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Transformative Dialogues - Volume 11 Issue 3

Transformative Dialogues: teaching and learning eJournal

Volume 11, Issue 3, December 2018

Transforming Global Partnerships

Increasingly, as a society we participate in joint research and teaching activities, which include global exchange of students, staff, and faculty. Engaging in this work helps identify and address topics with worldwide importance. In this special issue, we showcase examples of international experiences that demonstrate making a positive impact, collaboration, reciprocity, and/or social responsibility. This includes undergraduate and graduate level experiences, programs, and partnerships.

These articles are available as .pdf files.
You can download the .pdf reader from: http://get.adobe.com/reader/

 

Articles, Essays, and Reflections

Virtual Exchange between Cross-Cultural Teams: A Sustainable Path to the Internationalization of College Courses - Massimo Verzella, Pennsylvania State University

Intercultural Technology-Based Collaboration: Engaging U.S. and South African Preservice Teachers in Virtual Research Teams to Generate Solutions to Local Environmental Issues - Elizabeth Crawford, University of North Carolina Wilmington, Les Meiring, Nelson Mandela University

Critical friendship revisited: The complexities of graduate student advising across cultural contexts - Vachel Miller, Appalachian State University

A Class Without a View: A Cross-Cultural Challenge to Assumptions about Learning - Mary Catherine Fenton, Western Carolina University, Miklos Peti, Károli Gáspár University

Teacher Candidate Reflections and Perceptions on a Service-Learning Project Working with Children with Disabilities on a Family Island in the Bahamas - Claire Verden, West Chester University, Corinne Murphy, Western Kentucky University

Undergraduate Student’s Reflections on Teaching Agricultural Education Abroad: An Opportunity for Soft Skill Development  - Eric Rubenstein, Nick Fuhrman, University of Georgia, Athens, CAES Campus, Dennis Duncan, Tennessee Technological University, Nathan Conner, University of Nebraska

Shouldn’t We Expect More From Case-Based Learning? The Transformative Potential of Multidisciplinary Frameworks in Sustainability Education - Isabelle J. Giraudou, The University of Tokyo, Thomas T. Lennerfors, Uppsala University, Jonathan R. Woodward, The University of Tokyo

Health and Wellness Innovation Embedded in an International Study Abroad Experience - Melissa J. Geist and Cary Cass. Tennessee Tech University

Perpetual Translation: Conveying the Languages and Practices of Student Voice and Pedagogical Partnership across Differences of Identity, Culture, Position, and Power - Alison Cook-Sather, Bryn Mawr College

The Jaguar Walk: Reflections from the Amazon Field School - Lee Beavington, Kwantlen Polytechnic University

“Take Me to the River”: Mapping Global Flows from Crayons to Connections - Jean D. Kirshner, Colorado State University, George Kamberelis, Western Colorado State University

Transformative Global Pediatric Nursing Education: International Mentoring Partnership - Sharon Elizabeth Metcalfe, Western Carolina University

Reflections from Brazil: Improving International Research Experiences for Graduate Students - Lisa Jasinski, Trinity University, Coreen W. Davis, The University of Texas at Austin

Historia Reimagined: Storytelling and Identity in Cross-Cultural Educational Development - Laura Cruz, Penn State, Ann Manginelli, Tennessee Tech University, Michele A, Parker, University of North Carolina Wilmington, Harriett Strahlman, Dalton State College


Copyright remains with the creator(s) except for this particular electronic publication.

Permission is granted to Share - to copy, distribute and transmit the work under the following conditions:
Attribution - You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work);
Non-commercial - You may not use this work for commercial purposes;
No Derivative Works - You may not alter, transform, or build upon this work.

With grateful thanks to all of the Reviewers for this Issue:

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ISSN 1918-0853