Annual reports are available online and as PDF files
Go to our 
Annual reports are available online and as PDF files
Annual Report 2002-2003
Introduction
"To prepare students as global citizens, who can function and succeed across cultures and environments in an increasingly interdependent world" is becoming part of the mission statement of an increasing number of universities, for example Fairleigh Dickenson University1. In the face of the events of September 11th, 2001 and growing concerns about loss of jobs in United States to other countries, it is even more urgent that our new graduates are well prepared to join the global workforce and that our existing workforce is redeveloped. World peace and the prosperity of nations like the United States depend on it. It is no accident that jobs in call centres, engineering design, software development and maintenance, medical diagnosis, are being outsourced to other countries, where the workforce is now multilingual, culturally sophisticated, globally well-informed and educated to equal or higher standards. It is no longer just the blue-collar workforce that is at risk. Raising barriers to market forces, although politically expedient, is not a sustainable solution. We must revolutionize the education of our future and current workforce to make it globally competitive.
Strategies
Seven determinants for successfully meeting these challenges have been identified (Rimmington 2002) and are illustrated in the model diagram (A) below. This model represents the progress toward success in implementing a global learning program as a flow "Progress"into the accumulation symbol "Success". The seven determinants (green symbols) depicted are Enabling Technology, Content, Learner Preparedness, Pedagogy, Team Work, Professional Development and Industry Partnerships. This list is neither comprehensive nor is it presented in order of importance. Rather, the point is that no one determinant can fall short without seriously impairing progress.
Course Redevelopment Projects
The following are descriptions of the six projects funded in 2002-2003. They areconcerned with: education for gifted students, string improvisation, the effects ofmilitary occupation on Palestinian women, logistics & supply chain management,remote laboratories and robotics in schools. They all emphasize the importanceof student-centred learning and the development of multiple perspectives throughstudent-student interaction. Generally, the students are working in teams onprojects, such as reports, debates, conferences, Curriculum development,journals and musical performances. Almost immediately they start, they confrontcultural differences and the effect that these have on understanding the topic,communicating and working together.
Annual Conference
The first Global Learning Conference 2002 featured keynote presentations by Boeing Vice President of Learning and Leadership Development, Steve Mercer (left), from the Boeing Leadership Center in St Louis and Anna Anderson, the Senior Vice President of International Banking at Intrust Bank, Wichita (right). Recipients of 2002 Global Learning Course Redevelopment Seed Grants gave reports on their projects, which are still underway.
Satellite Campuses
The number of classes being taken in parallel sections between the South Side(SSC) and Fairmount Campuses continued to grow during 2002-2003, doublingeach semester. With the appointment of Lisa Dodson, the new Director, thisprogram took a dramatic turn for the better. A new global learning interactivetelevision room was established. With help from Boeing it has been upgradedsignificantly to allow even more interaction between students and faculty.
Research Publications
The following is a list of publications arising from research associated with the course redevelopment projects. They deal with a variety of aspects of global learning, including constructivist pedagogy, assessment, reflective practice, evaluation, technology, multiple perspectives and implications for facilitating world peace. A key activity in the coming year will be the writing of a book covering these and many other aspects of global learning.
Graduate Student
During the Fall, 2002, Julie Bath graduated with a Masters in Liberal Arts. The theme of her study was the transition from traditional to global learning. She delivered a paper on her research as part of the Global Learning Symposium at the SITE conference in Albuquerque during March, 2003. Julie served as the Graduate Assistant for Global Learning since the beginning of the program in 2001. She was responsible for all the wonderful graphics in the gl.wichita.edu web site and the print media created to promote and document the program. The web site is a useful resource for people seeking information on or funding for global learning. Fortunately, we did not lose Julie. She is now the Education Technologist in the Media Resources Center at WSU.
Global Learning Symposium
The symposium allowed the audience to learn more about the perspectives ofAustralian faculty and students on leadership in education from faculty atNewcastle University in New South Wales, Australia. Drs Ian Gibson and JohnSchiller (his collaborator in New South Wales) gained useful feedback from adiverse audience in Albuquerque. During Dr Gordon’s connection to Ramallah,in the West Bank, Palestine, the audience were able to talk with Dr Shalabi andfind out more about life under military occupation and its impact on women.
