STRATEGIC PRIORITY: IMPACT ACADEMIA
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Headline Indicators
Critical Initiatives
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• An active partnership with AFS and other relevant associations to bring the Standards to high school education abroad programs. • Work with CSIET and AFS to introduce the Standards of Good Practice to their high school members
• We have convened colleagues from other secondary education associations to discuss how to align standards in their context.
• Seek to collaborate with CSIET and AFS to promote the Standards to their high school membership. • Invite targeted secondary education organizations to become members.
• Number of secondary education organizations that have become Forum members • Number of secondary education
organizations that are participating in Forum programming and/or utilizing theStandards of Good Practice
EXPAND TO HIGH SCHOOL The Forum has expanded its reach beyond post-secondary to serve high school education abroad
• We are in collaboration with AAC&U to articulate global learning objectives that promote global citizenship.
• Forum Guidelines for Global Citizenship have been developed and disseminated • New workshops or other programming have been developed around these new guidelines
• Guidelines have been drafted and are being utilized by numerous Forum members • The Forum has been invited to present on the new guidelines at other conferences or events
• Identify other associations that articulate global learning objectives that promote global citizenship • Collaborate with experts to develop guidelines for global citizenship that are specifically created for education abroad programming
GLOBAL CITIZENS The Forum has developed a strategy and framework for including issues of equity, diversity and inclusion and the recognition of the roles that power and privilege play into intercultural learning that informs global citizenship – including a set of suggested attributes, skills, outlooks that define/suggest what it means to be a global citizen.
• We have discussed the
• Faculty are engaged on the topic of education abroad curriculum integration starting with Forum members who have experience with it. • Use The Forum’s Annual Conference, European Conference, and other events (Critical Dialogues, Institutes, webinars) to disseminate and develop guidance on using education abroad to teach students about climate change and to discuss the impact of education abroad upon the environment
• Number of sessions or events focused on reimaging education abroad • Amount of member engagement on programming or resources on relevant topics • % of annual membership renewals
• Add the topic as a virtual Critical Dialogue • Number of guidelines and other resources produced
evolving condition and future of education abroad at The
Forum Annual Conference and European Conference. • Add new Critical Dialogues on Environmental Sustainability and disseminate new Guidelines
REIMAGINE EDUCATION ABROAD The Forum will play a major role in guiding and facilitating the reemergence of global education by convening the profession to reimagine study abroad in a way that creates the best experience for students and does so inclusively and is environmentally responsible.
• Develop and host a Virtual Critical Dialogue on this theme and encourage faculty at member institutions to attend. • Invite session proposals for both organization's conferences that focus on these learning objectives.
• Collaborate with AAC&U and others to articulate learning objectives for education abroad that can be utilized in various program models and academic subjects
• Both The Forum and AAC&U disseminate these learning objectives to their respective memberships.
• Number of participants at a newly created Critical Dialogue on this topic • Responses from members to sessions and virtual critical dialogue related to this theme, as gathered through audience evaluations.
EDUCATION ABROAD IN ACADEMICS Education Abroad has made a demonstrated
contribution to student learning goals and outcomes in such a significant way that education abroad has been integrated to every academic major.
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