Track: The Importance and Implications of HBCU Students Participating in International/Global Opportunities
Track co-chairs: Ms. Robin D. Butler, Coppin State University, email@example.com,
410-951-6170 (Office), 336/988-4385 (Mobile), and
Dr. Vaple I. Robinson, Coppin State University, Vrobinson@coppin.edu
According to the Institute of International Education, the number of U.S. college students studying abroad has nearly tripled in the 2011-12 academic year. Of the 283,332 students studying abroad, only about 5.3% are African American students compared to 76.4% Whites; 7.7% Asians; and 7.6% Hispanics. The small number of African American participants indicates the need to recruit and market the idea of global education to more African American students, especially in Historically Black Colleges and Universities (HBCU) settings. While most universities struggle financially, HBCUs struggle even more to keep the balance between resource attainment and sustainment to offer students opportunities to study abroad.
There is an overwhelming need for HBCUs to define their niche’ in the global arena and to help their students adapt to the idea of global enterprise. Not many students are aware of the impact of global learning and they may not understand the process. While implications still exist in early stages of HBCUs adapting to this new market, administration and faculty must create a learning environment that transcends beyond the traditional localized learning community. Given the current statistics, it is imperative that HBCU students embrace global learning pedagogy since the world can now be reached by the click of a button.
We invite papers on your experiences in dealing with the challenge of globalizing your program.
October 31, 2014 – Proposals
November 15, 2014 – Paper drafts (for review)
November 21-22 Paper presentations at the conference
January 15, 2015 – Revised papers
March 15, 2015 Publication