MA in International Education
For institutions of higher education, addressing and assessing global competence has become a priority in recent years. Colleges and universities across the United States and around the world are increasingly preparing students to be responsible and effective global citizens by creating and implementing comprehensive internationalization plans. One popular framework has been created by the American Council on Education, whose target areas include articulated institutional commitment; administrative leadership, structure, and staffing; curriculum, co curriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships (American Council on Education, 2012). Universities have used this framework to assess their campuses’ current initiatives and to create an articulated plan for achieving and measuring outcomes.
Marlboro College, a small four-year liberal arts school in southern Vermont, currently does not have a formal comprehensive internationalization strategy. However, services for international students, mobility opportunities for faculty, staff, and students, and funding opportunities for international initiatives all exist to some degree at Marlboro College. This capstone draws together these international offerings and will discuss the strengths and shortcomings in the current model, analyze newly evolving efforts in the college’s strategy to internationalize, and propose new strategies that will further Marlboro's efforts to brand itself as a globally-minded and diverse community. By fully analyzing Marlboro's current offerings, highlighting the diverse faculty, and identifying key improvements, the college's administrators and new president will be able to put a comprehensive plan into action.
Education | Educational Assessment, Evaluation, and Research
Strassman, Margaret, "A Comprehensive Internationalization Analysis of Marlboro College" (2016). Capstone Collection. 2865.