Global perspectives in curricula and deep approaches to learning: Examining faculty practices for engagement

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dc.contributor.authorPeck, L.
dc.contributor.authorChiang, Y.-C.
dc.contributor.authorBrckaLorenz, A.
dc.date.accessioned2019-09-18T20:23:09Z
dc.date.available2019-09-18T20:23:09Z
dc.date.issued2015-04-20
dc.descriptionPresented at the 2015 American Educational Research Association Annual Meeting in Chicago, IL.
dc.description.abstractMany higher education institutions today are placing a high level of importance on internationalization. One of the most popular means of providing students with a global perspective is through internationalizing a course curriculum. Global learning experiences in the classroom are seen as a way to expose students to multiple points of view on issues and foster cross-cultural understanding. Using results from the 2014 administration of the Faculty Survey of Student Engagement (FSSE), this study compared faculty use of global perspectives in student learning to their use of reflective and integrative learning and higher order learning practices to see how the two are related. The influences of faculty characteristics, such as gender and academic rank, as well as institutional characteristics, will also be explored.
dc.identifier.urihttps://hdl.handle.net/2022/24041
dc.publisherAmerican Educational Research Association Annual Meeting
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleGlobal perspectives in curricula and deep approaches to learning: Examining faculty practices for engagement
dc.typePresentation

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