Academic learning

, 46, 47

Africans, in America

, 236–237

Ambiguity

, 5, 13

American Ideals

, 211, 212

American Institutions

, 211, 212

Amnesty International

, 159

Articulating learning

, 57, 64

Asymmetrical reciprocity

, 217

Bachelor of Veterinary Medicine & Surgery (BVM&S)

, 174–175

The Bluebell Nursery

, 96

Bounded freedom

, 97–98

Burro Genius (Villasenor)

, 221

California Education Code

, 211

Center for Collaborative Online Learning (COIL)

, 109–121

Certificate in Advanced Veterinary Practice (CertAVP)

, 179

Citizenship

, 46

Civic engagement

, 46

constructivism in

, 7

constructivist learning design

, 7–13

engagement process

, 13–18

synthesis

, 18–20

Class, higher education in

, 162–166

Clifton’s StrengthsFinder assessment

, 77

Cognitive dissonance

, 26–27

Collaborative learning

, 180–181

Communication skills

, 176–177, 181

Community

, 101

Community cultural wealth

, 219–220

Community engaged learning

, 34

Community engagement, in Kenya

, 94–95

Community involvement

, 7

See also Civic engagement

Condor Airlines

, 100

Conscientization

, 64

Constructivism

benefits

, 21–22

challenges with

, 20–21

in community and global engagement

, 7

as educational practice

, 5–7

recommendations

, 22

Constructivist-oriented practices

assessment procedures

, 19

cross-cultural understanding

, 11

engagement process

, 14–18

needs of engagement site

, 11

personal exploration

, 8–9

prior learning of students

, 9–10

reflection, establishing expectation of

, 12–13

Contemplative pedagogy role

, 274–277

Continuing professional development (CPD)

, 178–179

Contradiction-focused techniques

, 16

Contribute Kenya Foundation

, 95–98

Critical inventory

, 214–216

Critical reading

, 30

Critical role-play activities

, 33

Critical thinking

, 7

Cross-cultural learning

on local and global scales

, 235–240

technology

, 240–242

Cross-cultural online conversations

, 241–242

Cultivating Awareness and Resiliency in Education (CARE) program

, 274–275

Cultural autobiography

, 235–236

Cultural competence

, 11, 21

Culturally responsive teaching

, 272–274

Cultural mentors

, 76–77

Cultural shock

, 54

Cultural stress

, 54

Cultural surprise

, 54

Culture

, 11

DEAL model

, 57–58

Decision task

, 116

Describe, Interpret, Evaluate (DIE) journal entry

, 80–81

Descriptive level

, 57

Diversity Council

, 268

Domination and resistance

community cultural wealth

, 219–220

critical inventories

, 214–216

history

, 220–224

positionality

, 218

praxis

, 212–214

public transcript

, 218–219

Education class

, 279

Education for sustainable development (ESD)

, 186

Educators, preparation for constructivist approaches

Emotional entropy

, 49–50, 58

Empathy

, 233

Empire State College (ESC)

, 111

Engage dissonance

, 26–27, 286–287

Entropy

, 49

Erasmus intensive programs

, 193

European pedagogical identity

, 201–202

European professional identity

, 199, 202

Examining level

, 57, 64

Executing task

, 116

Experiential activities

, 180–181

Experiential liberal arts

, 6

Extra-mural studies (EMS)

, 181–182

Facilitation and setting engagement

, 101–102

Faculty conceptual dimensions

, 46–47

Flipped classroom/Flipped Learning

, 162

Generation task

, 116

Global agency

, 47–48

definition

, 45–46

Global citizens

, 158

Global citizenship

, 262

Global citizenship education

goals

, 232

impact programs

, 230

interaction

, 31–34

learning activity

, 230

learning context

, 234–235

noticing

, 34–37

pedagogical applications

, 37–40

perspective consciousness

, 231–234

scaffolding

, 28–31

teacher education curriculum

, 231

Global competency

, 46

Global engagement

constructivism in

, 7

constructivist learning design

, 7–13

engagement process

, 13–18

synthesis

, 18–20

Global Leadership through Service Learning

, 72

Globally networked learning experiences (GNLE)

