece what we're talking about a bit
[01:15:27.04]

[01:15:27.04]
earlier when we promoted to the various
stakeholders and that something that as
[01:15:34.05]

[01:15:34.05]
practitioners working in the global
education sector we should really think
[01:15:38.08]

[01:15:38.08]
about how how do we measure those to the
learning outcomes in global education
[01:15:42.09]

[01:15:42.09]
but that have a big fan of the student
learning outcomes coming to the course
[01:15:46.16]

[01:15:46.16]
level or even at the weekly level unit
level and so on but they could have to
[01:15:51.04]

[01:15:51.04]
justify whines is good why is this
useful we need to do that
[01:15:57.06]

[01:16:19.23]
there are those
[01:16:22.19]

[01:16:27.18]
so why
[01:16:30.17]

[01:16:35.18]
aspirational hope of that it's not
necesarily
[01:16:42.21]

[01:16:44.22]
get leadership to buy-in that
[01:16:48.09]

[01:16:58.02]
because it does change the entire
curriculum for our students into
[01:17:02.00]

[01:17:02.00]
graduation
[01:17:04.17]

[01:17:26.19]
this body
[01:17:29.08]

[01:17:31.18]
the these nights of retirement system
are for institutions to make the
[01:17:39.17]

[01:17:39.17]
investment
[01:17:42.06]

[01:17:48.07]
meditation body that
[01:17:51.13]

[01:17:52.12]
it seems like
[01:18:01.07]

[01:18:05.22]
forced to integrate it into the
curriculum and you know so that's just
[01:18:11.19]

[01:18:11.19]
just one opportunity again thinking
about the Atlanta region
[01:18:16.15]

[01:18:16.15]
and southeast as in nobody oriented
locations because I believe we need to
[01:18:25.05]

[01:18:25.05]
do we've got more storytelling and
sharing of those perspectives with
[01:18:29.22]

[01:18:29.22]
relationship with my education of - you
know for economic development for
[01:18:33.19]

[01:18:33.19]
inclusion of diversity and welcoming
environment for the citizens in the
[01:18:37.10]

[01:18:37.10]
region for new opportunities and so
forth that to me is a also a good has a
[01:18:43.12]

[01:18:43.12]
relatively straightforward story to tell
because very few people will disagree
[01:18:47.08]

[01:18:47.08]
with that component is that the world is
very large
[01:18:54.13]

[01:19:00.06]
come together and agree not all that so
that's free but
[01:19:07.21]

[01:19:15.05]
I think it in this case you know a
little very when you know something
[01:19:23.08]

[01:19:23.08]
that's kind of you know thrown into the
sort of requirements mix agenda because
[01:19:28.23]

[01:19:28.23]
then it's like another box of the tip
and it kind of sometimes comes across as
[01:19:33.20]

[01:19:33.20]
you know this thing I have to do not
something that I even want to do or get
[01:19:37.14]

[01:19:37.14]
to do you know agus and that's a you
know a discussion when you start to talk
[01:19:41.19]

[01:19:41.19]
about general attic or curricula
visional to get really turfy and
[01:19:45.02]

[01:19:45.02]
sensitive about anyways that's almost
like the third rail of academic
[01:19:48.05]

[01:19:48.05]
discussion you do so but short of kind
of going into read writing a corporate
[01:19:54.07]

[01:19:54.07]
or one of the things that we think about
and thinking about this a lot because
[01:19:57.15]

[01:19:57.15]
we've had some examples where this has
come up at least I've seen in my own
[01:20:00.10]

[01:20:00.10]
students kind of trajectory into getting
interested in global learning and
[01:20:04.12]

[01:20:04.12]
language learning in the context like
terrorism studies let's use that as when
[01:20:09.09]

[01:20:09.09]
people start to think about you know
this phenomenon most artists conflict or
[01:20:14.23]

[01:20:14.23]
violence they get into some specific
case studies they start to think about
[01:20:18.02]

[01:20:18.02]
some examples where something happens
then they start to get interested and
[01:20:23.13]

[01:20:23.13]
they want to join part of our research
so like my colleagues who are doing this
[01:20:28.13]

[01:20:28.13]
work you know and we see that now we
need people's expertise and language and
[01:20:36.08]

[01:20:36.08]
culture because if we want to really
understand this phenomena well and we've
[01:20:39.15]

[01:20:39.15]
got to look at some of the in a were
looking at media products and
[01:20:42.03]

[01:20:42.03]
communication right so now you have to
be able to read and analyze and
[01:20:46.08]

[01:20:46.08]
translate and situate and understand
this and we can't all do it we need a
[01:20:50.15]

[01:20:50.15]
team that does that so I've had people
who say all right well I didn't think
[01:20:53.23]

[01:20:53.23]
I'd want to learn Swahili but I'm
interested in what al-shabaab is doing
[01:20:57.11]

[01:20:57.11]
and I see that that's now a real sort of
fabric so let me let me get into that or
[01:21:01.11]

[01:21:01.11]
I kind of people get into the learning
Arabic because they've been kind of
[01:21:04.20]

[01:21:04.20]
interested in sort of you know some of
the conflict space and and those kind of
[01:21:09.01]

[01:21:09.01]
examples it's not that they started off
saying I want it you know I want to
[01:21:12.13]

[01:21:12.13]
working to understand less if you got it
from some of these other sorts of topics
[01:21:16.04]

[01:21:16.04]
that pull them in further and that has
some real hooks right that's not just oh
[01:21:20.21]

[01:21:20.21]
edge of these
[01:21:25.18]

[01:21:26.04]
leads to a more sustained type of
engagement and a richer trajectory but
[01:21:32.00]

[01:21:32.00]
again that's a little harder to scale
right you can't do that necessarily for
[01:21:35.03]

[01:21:35.03]
every single student without some degree
of intentionality about how you put
[01:21:39.23]

[01:21:39.23]
together those kinds of programs that do
lead to that discovery and interest but
[01:21:43.15]

[01:21:43.15]
I think if you kind of force it through
as like a requirement life you're gonna
[01:21:47.12]

[01:21:47.12]
take all of these language classes and
that's the first thing some of these
[01:21:50.13]

[01:21:50.13]
things easier said than done but at
least you know how its materialized then
[01:22:04.08]

[01:22:04.08]
they go on to apply for different kinds
of studies you know that's really
[01:22:09.11]

[01:22:09.11]
exciting thank you
[01:22:15.18]

[01:22:16.14]
unfortunately we're out of time there's
gonna be lunch right behind you and that
[01:22:22.08]

[01:22:22.08]
wouldn't remind everyone at 1:00 p.m.
we're going to have the president of
[01:22:25.05]

[01:22:25.05]
Georgia Tech president Pearson giving
some remarks right here and also the
[01:22:31.05]

[01:22:31.05]
director of the mayor's office so
compassion love hair so be here at 1:00
[01:22:34.21]

[01:22:34.21]
p.m.
Thank You Brianna let's keep our the
[01:22:37.11]

[01:22:37.11]
palace' round of applause
[01:22:44.04]