The Power of One: Theories, Strategies and Case Studies in Internationalizing the Student Experience

About the Anthology

This collection, to be published by the University of Minnesota Libraries publishing initiative (https://www.lib.umn.edu/services/publishing), will demonstrate the “Power of One.” As coined by Gayle Woodruff, the “Power of One” focuses on one international educator working on international curriculum integration, starting with small-scale changes.  These small changes are shared with colleagues, are built upon, and so lead to small changes across the curriculum;  eventually, Woodruff argues, these small changes lead to transformed programs.  

Transformed programs lead to transformed minds that are not only open to ideas/worldviews/ways of thinking that are different from their own, but minds that seek out ideas/worldviews/ways of thinking that are different from their own because they recognize the strength that comes from multiple perspectives.  By creating transformed minds, we create the world we want to see, one that embraces the values and perspectives of the United Nations Sustainable Development Goals and the idea of “nothing about us, without us” at the core of international and global work.  

Call for Papers for the Anthology

The Power of One will be explored in five levels of scholarly and pedagogical work in international education.  We seek papers in these areas:

• The developments of networks in international education. International education requires international participation:  it requires 

• sharing insights across national lines, and

• testing insights in international and inter-institutional collaboration.

We are looking for submissions that share (a) stories of, (b) critical and theoretical perspectives on, or (c) empirical research about partnerships and networks in international education.

• In our section on redefining pedagogy, we address two arenas 

• in the growth of study abroad programs and 

• in the growth of internationalized curricula for students who never leave campus.  

We are looking for submissions that share (a) stories of, (b) critical and theoretical perspectives on, or (c) empirical research about teaching and administering study abroad programs or internationalized courses.

• In our section on redefining cultural competencies, we begin with the University of Minnesota’s definition of a globally competent staff, students, and faculty, ready to solve problems from 

• An intercultural perspective

• An international perspective

• A global perspective.

We are looking for submissions that share (a) stories of, (b) critical and theoretical perspectives on, or (c) empirical research about faculty, staff, and student development in these three competencies.  We are especially interested in pieces that explore the differences between education for cultural competence and for cultural humility.

• In a section on ethics, we ground our work in the ethical imperatives created by the United Nations’ Sustainable Development Goals, as students create the world they want to live in.  

We are looking for submissions that share (a) stories of, (b) critical and theoretical perspectives on, or (c) empirical research about faculty, staff, and student development in the SDGs, developing ethical responsibility and agency for building a sustainable world.

• Finally, we end with a look at what we are calling a “Minnesota Model” for internationalized teaching and learning, built upon a cohort program for faculty development.  

• We are looking for submissions that share stories of, critical and theoretical perspectives on, or empirical research about the ITL program at Minnesota.  We are also interested in programs that have developed in other institutions and in disciplines other than International Education that use the “Minnesota” or “ITL” model.

Timeline

Proposal Due Date October 1, 2023

Paper Draft Due Date December 31, 2023  

We are working toward a Winter 2024/Spring 2025 publication date.

For more information, email dbeard@d.umn.edu

About the Editors

Dr. Katy Chapman is an Associate Professor of Biology and Environmental Sciences and serves as the Director of Sustainability at the University of Minnesota Crookston.  She has published in several journals including the Journal of Environmental Quality, Agronomy Journal, Soil Science, Ecological Engineering, Chemosphere, Botany Research Journal, Bioresource Technology, to name a few.  Chapman has also been recognized by UMN Crookston many times with the 2020 Distinguished Faculty Service Award, 2017 Distinguished Scholar Award, 2017 Outstanding Support for International Students, and at the University of Minnesota with the 2016 C. Eugene Allen Award for Innovative International Initiatives; she is also an educator with the Institute on the Environment at the University of Minnesota.  She has also not only been a participant in the University of Minnesota’s Internationalizing Teaching and Learning Cohorts but has also served as a mentor to other faculty in this program a number of times and been an International Teaching and Learning Fellow.  Through these activities Chapman internationalized not only her classes, but also both the Environmental Science and Biology Programs at the University of Minnesota Crookston.  

Dr. David Beard is Professor of Rhetoric at the University of Minnesota Duluth.  He has published in the International Journal of Listening, Philosophy and Rhetoric, Southern Journal of Communication, and Enculturation, among other venues. With Richard Enos, he co-edited Advances in the History of Rhetoric (Parlor Press). With Heather Graves, he co-edited The Rhetoric of Oil (Routledge).  Like Chapman, he has won awards for advising and for teaching at the University of Minnesota Duluth and been a participant in the University of Minnesota’s Internationalizing Teaching and Learning Cohorts, a mentor to other faculty in this program, and an International Teaching and Learning Fellow;  he is also a Fellow with the Institute on the Environment at the University of Minnesota.  Beard is most proud of internationalizing courses that students don’t expect to internationalized, integrating international perspectives into courses in the history of literacy, in board game design, and on Minnesota writers. 

About UMN Publishing Services

Our Publishing Services align with the University’s land-grant mission of "promoting access to higher education and collaborating to advance knowledge benefiting communities, the state, and world." The core principles of the Libraries’ Publishing Services are:

• We believe the Libraries serves as a critical, central resource for publishing expertise on campus and our essential services should be offered without charge.

• We support scholars by contributing quality, scholarly works to the public commons through open access publishing.

• We practice transparent production processes in order to promote critical understanding of the publishing landscape’s range of production and economic models.

• We support intellectual freedom by keeping the means of production in the hands of scholars.

• We seek to create partnerships on campus and beyond, to help shape the future of scholarly publishing.

• We support innovative publications and scholarly experimentation grounded in widely-used standards and time-proven practices.

• We believe that the scholarly ecosystem works best when creators retain their copyright.

• We leverage replicable and scalable tools and services to support the economic sustainability of common publishing activities on campus.

• We work to decrease the cost of higher education for students through the production and integration of open content into course curriculum.

• We provide leadership to the broader library publishing professional community on developing new models of scholarly publishing.