Directing , Discussing , and Delegating , with each ‘D’ representing a unique style of facilitating learning. An iterative approach to education, which ultimately contests students to derive the challenging questions themselves, and become arbiters of their own learning.
Published in Chapter:
Fostering Global Citizenship in Higher Education: Development of an International Course in Global Health
Lee Stoner (Massey University, New Zealand), Lane Perry (Western Carolina University, USA), Daniel Wadsworth (Massey University, New Zealand), Mikell Gleason (University of Georgia, USA), Michael A. Tarrant (University of Georgia, USA), Rachel Page (Massey University, New Zealand), and Krystina R. Stoner (University of Georgia, USA)
Copyright: © 2016
|Pages: 22
DOI: 10.4018/978-1-5225-0169-5.ch016
Abstract
Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.