Internationalizing Honors

This monograph takes a “holistic approach to internationalization. [It] highlights how honors programs and colleges have gone beyond providing often one-time, short-term international experiences for their students and made global issues and experiences central features of their honors curricular and co-curricular programming. It presents case studies that can serve as models for honors programs and colleges seeking to initiate and further their internationalization efforts and highlights the latest research on the impact of internationalization on our students, campuses, and communities.” * * * “Our hope is that this monograph will serve multiple audiences: faculty wishing to develop new globally focused courses or partnerships; administrators looking to inspire and support faculty; advancement officers working to encourage donors to recognize the value of internationalizing campuses; and international education professionals striving to create and advance programs for some of the most talented and motivated students on their campuses. Without doubt, as we face the increasingly complicated global challenges of the twenty-first century, societal needs escalate—the need for greater understanding of the common concerns of all humanity; the need for celebrating, not fearfully shrinking from, the rich diversity of our world; and the need for broader education than the traditional classroom can provide to prepare our students to tackle pressing global issues and to lead in a complex and interdependent world. These crucial needs can be met, at least in part, through the internationalization of higher education and, specifically, of honors education.” Acknowledgments Introduction • Mary Kay Mulvaney and Kim Klein PART I: Internationalizing Honors at Home Making the Global Familiar: Building an International Focus into the Honors Curriculum • Erin E. Edgington and Daniel C. Villanueva Internationalizing with Intention: A Case Study of the Mahurin Honors College • Craig T. Cobane and Audra Jennings Honors Internationalization at Washington State University: A Comprehensive Experience • Kim Andersen and Christine K. Oakley Intercultural Conversations: Honors-Led Partnerships to Engage International Students on Campus • Robert J. Pampel Keeping the Program Alive: Internationalizing Honors through Post-Travel Programming • Kevin W. Dean and Michael B. Jendzurski PART II: Internationalizing Honors through International Partnerships “Let’s Get a Coffee!”: A Transformative International Honors Partnership • Leslie Kaplan, Sophia Zevgoli, and Andres Gallo Balancing International Aspirations with Honors Expectations: Expanding Honors to a Branch Campus in Florence, Italy • James G. Snyder and Vanessa Nichol-Peters “Same Same, But Different”: Trans-Nationalizing Honors in a U.S. Branch Campus • Jesse Gerlach Ulmer The Fulbright International Education Administrators Seminars: Pathways to International Partnerships • Rochelle Gregory, Kyle C. Kopko, and M. Grant Norton Transformative Learning Abroad for Honors Students: Leveraging High-Impact Practices at Global Partner Institutions • Craig Wallace Drawing on Gifts of International Students to Develop International Partnerships • Kevin W. Dean The Honors Thesis for Health Sciences Students: A Service Abroad Model • Misty Guy, Heidi Evans Knowles, Stephanie Cook, Zane Cooley, and Ellen Buckner Honors Abroad through Third-Party Providers • Susan E. Dinan PART III: Assessing Honors Internationalization Early Impact: Assessing Global-Mindedness and Intercultural Competence in a First-Year Honors Abroad Course • Michael Carignan and Maureen Vandermaas-Peeler Assessing Honors Internationalization: A Case Study of Lloyd International Honors College at UNC Greensboro • Chris J. Kirkman and Omar H. Ali The Long-Term Impact of Study Abroad on Honors Program Alumni • Mary Kay Mulvaney About the Authors About the NCHC Monograph Serie

Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology

Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ perceived knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p < 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies

International genome-wide meta-analysis identifies new primary biliary cirrhosis risk loci and targetable pathogenic pathways.

Primary biliary cirrhosis (PBC) is a classical autoimmune liver disease for which effective immunomodulatory therapy is lacking. Here we perform meta-analyses of discovery data sets from genome-wide association studies of European subjects (n=2,764 cases and 10,475 controls) followed by validation genotyping in an independent cohort (n=3,716 cases and 4,261 controls). We discover and validate six previously unknown risk loci for PBC (Pcombined<5 × 10(-8)) and used pathway analysis to identify JAK-STAT/IL12/IL27 signalling and cytokine-cytokine pathways, for which relevant therapies exist

