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May 12-13, 2022

Organized and hosted by Clarion University of Pennsylvania, PA (USA)

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Key information

  • Conference Dates: May 12-13, 2022
  • Early Bird Registration and Extended Abstract submission Deadline: September 30, 2021
  • Full Paper Submission Deadline: November 15, 2021
  • Email ID to contact conference chair: clarionconf2022@clarion.edu
  • Phone number: 814-393-2603

(International participants will get the letter of acceptance by Nov 30 (on request) to process their visa)

  • Results of full paper review returned to authors: Generally, within four weeks
  • Full conference registration fees due for presenters: December 25, 2021
  • Final Paper Submissions Deadline: February 25, 2022

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options and submission guidelines.

Registration Fee: $100 (Early Bird) or $150 (Regular)

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Put a ‘Quantity’ (1 paper submission = quantity 1) to make your payment after clicking the "Make a Payment" button below.

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  • Non-PASSHE participants will pay a discounted registration fee of $100 (Early Bird) or $150 (Regular), which will cover half-day training session on ‘Global Diversity and Inclusion in Higher Education’, training certificate, conference material, food (one welcome dinner and two lunches) and light breakfast with tea/coffee on two days of the conference, and conference certificate.
  • Clarion University and other PASSHE School participants are not required to pay the registration fee.
  • Additionally, there will be sightseeing/tour package similar to a wine/brewery trail in Pittsburgh on May 14 (Saturday), after the conference. Though it is not mandatory, conference attendees are encouraged to participate and spend a day to relax and enjoy the local wine/brewery trails on a self-payment basis.

The organizing committee of the two-day ‘International Conference on Global Diversity and Inclusion in Higher Education’ (ICGDI 2022) is inviting submissions for extended abstracts/full papers. All submissions will be double-blind peer reviewed to be selected for conference participation and publication in selected journals (TBD) or edited book (with an ISBN), or conference proceedings (with an ISBN) depending on editorial committee’s decision.

Background

In today’s globalized economy, educational, and social interactions with international students from different parts of the world can provide U.S. students with ‘real educational’ and ‘career’ benefits. International students make campuses and classrooms more vibrant and diverse, plus, it makes economic sense to have international students because for every 7 international students, 3 U.S. jobs are created or supported. About 1.1 million foreign students studied in U.S. in 2018-19 and contributed $44.7 billion to U.S. economy, along with supporting 460,000 jobs. More than 60% students manage funding on their own or their government, which enables schools to offer student aid to other students. Despite the above facts, it is found that many colleges and universities are not able to reach and support the diverse and underrepresented populations of international students, due to lack of awareness and training.

Additionally, despite the economic and social benefits of international students to a university, it is found that international students encounter adjustment difficulties such as culture shock, loneliness, anxiety, discrimination, loss of social support, language barriers, depression, homesickness, and academic adjustments. These factors impact student satisfaction negatively and influence student persistence, retention rates, and graduation rates. International students' satisfaction is linked to their satisfaction with the educational experience, academic success, satisfaction with college including administration, faculty, and campus. According to many studies, the experiences and social integration of international students affects their academic success with the faculty, classroom, and campus community. It is important that faculty members understand the cultural factors that influence the improvement of international students in higher education. It is the responsibility of universities to provide opportunities, resources, and programs to promote academic success for international students. In order to encourage international student's academic success; it is important that faculty members and advisors understand international student needs and prepare to meet students not only academically but also socially and culturally. Thus, this conference can be extremely helpful to fulfill the purpose of global inclusiveness. With an increasingly diverse student population enrolled in education systems, it is imperative that educators and administrators continue to strengthen their skills, knowledge and competencies in diversity, equity, and inclusion to ensure that global education is not only accessible, but designed to support all students.

Therefore, the purpose of this conference is to share ideas on the importance of global diversity and inclusion in higher education sector and to promote learning and training on this critical issue among faculty and students. The goal is to share knowledge, research findings, build community, and collaborate to advance international diversity, equity, and inclusion in global education and cultural exchange.

