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ERIC Number: ED559906
Record Type: Non-Journal
Publication Date: 2013
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-4619-4
ISSN: N/A
Intentional Learning Partnerships: The Global Studies Model at the University of Illinois
Bartolomei, Mercedes Ramirez
ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania
Higher education institutions are well positioned to provide students with meaningful educational opportunities, to prepare them for lives of impact and service to their communities by investing their acquired knowledge to address critical societal needs. Furthermore, a sound college education is particularly important to students' personal, social and financial health in the existing global market (Lazerson, 2010; Wellman, 2010; Bok, 2003; Callan, 2011). Much attention has been devoted to the access and production aspects of higher education; however, equal attention needs to be given to the quality of students' educational experiences (AAC&U, 2007). This case study examined the Global Studies Program at the College of Liberal Arts and Sciences at the University of Illinois. The study investigated the ways in which the Global Studies program supports intentional learning and self-authorship (Kegan, 1994; Kegan & Lahey, 2009; Baxter Magolda & King, 2004, Baxter Magolda 2009). For the purposes of the investigation, intentional learning partnership was defined as the deliberate process whereby intellectual mentors (faculty and academic advisors) and students participate in activities (such as advising and seminar-courses) leading to the students' informed control over their educational experiences. The methodology of the study involved three phases and it encompassed review of documents; descriptive statistics; focus groups and semi-structured individual interviews with Global Studies students, faculty, and alumni. The study revealed that the Global Studies Program established a systemic strategy to provide students with intentional learning partnerships with advisors and faculty members with the goal of developing cohesive and significant individualized plans of study. Through the voices of upper-class Global Studies students, alumni, faculty, advising staff as well as the Global Studies director, the study found that via frequent and high-quality advising contacts, students refined their academic interests while developing confidence in their knowledge construction. The Global Studies students participated in educational experiences that highlighted integrative learning within an engaged organizational program culture that promoted self-authorship (Baxter Magolda & King, 2004). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois