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Friday, March 16 • 2:30pm - 3:00pm
Leading from the Middle: Lessons Learned from Developing Awareness of and Competency for Globally Networked Learning among Faculty, Staff, and Students at York University

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With the support of an Academic Innovation Fund (AIF) grant, colleagues at York University formed a project team to begin the task of embedding Globally Networked Learning (GNL) pedagogy at the university. This Provost-driven initiative required a strong focus on mobilizing faculty through the work of an external project team, who represented a diverse yet lateral structure of positions and influence within the institution. While many similar initiatives at the institution related to experiential learning and eLearning, for example, often begin at and are driven by a top down approach in the institutional hierarchy, the GNL project team at York experienced a unique collection of successes and barriers in initiating, facilitating, championing, and assessing a pan-university initiative by attempting to mobilize and inspire from within rather than leading from above.
The York University GNL project began with a concurrent effort to complete a needs analysis and build meaningful relationships to identify possible initial challenges and important gaps in awareness, resources, or support. Our approach was informed, in part, by similar initiatives at other institutions including Cégep de Sherbrooke (Boîte à outils pour l’internationalisation d’un programme d’études, Cégep de Sherbrooke, n.d.)Through a series of intensive workshops, meetings, and consultations, the GNL project team facilitated opportunities for professional development and inter-faculty dialogue that emphasized an attempt to integrate GNL into both the culture and practice of the institution to promote the teaching and development of global competencies (Framework for 21st Century Learning ). This session will explore the benefits and barriers to a ‘leading from the middle’ approach to the integration of GNL pedagogy that relied heavily on buy in and the convening of institutional champions to advance strategic priorities without the regular or highly visible support of the institutional colleagues who hold a high stake in their execution. A model for exploring this method as either complementary to more traditional approaches to integrating GNL into curriculum or as a primary means of introducing GNL will be discussed, including lessons learned and recommendations for similar project teams.


Lisa Endersby

Educational Developer, York University

Friday March 16, 2018 2:30pm - 3:00pm EDT
Great Hall FIT Conference Venue