Submission Tracks and Sub-themes

There are four tracks covering the pedagogy and curriculum development, policies and programs, within the broad conference theme of ‘Global Diversity and Inclusion in Higher Education’. Each track has a list of sub-themes and helpful topics within each sub-theme as listed below: 

TRACK#1: Curriculum and Pedagogy:

This track focuses on the best practice of inclusive pedagogy in its narrow and broad sense. We encourage you to share the creative thinking that you use in developing new and /or innovative approaches to cultivating diversity and equity in classroom. This track has three sub-themes:

1. Inclusion for curriculum design:

  • Creating an inclusive program for traditionally marginalized and underrepresented learners, cultures, and communities 
  • Inclusive approach to course design: objectives and outcomes, lesson plans, and assessments
  • Strategies to set up an inclusive and diverse classroom, physical and virtual
  • Institutional resources and technological support for inclusive curriculum

2. Foreign language studies:

  • Role of foreign language studies in promoting global inclusion and cultural diversity in universities today
  • Institutional help to underrepresented learners, turning their backgrounds into learning resources
  • Foreign language proficiency affecting learners’ academic and professional opportunities
  • Higher educational institutions’ foreign language policies and their impact on institutional positioning and success

3. Interdisciplinary and cross-cultural collaboration

  • Connections between interdisciplinary approach and inclusive pedagogy
  • Building learning community across cultures and disciplines
  • Role of peer / team work for inclusive learning
  • Cultivating leadership with inclusion at its foundation

TRACK#2: Globalization and Cross-Cultural Inclusion

Higher education has been a driver of globalization, promoting opportunities for scholars, educators, and learners to visit, study, train, research, and work in other countries and around the world. Higher education should also lead the effort of inclusion, cultivating cross-cultural communication and advancing equity for educators and learners of various physical and socio-economic conditions as well as diverse cultural backgrounds: age, gender, ethnicity, race, sexuality, ideology, religion, and so on. Therefore, we would like to invite empirical and conceptual contributions with an aim to review and critique established definitions and practices of globalization and inclusion in higher education, or to propose new ideas on cross-cultural training and development for educational institutions. Through this conference participants would deeply explore the topic of cross-cultural inclusion with an emphasis on practical and actionable strategies that embrace anti-oppressive perspectives. The three sub-themes are:

1. Globalization impact in academia: Globalization is the practice of growing social interaction and connectivity among people around the world, creating economic, social, cultural, political, environmental, scientific and technological interdependence. This interdependence of globalization faces many challenges where adaptability and advanced strategies have shown to influence the success of academic institutions in the new millennium. This category will explore how globalization forces are reshaping higher education. Sub-themes to discuss include:

  • Strategies dealing with opposing ideologies and bridging gaps between value systems in educational setting
  • Economy and market competition divide as well as integrate institutions
  • Expanding global knowledge through international collaboration

2. Inclusion as a key component of diversity: Cultural competence refers to the knowledge, skills and awareness of cultural differences and similarities within, among and between groups. In our current times of globalization, it is important to translate this ‘competence’ into professional practice, so that all social groups are treated with respect and in recognition of their diversity. Topics of discussion to understand and explore cultural inclusion may include:

  • Identity issues: racial, ethnic, gender, sexual orientation, religious beliefs, and skills
  • The desire to fit in, causes the loss of individuality
  • Impact of social groups and majority privilege

3. Multilingualism and its significance for higher education. In today's multilingual, global world, people are communicating not only in English but also in a multitude of other languages. Words from other languages are incorporated in English like the Persian word airline Kiosk, the Indian word Namaste post a yoga workout or the Spanish word cafeteria. Authors are encouraged to explore and discuss how a bilingual or multilingual education have a positive impact on learning and learning outcomes. Sub-themes may include:

  • Internet Multilingualism: Languages vary in their structures, meanings and usage. Internet coding limitations of languages and their impact on communication
  • Post COVID pandemic online education drawbacks: Global disparities in access to internet. What does this digital divide mean to educators and learners in the age of globalization?
  • Generating a cosmopolitan education approach to support immigrant students