Introduction
"To prepare students as global citizens, who can function and succeed across cultures and environments in an increasingly interdependent world" is becoming part of the mission statement of an increasing number of universities, for example Fairleigh Dickenson University1. In the face of the events of September 11th, 2001 and growing concerns about loss of jobs in United States to other countries, it is even more urgent that our new graduates are well prepared to join the global workforce and that our existing workforce is redeveloped. World peace and the prosperity of nations like the United States depend on it. It is no accident that jobs in call centres, engineering design, software development and maintenance, medical diagnosis, are being outsourced to other countries, where the workforce is now multilingual, culturally sophisticated, globally well-informed and educated to equal or higher standards. It is no longer just the blue-collar workforce that is at risk. Raising barriers to market forces, although politically expedient, is not a sustainable solution. We must revolutionize the education of our future and current workforce to make it globally competitive.
Strategies
Seven determinants for successfully meeting these challenges have been identified (Rimmington 2002) and are illustrated in the model diagram (A) below. This model represents the progress toward success in implementing a global learning program as a flow "Progress"into the accumulation symbol "Success". The seven determinants (green symbols) depicted are Enabling Technology, Content, Learner Preparedness, Pedagogy, Team Work, Professional Development and Industry Partnerships. This list is neither comprehensive nor is it presented in order of importance. Rather, the point is that no one determinant can fall short without seriously impairing progress.
Course Redevelopment Projects
The following are descriptions of the six projects funded in 2002-2003. They areconcerned with: education for gifted students, string improvisation, the effects ofmilitary occupation on Palestinian women, logistics & supply chain management,remote laboratories and robotics in schools. They all emphasize the importanceof student-centred learning and the development of multiple perspectives throughstudent-student interaction. Generally, the students are working in teams onprojects, such as reports, debates, conferences, Curriculum development,journals and musical performances. Almost immediately they start, they confrontcultural differences and the effect that these have on understanding the topic,communicating and working together.
Annual Conference
The first Global Learning Conference 2002 featured keynote presentations by Boeing Vice President of Learning and Leadership Development, Steve Mercer (left), from the Boeing Leadership Center in St Louis and Anna Anderson, the Senior Vice President of International Banking at Intrust Bank, Wichita (right). Recipients of 2002 Global Learning Course Redevelopment Seed Grants gave reports on their projects, which are still underway.
Satellite Campuses
The number of classes being taken in parallel sections between the South Side(SSC) and Fairmount Campuses continued to grow during 2002-2003, doublingeach semester. With the appointment of Lisa Dodson, the new Director, thisprogram took a dramatic turn for the better. A new global learning interactivetelevision room was established. With help from Boeing it has been upgradedsignificantly to allow even more interaction between students and faculty.
Research Publications
The following is a list of publications arising from research associated with the course redevelopment projects. They deal with a variety of aspects of global learning, including constructivist pedagogy, assessment, reflective practice, evaluation, technology, multiple perspectives and implications for facilitating world peace. A key activity in the coming year will be the writing of a book covering these and many other aspects of global learning.
Graduate Student
During the Fall, 2002, Julie Bath graduated with a Masters in Liberal Arts. The theme of her study was the transition from traditional to global learning. She delivered a paper on her research as part of the Global Learning Symposium at the SITE conference in Albuquerque during March, 2003. Julie served as the Graduate Assistant for Global Learning since the beginning of the program in 2001. She was responsible for all the wonderful graphics in the gl.wichita.edu web site and the print media created to promote and document the program. The web site is a useful resource for people seeking information on or funding for global learning. Fortunately, we did not lose Julie. She is now the Education Technologist in the Media Resources Center at WSU.
Global Learning Symposium
The symposium allowed the audience to learn more about the perspectives ofAustralian faculty and students on leadership in education from faculty atNewcastle University in New South Wales, Australia. Drs Ian Gibson and JohnSchiller (his collaborator in New South Wales) gained useful feedback from adiverse audience in Albuquerque. During Dr Gordon’s connection to Ramallah,in the West Bank, Palestine, the audience were able to talk with Dr Shalabi andfind out more about life under military occupation and its impact on women.
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