Abstract
This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students’ vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.
Highlights
The advantages for pursuing a global approach in undergraduate education are extensive.Globalization creates opportunities for sharing knowledge, technology, and social values as well as intercultural knowledge and competence
This collaboration is between Russia, China, and the United States, this article focuses on the insights of students and faculty at The Chita Institute of Baikal State University and the University of Minnesota as these authors have embraced a research approach to their activities
Their students want to know first-hand how students from other countries see themselves, view students from other countries, and how this informs their disciplinary knowledge. Their students want to know if students worldwide have access to the same disciplinary knowledge and how their life experiences integrate with their disciplinary knowledge
Summary
The advantages for pursuing a global approach in undergraduate education are extensive. In Russia, internationalizing the curriculum and travel programs are under the umbrella of international academic-mobility programs for the purpose of interdisciplinarity and integration to overcome national isolation and acquire a global perspective [9]. This collaboration is between Russia, China, and the United States, this article focuses on the insights of students and faculty at The Chita Institute of Baikal State University and the University of Minnesota as these authors have embraced a research approach to their activities. IMID is a student-centered model developed to advantage students who were once marginalized in postsecondary education without disadvantaging students who enter the academy from a position of privilege or an understanding of the cultural capital needed to be successful
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