, 130–131

development

, 137–138

faculty readiness

, 134–135

language

, 138

learning management system

, 136–137

mindfulness and global citizenship

, 132–133, 152–154

pedagogy and assessment

, 138

planning and implementation

, 134–137

practice

, 139–142

schedules

, 139

technologies

, 136, 139

time zone

, 138

Group covenant

, 150

Habermas’s concept

, 217

Hanze University of Applied Sciences (HUAS)

, 89

engagement activities in Kenya

, 92–93

Hermeneutic circle

, 16, 19

Hierarchy of needs, learning and

, 55

Higher education

in class

, 162–166

implications and challenges

, 160–162

learner’s perceptions

, 167–169

outside of class

, 162

Higher Education Institutions (HEIs)

, 193

Holistic support approach

, 184

Honors Talent Program

, 93–95

Human rights

, 158, 159

learn

, 163

promotion

, 167–168

Iceberg metaphor

, 11–12

Identity

, 56

In a Different Mirror (Takaki)

, 60

Inclusive learning and teaching

, 26

Inclusive pedagogical approaches

framework

, 37–40

interaction

, 31–34

noticing

, 34–37

scaffolding

, 28–31

India, U.S. Americans in

, 50–51

Indigenous knowledge

, 21

Institute for Academic Development (IAD)

, 185

Institution of higher education (IHE)

, 266

Intensive programs (IP)

aim

, 192

elements

, 193, 194

European professional identity

, 199–202

innovative goals

, 195

partner network

, 193

poverty and social exclusion

, 194–195

pre-meetings

, 196

risk factors

, 195

teaching and learning methods

, 196–199

Interaction

, 31–34

Interactive learning dimensions

, 47–48

Intercultural competence development

cultural mentors

, 76–77

D.I.E. journaling

, 80–81

key partnerships and service learning

, 74–76

personal identity

, 81–82

personal inventories

, 77–79

reflective journaling

, 79–80

soft skills

, 82–83

theoretical models

, 72–74

Interculturalism

, 50–51

dissonance of death

, 61–63

emotional entropy

, 58–61

praxis

, 57–58

preparation/pre-departure planning

, 51–57

processing

, 63–65

Intercultural learning

, 46, 47

International Business School (IBS) of HUAS

, 89, 92–93

International collaboration

, 109–110

challenges and implications

, 122–125

data sources

, 113–114

deployment of activities

, 117–118

disbanding

, 119

geology questionnaire

, 119–121

instructional design approach

, 119–122

learning activities

, 114–115, 120

participants

, 111–113

performance management and team development

, 118

preparations

, 115–117

research question

, 111

International Fund for Agriculture Development (IFAD)

, 90

International service-learning

, 44–47

faculty conceptual dimensions

, 46–47

interactive learning dimensions

, 47–48

See also Interculturalism

Interpersonal learning

, 46, 47

Intrapersonal learning

, 46, 47

Iona College

, 51–52

Kenya

economy

, 90–91

food insecurity

, 90

Mombasa

, 91–92

see also Mombasa engagement project

population

, 90

tourism

, 91

Learners

expectations

, 161

perceptions

, 167–169

Learning activities

, 234–235

Learning Cafe

, 197

Learning community

, 165–166

Learning community formation

, 53–54

Learning goals

, 53–54

Learning management system (LMS)

, 136–137

Learning stations

, 162–163

Learning Styles model

, 56

Learning theory

, 49

Liberal education

, 6

Lifelong Learning Program (LLP)