TRACK#3: High Impact Practices (HIPs) and Faculty Development

HIPs have been recognized as effective in promoting deep learning and learners’ engagement, particularly learning of and engagement in real-world issues of immediate significance. In other words, HIPs aim at an immersion of learning and living, through which students work to answer important questions that matter to them and to the world they live in, through research and cross-cultural experiences across the globe. It is, therefore, most logical for us to inquire how HIPs can contribute to global diversity and inclusion in higher education through training and instruction that enhances global competence and multicultural awareness among faculty members. That is sharing work on how faculty members can engage students in HIPs is at the core of this conference. Sitting at the table to discuss ways instructors can increase discussion, teaching, learning, research and assessment of topics that increase global understanding in and outside the classroom (in any field) in an informed and confident manner is crucial in forming global citizens. We must address the institutional needs to train faculty in identifying resources for HIPs, advising students on HIP opportunities and benefits, creating, teaching and directing HIPs as led by our own Faculty. In an effort to highlight practices that boost diverse, equitable and inclusive environments, this track encourages paper submissions that include the following three sub-themes:

1. HIP Best practices

This subtheme invites faculty to highlight materials, activities, assignments, cases, trips, art, or any other type of curricular or extracurricular work that has enhanced global competence in higher education. Subtopics to consider are:

  • Embedding international topics and discussions in our syllabi.
  • Undergraduate Research on International Topics
  • Engaging Students in Thinking Globally
  • Fostering (and Leading) Programs Abroad
  • Embedding inclusive perspective in HIP program design
  • Integrating global awareness and local needs for community-based learning, service learning, internship, and capstone course or project
  • Developing institutional, professional, and community connections

2. Faculty Professional Development

Participants are expected to share ways their institution, college or department has intentionally increased faculty training in areas of global competence or plans to do so. Aspects to consider are:

  • Best Practices on Internationalizing Faculty (in PASSHE or any other university systems).
  • Training for faculty to promote global awareness in student advising
  • Leading Programs Abroad
  • The Office of International Programs and International Faculty-Training

3. Research Abroad  

This subtheme invites faculty members to present research or creative collaboration that has to do with international or cross-cultural endeavors such as:

  • Building an International Scholarship Network
  • International Collaboration in Higher Education
  • Directing student research on international topics
  • Creating and teaching a course abroad

TRACK#4: Policies and Programs

Health, economic and geopolitical disruptions have a great impact on international education especially with regards to student mobility and enrollment. We would like to invite you to engage in studying and discussing the challenges and prospects of international education. This track has three sub-themes:

  1. Study Abroad Programs

Discuss and analyze the different facets of study abroad programs in general. Current challenges in the development and sustainability of a successful program at American institutions of different sizes. Sub-themes include, but are not limited to:

  • Partnerships with National/International Institutions
  • Advising and Support: Predeparture and Abroad
  • Program Development and Resilience
  • Faculty Involvement in Program Success
  1. International Student Recruitment

Present the recruitment of international students' strategic planning process as well as the policies and funding challenges that can impact international program success. Discussions of cultural, language, and diversity challenges as well as campus preparedness are welcomed, with the objective to successfully receive international students and maintain consistent and culturally-sensitive services and support. Sub-themes may include:

  • International Recruitment Strategic Policies and Planning
  • Undergraduate vs Graduate Program Recruitment Strategies
  • Partnerships with National/International Institutions
  • Campus Preparedness for International Students and their Families
  • On-campus/off-campus programs for diversity and integration
  • Funding Challenges
  • Faculty and Staff Development
  1. Technology Role in International Education

Most recently, Covid-19 pandemic has made a pedagogic shift in higher education. Communication and program delivery technologies have been challenged with difficulties as well as promises. Within this theme, authors are encouraged to study and discuss the role of technological advancement for possible international program development and delivery. Themes may cover:

  • Review of current and prospective educational technologies
  • Online Program Development and Delivery
  • Impacts of Distance Education on International Programs
  • Future Technologies in Online Education

Submit Extended Abstract/Full Paper/Final Paper OR Log In (LINK for registration and Submission)

Email ID to contact conference chair: clarionconf2022@clarion.edu
Phone number: 814-393-2603

Register Now

PPut a ‘Quantity’ (1 paper submission = quantity 1) to make your payment after clicking the "Make a Payment" button below.

Make Payment

Last Updated 8/23/21