{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/17076"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/17076","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Internationalization of the Curriculum: An Analysis of Three Traditions Using Illustrative Example of Global Water Issues","abstract":"As a result of a push for increasing internationalization efforts, institutions of Higher Education in the U.S. have begun promoting a wide range of efforts toward campus internationalization. This study has looked at three traditions of these internationalization efforts to examine the potentials and pitfalls of the various approaches. These include an information-based, an experiential and a spatial approach. These modes of engagement are examined through the lens of a set of epistemic virtues, meant to complexify and deepen the meaningfulness of the experience, which include historicity, relationality, reflexivity, criticality and imagination. The first part of the study looks at an information-based approach, through an analysis of two lesson plans. The other two traditions are examined through case studies in practice. The first case study involves a study tour which focused both on issues of water, but also on issues of study abroad as well. The second case involved an on-campus elective undergraduate course that I taught called ‘Understanding Global Water Issues’. What this study shows is that effective internationalization must occur at multiple levels and that these levels can reinforce one another. However, an ‘add-on’ approach to internationalization without a comprehensive plan or structure and without elements of criticality will not be as effective, and has greater potential to be ‘mis-educative’, which in turn closes down future possibilities to engage and learn. Finally, the mode of internationalization efforts is, in the end, not the primary issue, so much as the purposes and the processes involved.","abstract_html":"As a result of a push for increasing internationalization efforts, institutions of Higher Education in the U.S. have begun promoting a wide range of efforts toward campus internationalization. This study has looked at three traditions of these internationalization efforts to examine the potentials and pitfalls of the various approaches. These include an information-based, an experiential and a spatial approach. These modes of engagement are examined through the lens of a set of epistemic virtues, meant to complexify and deepen the meaningfulness of the experience, which include historicity, relationality, reflexivity, criticality and imagination. The first part of the study looks at an information-based approach, through an analysis of two lesson plans. The other two traditions are examined through case studies in practice. The first case study involves a study tour which focused both on issues of water, but also on issues of study abroad as well. The second case involved an on-campus elective undergraduate course that I taught called ‘Understanding Global Water Issues’. What this study shows is that effective internationalization must occur at multiple levels and that these levels can reinforce one another. However, an ‘add-on’ approach to internationalization without a comprehensive plan or structure and without elements of criticality will not be as effective, and has greater potential to be ‘mis-educative’, which in turn closes down future possibilities to engage and learn. Finally, the mode of internationalization efforts is, in the end, not the primary issue, so much as the purposes and the processes involved.","abstract_has_math":false,"creators":["Lamers, Nicole A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Darder, Antonia","Johnston-Parsons, Marilyn A.","Peters, Michael A.","Rizvi, Fazal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08","date_published":"2010-08","updated_at":"2026-07-22T22:25:09Z","subjects":["Global Studies","Internationalization of Education","Global Water Issues","Global Pedagogy"],"languages":["en"],"rights":["Copyright 2010 Nicole Alane Lamers"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/17076","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darder, Antonia","Johnston-Parsons, Marilyn A.","Peters, Michael A.","Rizvi, Fazal"]},{"key":"dc:creator","label":"Author","values":["Lamers, Nicole A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2010-08","2010-08-31T20:31:29Z","2012-09-07T16:43:41Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Global Studies","Internationalization of Education","Global Water Issues","Global Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2010 Nicole Alane Lamers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/17076"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As a result of a push for increasing internationalization efforts, institutions of Higher Education in the U.S. have begun promoting a wide range of efforts toward campus internationalization. This study has looked at three traditions of these internationalization efforts to examine the potentials and pitfalls of the various approaches. These include an information-based, an experiential and a spatial approach. These modes of engagement are examined through the lens of a set of epistemic virtues, meant to complexify and deepen the meaningfulness of the experience, which include historicity, relationality, reflexivity, criticality and imagination. The first part of the study looks at an information-based approach, through an analysis of two lesson plans. The other two traditions are examined through case studies in practice. The first case study involves a study tour which focused both on issues of water, but also on issues of study abroad as well. The second case involved an on-campus elective undergraduate course that I taught called ‘Understanding Global Water Issues’. What this study shows is that effective internationalization must occur at multiple levels and that these levels can reinforce one another. However, an ‘add-on’ approach to internationalization without a comprehensive plan or structure and without elements of criticality will not be as effective, and has greater potential to be ‘mis-educative’, which in turn closes down future possibilities to engage and learn. Finally, the mode of internationalization efforts is, in the end, not the primary issue, so much as the purposes and the processes involved.","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2010-07-14T22:15:04Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 3 GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5)","Made available in DSpace on 2010-08-31T20:31:29Z (GMT). No. of bitstreams: 5 Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5) 1_Lamers_Nicole.pdf: 728739 bytes, checksum: 4a23673c0a897b6b924b881b28a5c69b (MD5) GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) license.txt: 4061 bytes, checksum: e578668b33e032a75480efcaca24ac7b (MD5)","Item marked as restricted to the 'Administrator' Group (id=1) by William Ingram (wingram2@illinois.edu) on 2010-08-31T20:32:58Z Item is restricted until 2012-08-31T20:32:49Z","Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2012-09-07T16:43:41Z Item was in collections: University of Illinois Dissertations and Theses (ID: 204) College of Education Dissertations and Theses (ID: 434) No. of bitstreams: 7 Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5) 1_Lamers_Nicole.pdf: 728739 bytes, checksum: 4a23673c0a897b6b924b881b28a5c69b (MD5) GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) license.txt: 4061 bytes, checksum: e578668b33e032a75480efcaca24ac7b (MD5) WaterOrg HighCurricFULL.pdf.txt: 109603 bytes, checksum: 2fd8b3b90cb46765db22f082d0bfd8c9 (MD5) GotWaterArticle.pdf.txt: 30134 bytes, checksum: 5a4e135380d4c9ed0fa9f324bde35072 (MD5)","Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2012-09-07T16:43:41Z"]},{"key":"dc:title","label":"Title","values":["Internationalization of the Curriculum: An Analysis of Three Traditions Using Illustrative Example of Global Water Issues"]}]}],"canonical_facts":{"dc:contributor":["Darder, Antonia","Johnston-Parsons, Marilyn A.","Peters, Michael A.","Rizvi, Fazal"],"dc:creator":["Lamers, Nicole A."],"dc:date":["2010-08","2010-08-31T20:31:29Z","2012-09-07T16:43:41Z"],"dc:description":["As a result of a push for increasing internationalization efforts, institutions of Higher Education in the U.S. have begun promoting a wide range of efforts toward campus internationalization. This study has looked at three traditions of these internationalization efforts to examine the potentials and pitfalls of the various approaches. These include an information-based, an experiential and a spatial approach. These modes of engagement are examined through the lens of a set of epistemic virtues, meant to complexify and deepen the meaningfulness of the experience, which include historicity, relationality, reflexivity, criticality and imagination. The first part of the study looks at an information-based approach, through an analysis of two lesson plans. The other two traditions are examined through case studies in practice. The first case study involves a study tour which focused both on issues of water, but also on issues of study abroad as well. The second case involved an on-campus elective undergraduate course that I taught called ‘Understanding Global Water Issues’. What this study shows is that effective internationalization must occur at multiple levels and that these levels can reinforce one another. However, an ‘add-on’ approach to internationalization without a comprehensive plan or structure and without elements of criticality will not be as effective, and has greater potential to be ‘mis-educative’, which in turn closes down future possibilities to engage and learn. Finally, the mode of internationalization efforts is, in the end, not the primary issue, so much as the purposes and the processes involved.","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2010-07-14T22:15:04Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 3 GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5)","Made available in DSpace on 2010-08-31T20:31:29Z (GMT). No. of bitstreams: 5 Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5) 1_Lamers_Nicole.pdf: 728739 bytes, checksum: 4a23673c0a897b6b924b881b28a5c69b (MD5) GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) license.txt: 4061 bytes, checksum: e578668b33e032a75480efcaca24ac7b (MD5)","Item marked as restricted to the 'Administrator' Group (id=1) by William Ingram (wingram2@illinois.edu) on 2010-08-31T20:32:58Z Item is restricted until 2012-08-31T20:32:49Z","Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2012-09-07T16:43:41Z Item was in collections: University of Illinois Dissertations and Theses (ID: 204) College of Education Dissertations and Theses (ID: 434) No. of bitstreams: 7 Lamers_Nicole.pdf: 631512 bytes, checksum: e121d74ee96f953552f01b14e165b6e3 (MD5) 1_Lamers_Nicole.pdf: 728739 bytes, checksum: 4a23673c0a897b6b924b881b28a5c69b (MD5) GotWaterArticle.pdf: 102523 bytes, checksum: 69ba29db11260f085588c728b8b1cfd4 (MD5) WaterOrg HighCurricFULL.pdf: 340709 bytes, checksum: da22d1a7a0570c9309f5e278db1ee7da (MD5) license.txt: 4061 bytes, checksum: e578668b33e032a75480efcaca24ac7b (MD5) WaterOrg HighCurricFULL.pdf.txt: 109603 bytes, checksum: 2fd8b3b90cb46765db22f082d0bfd8c9 (MD5) GotWaterArticle.pdf.txt: 30134 bytes, checksum: 5a4e135380d4c9ed0fa9f324bde35072 (MD5)","Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2012-09-07T16:43:41Z"],"dc:identifier":["http://hdl.handle.net/2142/17076"],"dc:language":["en"],"dc:rights":["Copyright 2010 Nicole Alane Lamers"],"dc:subject":["Global Studies","Internationalization of Education","Global Water Issues","Global Pedagogy"],"dc:title":["Internationalization of the Curriculum: An Analysis of Three Traditions Using Illustrative Example of Global Water Issues"],"thesis:degree_discipline":["Educational Policy Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:09Z"}