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Engaging Students as Partners in Global Learning
June 15 @ 1:30 pm - 3:00 pm
Please join us as we welcome Dr Wendy Green of the University of Tasmania to the MacPherson Institute.
In the interconnected, interdependent world of the 21st century, graduates need to be able to live, work and continue to learn, ethically and effectively, in multicultural communities. ‘Global learning’ through critical ‘engagement with complex, interdependent global systems … and their implications for people’s lives’ (AAC&U 2002) is equally important for those students who remain at home and those who move abroad to live, study and work. In this session Wendy will outline practices developed in four Australian universities during 2017, under the umbrella of an Australian Learning and Teaching Fellowship on ‘Engaging students as partners in global learning’. Informed by the ‘students as partners’ (SaP) framework (Healey, Flint & Harrington 2016), all of these practices have drawn staff and students from diverse cultural and national backgrounds together to develop rich global learning experiences in the formal and co-curriculum. Participants will be invited to discuss the possibilities and challenges associated with engaging students and staff in productive, ethical, cross-cultural learning/teaching partnerships.
About the speaker
Dr Wendy Green is a senior lecturer (adjunct) in the School of Education, University of Tasmania, Australia. As an Australian Learning and Teaching Fellow she is leading work on engaging students as partners in global learning. Her fellowship has supported projects, which engage student and staff collaboratively in global learning, at home and abroad, in the formal and co-curriculum. Wendy is Executive Editor of the journal, Higher Education Research & Development, and Guest Editor of the forthcoming Special Issue, ‘Engaging Students in Internationalisation’ in the Journal of Studies in International Education. For over a decade, Wendy’s research has focused on the impact of globalisation on higher education, and its implications for learning and teaching.
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