The Long-Term Impact of Study Abroad on Honors Program Alumni

Note: An earlier version of this chapter was published in Frontiers: The Interdisciplinary Journal of Study Abroad (vol. 29, no. 1, 2017, pp. 46–67). This essay appears with permission of that journal and in accordance with the Creative Commons Attribution License Agreement. This reprint includes an Afterword that briefly explains three international education initiatives that evolved from the original findings of this study. “Study abroad enables students to experience an interconnected world and to embrace difference rather than being threatened by it; it shows them the collective heritage of mankind” (Wolfensberger 281). Indeed, study abroad is often thought to be one of the most effective of experiential learning opportunities, one of the socalled “High-Impact Educational Practices” or “HIPs.” These HIPs, articulated in the widely cited AAC&U-sponsored 2008 study led by George Kuh, and expanded upon with follow-up assessment data in 2013, of course, build upon the early theoretical framework of John Dewey, Clifford Geertz, Lev Vygotsky, and numerous others in the subsequent decades who recognized the value of experiential learning (Braid; Kolb; Strikwerda; and others). Not surprisingly, our assessment-driven environment, aimed at creating and sustaining the optimum educational conditions for student success within and beyond the classroom, increasingly emphasizes analysis of learning outcomes from these unconventional practices. Numerous studies have been conducted confirming the personal, professional, and societal value of study abroad for undergraduates by international educators, researchers, and major study abroad providers such as International Education of Students (IES), School for International Training (SIT), and International Student Exchange Programs (ISEP). Journal articles have also appeared documenting relatively small-scale studies on the nature and impact of study abroad. Some align with current trends in educational assessment focusing upon student learning outcomes of a specific study abroad program (see Doyle; Williams; Braskamp et al.; Kilgo et al.); some focus on the impact of logistical differentials such as location, duration, pre-and post-prep and/or debriefing sessions (see Rexeisen et al.; Engle; Dean and Jendzurski; Camarena and Collins); some on discussions of broadening intercultural competencies and awareness or developing attributes of global citizenry (see Kurt et al.; Shadowen et al.; Wolfensberger); others on career impact and professional development (see Franklin; DeGraaf et al.; Dwyer); and so forth

Preparing Tomorrow’s Global Leaders: Honors International Education

contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixMary Kay Mulvaney and Kim Klein Part I: Transformative Pedagogies Chapter 1: Academic Tourist or Scholar Abroad: Deep Approaches to Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Elizabeth Baigent Chapter 2: Transformation through Study Abroad: Critical Thinking and World Citizenship. . . . . . . . .. . . . . . . . . . . . . . . . . 21A. Minh Nguyen Chapter 3: Short-Term International City as TextTM Pedagogy: A High-Impact Educational Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Mary Kay Mulvaney Chapter 4: Learning as Salon: Honors International Collaboration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Mischa Dekker, Justin van Dijk, Marca Wolfensberger, ChristineHait, Chantel Lucas, Corinne Mann, and John Zubizarreta Chapter 5: Lessons from Ten Years of a Faculty-Led International Service-Learning Program: Planning, Implementation, and Benefits for First-Year Honors Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Phame Camarena and Helen Collins Chapter 6: An Interpersonal Engagement Approach to International Study: Lessons in Leadership and Service Learning from South Africa. . . . . 105Kevin W. Dean and Michael B. Jendzurski Chapter 7: Developing Global Community-Based Undergraduate Research Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Mary Ann Studer Part II: Programmatic Elements and Challenges Chapter 8: Promoting a Largeness of Mind: Preparing Faculty for Honors International Field Experiences . . . . . . 155Bernice Braid Chapter 9: Overcoming Obstacles to Studying Abroad for Honors Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Philip Krummrich and Kayla Burton Chapter 10: Finding a Way: Addressing the Financial Challenges of Studying Abroad. . . . . . . . . . . 189Kim Klein and Mary Kay Mulvaney Chapter 11: Mitigating the Challenges and Risks of International Travel: Preserving Opportunities for a Global Honors Experience . . . . . . . . . 197Mary Ann Studer Chapter 12: Exploring the Synergies between Undergraduate Honors Theses and Study Abroad Experiences. . . . . . . . . . . . . . . . . . . . 217Lisa Markus, Jill McKinney, and Anne M. Wilson Chapter 13: “New Ways of Seeing”: Internationalizing An Honors Program. . . . . . . . . . . . . . . . . . . . . . . . . . 239Christopher J. Frost, Timothy L. Hulsey, and Karey Sabol Chapter 14: Creating International Opportunities for Honors Students in the Health Professions: A Nursing Case Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275Ellen B. Buckner and Lygia Holcomb Chapter 15: Honors Overseas with an International Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289Cecile Houry Part III: Advice from Experienced Faculty Leaders Chapter 16: Lessons Learned: An Idiosyncratic Top Ten List for Study Abroad Program Directors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303Karl M. Petruso Chapter 17: A Delicate Balancing Act: Maximizing the Short-Term Study Abroad Experience. . . . . . . . . . . . . 315Karen Lyons Part IV: Model Honors International Courses 1. Hiroshima Peace Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339 2. Community-Based Leadership: Visions of Hope from South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . 343 3. E xperiencing the New Europe (Poland, Czech Republic, Germany). . . . . . . . . . . . . . . . . . . . . . . . . 346 4. Monsters and Modernism (Romania and Czech Republic). . . . . . 350 5. Topography and Monuments of Ancient Greece. . . . . . . . . . . . . . . 352 6. Scholars’ Semester in Oxford. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356 7. Youth Culture/Contemporary Youth: The Making of a New Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 8. French Communication and Culture . . . . . . . . . . . . . . . . . . . . . . . . 363 9. Cultures in Contact (Belize). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366 10. Intercultural Leadership (Mexico). . . . . . . . . . . . . . . . . . . . . . . . . . . 369 11. Special Topics in Marine Biology and Animal Behavior (U.S. Virgin Islands). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation.

Interpreting academic apprenticeship: A theoretical synthesis and event analysis of academic enculturation