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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches


Edited By Lydiah Nganga, John Kambutu and William B. Russell III

This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. The volume includes detailed reviews of literature and research findings which facilitate the design of quality pertinent units and lessons plans. Indeed, this book is a critical tool to help educators and students to gain a better understanding of globalization and global education.
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Chapter Eight: Institutional Internationalization: The Undergraduate Experience: Linda B. Bennett


Linda B. Bennett

Higher education institutions incorporate internationalization/globalization into research, teaching, and service on their campuses (Knight, 1993), and one approach is the internationalization of the curriculum. Academic units across the country have internationalized undergraduate education through globalized curricula, e-learning, work/study abroad, international studies programs, global engagement certificates, foreign language study, or dual/joint degrees with partner overseas institutions. In 2006, 37 percent of institutions surveyed required an international or global focus course in general education, which was down 4 percent from 2001. At the same time, the percentage of institutions requiring a foreign language course in order to graduate for all or some students went from 53 percent to 45 percent (Green, Luu, & Burris, 2008). In the 2009–2010 Open Doors Report, the Institute of International Education (2011) found that 270,604 U.S. students studied abroad for credit, compared to 260,327 in 2008–2009. The 2008 Mapping Internationalization on U.S. Campuses survey found that 91 percent of institutions offer study abroad, which is a 26 percent increase since 2001, and 31 percent offer internships abroad, which is a 9 percent increase over the same time period (Green et al., 2008).

The undergraduate experiences at institutions across the United States provide students with academic opportunities to connect through technology and global engagement. Increasing usage of mobile devices, smartphone applications, and the Internet in the United States affects the experiences and expectations of undergraduates. According to the Pew Center’s Internet & American Life Project August 2011...

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