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ERIC Number: EJ1071299
Record Type: Journal
Publication Date: 2015
Pages: 79
Abstractor: ERIC
ISSN: ISSN-1085-4568
The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning
Wandschneider, Elizabeth; Pysarchik, Dawn T.; Sternberger, Lee G.; Ma, Wenjuan; Acheson, Kris; Baltensperger, Brad; Good, R. T.; Brubaker, Brian; Baldwin, Tamara; Nishitani, Hajime; Wang, Felix; Reisweber, Jarrod; Hart, Vesna
Frontiers: The Interdisciplinary Journal of Study Abroad, v25 p150-228 Spr 2015
In a diverse portfolio of curricular and programmatic options in colleges and universities, global education has become highly prominent over the past 50 years. To take one of any number of indices in this regard, the Institute of International Education (2014) reported that a record number of global students, 886,052, studied at U.S. institutions in 2013-14 (up 8.1 percent over the previous year) and 289,408 American students studied abroad in 2012-13 (an increase of 2.1 percent over the previous year) (see also International Association of Universities, 2010; Knight, 2006). At a complementary level, institutions of higher education now are interested in "the internationalization of research, offering dual degrees with foreign partners, establishing a branch of campuses abroad," among other areas of emphasis (Marmolejo, 2011). Duru and Poyrazli (2007) contend that these sorts of trends demonstrate the important role that colleges and universities play in training workers for entry into the global marketplace. Likewise, Green (2013) notes that "higher education institutions in the United States are increasingly using the language of 'global citizenship' to describe the skills and habits they seek to cultivate in their students" (p. 52). Against this introductory backdrop, the authors begin this article with an overview of global education in the United States and a review of assessment instruments and approaches. They then go on to present 15 implications from the Forum-BEVI Project, a multi-year, multi-site assessment initiative that examined the processes and outcomes of international, multicultural, and transformative learning. Ultimately, it is the authors' hope that this project and its fifteen implications contribute to: (1) a deeper understanding of the complex interactions and fascinating processes that are associated with who learns what and why, and under what circumstances as well as; (2) greater appreciation for the demonstrable fact that such complexities can, and must, be assessed with depth, persistence, and rigor.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A