Larry A. Braskamp

Assessing Individuals' Global Perspective.

This article introduces the Global Perspective Inventory (GPI), a survey instrument that measures participants’ global perspective in terms of cognitive, intrapersonal, and interpersonal domains—each in terms of both development and acquisition. A summary of the recent research on the GPI is provided along with a discussion of potential uses.

Internationalization in Higher Education: Four Issues to Consider

I am very pleased to write this column for the Journal of College an Character, a journal that has had an influential history in addressing issues that many of us in student affairs have always been passionate about–holistic student development, integration of the mind and heart, self identity, engagement in the world, experiential learning, values, and spirituality. I now suggest that we include internationalization in our thinking and actions as educators. How do we guide and challenge students to live productively and meaningfully in a more pluralistic and diverse world? In my travels to many campuses over the past few years, I receive whole hearted agreement and strong commitment, especially from presidents and boards of trustees that we in U.S. universities must better prepare students to be global citizens. But what does this “preparation” mean and how can we create an environment on campus and beyond that effectively fosters holistic global learning and development?

Being Effective Interventionists to Foster Student Global Citizenship

If we are to be mentors to students on their journey, we first need to decide what students are to be and become in developing a global perspective. We then can create interventions–programs, courses, experiences–for students on campus and beyond the campus that will be the most effective. Research on how and what influences character development and working principles for creating an effective environment for students to become global citizens are presented.

Three "Central" Questions Worth Asking

Today’s students are not alike. However, regardless of their primary predisposition, traditional undergraduate students grow and develop during college responding to three different questions: How do I know? Who am I? and How do I relate to others?

Reducing Stress for New Faculty at Church-Related Colleges and Universities

SUMMARY New faculty in church-related institutions can struggle with many stresses (e.g., meeting expectations, lack of collegiality, time restraints, balance of work and their contributions to their discipline, and balance of work and non-work activities). In addition, these faculty members are being asked to develop students holistically within a campus community and also to share their talents by being engaged in multiple external communities, as well. Since there is very little or no graduate preparation for these new faculty, it is important for them to understand the mission and identity of the institution and become engaged in its community by taking part in faculty development activities to receive clear expectations about their contributions, thereby reducing stress. Also colleges need to design an assessment program that simultaneously fosters the development of faculty and fulfills the mission of the institution, by looking at worth, as well as merit.

Using a Measure of Student Holistic Development for Quality Assurance

Engineering is a global profession and engineering education has been charged to prepare engineers accordingly. Students’ knowledge and acquisition of technical skills in the field of engineering are necessary but insufficient in the preparation of future engineers. Personal and interpersonal skills and attitudes are also worthy and essential requirements in the preparation of engineers. Professional and other accrediting and Quality Assurance agencies which have the responsibility for the Quality Assurance of engineering programs are asking institutions to be held accountable for meeting these expanded and inclusive requirements. However, dimensions and domains of student and human development are some of the more difficult to be assessed, and are thus not well represented in the arsenal of instruments and strategies that focus on student development, more broadly defined. This chapter describes the work done in constructing an instrument, the Global Perspective Inventory that assesses students’ progress in their journey in becoming global citizens.

The Centrality of Student Development in the Life of Faculty at Church and Faith Related Colleges and Universities

Larry Braskamp and Robin Remich of Loyola University explore the role of faculty in helping students to address questions of religion and spirituality and how faculty leadership with curricular, pedagogical, and governance activities can reinforce the integration of faith and learning.

Professors as Leaders: Being Open and Teachable

Professors are considered leaders because they enjoy a formal authority within the academy. But they are more apt to be effective leaders if they view themselves as having a unique voice among many voices, share their voice and encourage others to express their views and perspectives within a community of challenge and support, and demonstrate openness to new ideas and viewpoints of those with whom they interact–students and colleagues.

Fostering Holistic Student Development: Perspectives of Chief Academic Officers

The social and intellectual life on campus is changing with increasing multicultural and interfaith diversity. Colleges have new opportunities to play an important role in addressing the spiritual, faith and religious development of students.