Global+community+engagement+-+Educational+benefits+and+challenges+for+faculty+leaders

Lorna Hayward, Associate Professor, Northeastern University [l.hayward@neu.edu] Lori Gardinier, Program Director Human Services, Northeastern University [l.gardinier@neu.edu]
 * Global community engagement: Educational benefits and challenges for faculty leaders**

**Keywords:** Community engagement, faculty leaders, study abroad programs, program development and management, global research agendas

**Track:** Faculty roles and professional development

**Format:** Research paper

**Date & time:** Thursday 9:30-10:40 **Location:** Salon 1

**Summary:** Growing numbers of faculty are redefining what community engagement means through the development of global educational programming. Faculty leaders are creating educational opportunities that promote community engagement through cultural exchange and sustainable student projects. Using qualitative interview data, five major themes were identified that describe the experiences of ten faculty members at a single university who led short-term study abroad programs during the last three academic years. The five major themes were: Tools of the trade; student-faculty relationships; global partners and connections; faculty learning and professional development; and barriers.

Preliminary analysis suggested that global programs promote international relationships that may include partnerships for research, academic, or friendship purposes. The relationships provided learning opportunities for faculty, intellectual stimulation, and a research niche. Faculty enjoyed the opportunity to connect local and global research agendas. Faculty believe they understand their students better in both the field and the classroom as a result of these trips. Faculty were motivated by the opportunity to work with students in a setting abroad, engage with students outside of the classroom, and to conduct their own research. They identified several skills as most essential for leading these programs including a deep knowledge of the local visited, an understanding of the student population, and an ability to be respectful of the boundaries between faculty and students. All faculty interviewed experience some challenges, however, the perceived benefits to running these trip were substantial.

Much of the research that has been conducted on global engagement focuses on the transformative potential of these programs for students. Our research identifies several areas where study abroad experiences are also transformative for faculty. As the academic concept of community is shifting to encompass an international landscape, additional research to understand the faculty experience in leading global opportunities is critical for program development and management.

**References:** Green, M. F., Luu, D., & Burris, B. (2008). //Mapping internationalization on U.S. campuses//.

Washington, DC: American Council on Education.Knight, J. (2003). //Internationalization of higher education: Practices and priorities//. IAU Survey Report.

International Association of Universities. Knutson, M, Kim-Han, J., & Gonzalez, A. (2009). //Outcomes associated with experiential learning in// //domestic and international settings: the Voices of preservice and experienced Teachers//. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education. __http://www.allacademic.com/meta/p36191_index.html__

Kreber, C. (2009). Different perspectives on internationalization in higher education. //New Directions// //for Teaching and Learning,// 118, 1-14.Vande Berg, M. (2007). Intervening in the learning of US students abroad. //Journal of Studies in// //International Education//, //11//, 392-399.

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