, 193

Logistics, for student travel

, 52

Metacognitive processes

, 28

Metalinguistic awareness

, 35

Mindful Global citizenship

, 168–169

Mindful Intercultural Communication Model

, 133

Mobile Applications Development

, 113

Mombasa engagement project

, 89–90

community

, 101

Contribute Kenya Foundation

, 95–98

development challenges

, 90–92

facilitation and setting engagement

, 101–102

Honors Talent Program

, 93–95

HUAS, engagement at

, 92–93

networking and multiple-stakeholder involvement

, 100–101

preparations and execution

, 98–99

resources

, 102

university management involvement

, 102–103

Mosque meeting

, 237–240

Multiprofessional-groups and tutoring

, 198–199

Noticing

, 34–37

Official postgraduate teacher training program

, 161

Online course-delivery system

, 222–223

Open-mindedness

, 232–233

Parks & people experience

dissonances

, 252–259

ecological narrative

, 250

group environment

, 254–255

methodology

, 251

navigating dissonances

, 259–261

reserve

, 250–251

strategic guidelines, University themes

, 249–250

tensions

, 248

Pedagogical applications, for global education

framework

, 37–40

interaction

, 31–34

noticing

, 34–37

scaffolding

, 28–31

Pedagogical practices

, 210

Pedagogical Resources for Teaching EFL

, 161–162

Pedagogical value

, 210

Pennsylvania State University

, 249

Personal identity

, 81–82

Personal inventories

, 77–79

Perspective consciousness

, 231–234

Physiological and psychological priorities

, 55

Pluralistic community

, 212

Portland State University

, 52

Positionality

, 218

Poverty and social exclusion

, 194–195

Power-flip models

, 17

Praxis cycle

, 212–213

Preparatory module

, 196–197

Principal’s Teaching Award Scheme (PTAS)

, 185–186

Privilege Walk activity

, 38

Professional learning

, 46, 47

Professional skills

communication

, 176–177

reflective practice

, 178–179

self-awareness

, 177–178

Professional skills portfolio

, 179–180

Prosocial education

, 280

Prosocial Education for a Democratic Society

, 269–271

Question Formulation Technique (QFT)

, 270

Reflective journaling

, 79–80

Reflective learning

, 12–13

Reflective practice

, 178–179

Reframing Pierre Bourdieu’s concept

, 219

Relationships

, 257

Resilience

, 183–184

Royal (Dick) School of Veterinary Studies (R(D)SVS)

, 174

St. Joseph House of Hope

, 96–97

Sanford’s Model of Challenge and Support

, 73

Scaffolding

, 28–31

Secondary education

, 282–286

Secondary school literature

, 161–162

Self-actualization

, 55

Self-awareness

, 177–178

Service learning

, 7, 15, 18, 44–45, 54–57

key partnerships and

, 74–76

Simulation

definition

, 159

opportunity

, 160

postgraduate students, design and presentation

, 166

structure and design

, 162–163

Simulation scenarios

, 167

Smart cities

, 116

Social Change Model for Leadership Development

, 72–73

Social-emotional competence

adaptive challenges

, 267–269

cultural competence

, 272–274

human dimensions

, 268

IHE

, 266

meta-perspectives

, 286–287

mindful global citizenship

, 266

mission

, 267–268

Prosocial Education for Democratic Society

, 269–271

Tufts context

, 266, 269

undergraduate student perspectives

, 277–286

Social-emotional learning (SEL)

, 273

Social responsibility

, 46

Socioeconomic development

, 89

Socratic Circles

, 30

Soft skills

, 82–83

Souhad’s approach, for language learning

, 282

Spanish Educational System

, 158–159

State University of New York (SUNY)

, 109–121

Stereotypes

, 233

Stress management

, 183–184

Student-Led Research Projects

, 182–183

Student Research Component Foundation (SRCF) project

, 183, 186

Study abroad

, 18

barriers and challenges

, 83–84

Subtractive practices

, 14

Task development

, 116

Teacher education curriculum

, 231

Teacher trainees

, 163

in postgraduate course per year

, 161–162

Teaching and learning

, 232–233

Teaching methods

, 199

Tecnolo’ gico de Monterrey, Chihuahua Campus

, 109–121

Telecollaboration

competencies

, 146–149

environmental factors

, 151

sample room arrangement

, 145

Townships

, 260–261

Transformational learning

, 6, 20, 48, 268

Triad Listening

, 33

University classroom

, 278–279

University leadership

, 249–250

US academic culture

, 36

U.S. Americans, in India

, 50–51

See also Interculturalism

Veterinary education

core interpersonal skills

, 176–179

space

, 186–187

teaching methods

, 179–185

time

, 185–186

undergraduate BVM&S degree

, 174–175

Virtual International Encounters

, 34

White Fragility

, 276

Yunnan Province of China

, 72

Zone of Proximal Development (ZPD)

, 28