Global Scholars Leadership Program

Global Street Party 2019

The Global Scholars Leadership Program prepares students for professional lives in an interconnected world. Students pursue an international studies track, focus on a specific region, or explore an academic topic of global significance.

The Global Scholars Leadership Program is a cohort program organized and supported by the Office of International Education. Students in this program will receive a Global Scholars distinction at graduation as well as a notation on their academic transcript. Students also have access to a travel stipend for study abroad and the option to obtain a Global Seal of Biliteracy by completing additional language study.

Eligibility:  Students can apply in the second semester of their first year at Emory & Henry College.

Application Deadline:  March 1 

Notification Date:  April 1

We can accommodate up to 15 students per year.

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Global Scholar Program Requirements

Additional Information

  • Program Implementation

    All students in the second semester of their first year are invited to apply to the Global Scholars Leadership Program (GSLP). Applications will be due by March 1. Students will be notified of their status by April 1.

    The IE Committee and Global Ambassadors review the applications and conduct virtual interviews for acceptance into the program. Once accepted into the GSLP, students enroll in one-credit of GLBL 100 in their first semester. Students complete an e-portfolio where they post all of their work related to the GSLP. Students complete an annual report summarizing their progress in the program.

    Although the program is meant primarily for cohorts of sophomore students, if space is available, current students may apply for the GSLP no later than the first semester of their second year.

    A stipend for study abroad is available after the student has completed at least two full semesters or one semester for students who transfer in 60 or more credit hours.

    In order to receive a Global Scholars Leadership distinction on their transcript and diploma, students must meet all of the requirements by March 1 for spring graduation and October 1 for fall graduation.

    Program / Track: Global Scholar Leadership Program
    Fall Semester of Sophomore Year GLBL 100 
    Foreign Language I (unless taken earlier)
    Global Street Party
    Study Abroad Fair
    Lyceum Program
    Spring Semester of Sophomore Year Global Academic Course
    Foreign Language II (unless taken earlier)
    Lyceum Program
    Global Street Party Committee or other event committee
    Fall Semester of Junior Year Possible - Study Abroad & GLBL 200 
    Foreign Language III (or take abroad)
    Global Academic Course
    Global Street Party
    Study Abroad Fair
    Lyceum Program
    International Student Global Buddy Program
    Spring Semester of Junior Year Possible - Study Abroad & GLBL 200
    Foreign Language IV (or take abroad)
    Lyceum Program
    Global Street Party Committee or other event committee
    Global Academic Course
    International Student Global Buddy Program
    Fall Semester of Senior Year GLBL 300 
    Foreign Language - if pursuing Biliteracy Seal
    Global Academic Course
    Global Street Party
    Study Abroad Fair
    Lyceum Program
    International Student Global Buddy Program
    Year 3 - Spring Semester of Senior Year GLBL 300
    Foreign Language - if pursuing Biliteracy Seal
    Lyceum Program
    Global Street Party Committee or other event committee
    International Student Global Buddy Progra

    Finish requirements by March 1 for spring graduation; October 1 for fall graduation

  • Financial Resources

    Global Scholars receive a stipend of $1500 to use for study abroad/international internships - either semester abroad or short-term. Students must complete the equivalent of two full semesters at Emory & Henry College before having access to the stipend. Students who transfer in 60 or more credits can apply for the program, and must complete at least one semesters at Emory & Henry before they have access to the stipend.

  • Learning Objectives & Outcomes

    The Global Scholars Leadership Program is offered to all majors as a way to provide students with a competitive advantage in the world marketplace. The curricular components of the program allow students to engage in global affairs in the classroom, facilitating the development of cultural fluency and global awareness; the co-curricular components of the program engage the student outside the classroom, helping them to feel part of a cohesive group on campus.

    The study abroad component provides the opportunity to work closely with individuals from a variety of backgrounds and cultures, as does working with international students on campus. Learning an advanced level of a foreign language provides exposure to other cultures and ways of thinking, enhancing the liberal arts education and global citizenship mission of Emory & Henry. The leadership components of the program empower students and provide them with leadership skills that serve them well in any profession.

    A global scholar leader develops experiences and skills that are sought by employers in the 21st century. The program will be of particular interest to students in Business, International Studies, Politics, Law & International Relations, Foreign Languages, Sociology, Economics, Psychology, and Pre-health.

    Learning Objectives & Outcomes

    After completing the Global Scholars Leadership Program, students should be able to

    1. Identify and appreciate diversity in cultures, languages, politics, and belief systems. (courses in modern languages, social science, CORE 300, religion, humanities, Lyceum programs, and GLBL 100)
    2. Describe and analyze the meaning of being a global citizen including global interdependence, social responsibility, and shared human rights. (CORE 300 and global citizenship assessment)
    3. Demonstrate cultural fluency and promote good will through personal interactions and cultural exchange both in the campus community and abroad. (through co-curricular, community, and study abroad experiences)
    4. Apply global leadership skills to support their personal and professional goals and enhance their competitiveness in the 21st century job market. (leadership roles, professional development, career center workshops, resume/cv development)
    5. Develop intercultural competence to practice lifelong global citizenship by living, communicating, and operating within different cultural and linguistic systems. (study abroad & language courses)
    6. Implement their problem-solving and critical thinking skills while considering the human experience throughout the world. (study abroad, leadership roles, CORE 300, language courses, community outreach)
  • How does the Global Scholars program prepare students for the professional world?

    Emory & Henry College students must be prepared for the world of work in the 21st century. Research by the American Association of Colleges & Universities (AAC&U), the National Association of Colleges & Employers (NACE) Career Readiness Key Competencies, the American Council on the Teaching of Foreign Languages, American Council on Education (ACE), and the Bureau of Labor Statistics indicated that university graduates who have cultural fluency, multicultural experience, and knowledge of a second language have a competitive advantage in the 21st-century employment marketplace.

    Students who are educated as global citizens are more likely to engage in behaviors that reflect intergroup empathy, social responsibility, and environmental sustainability, and are less likely to exhibit prejudice and intolerance.

    Demand for Global Citizens in the Workplace

    The American Association of Colleges & Universities sponsored two surveys in 2018—one of 501 business executives at private sector and nonprofit organizations and another of 500 hiring managers whose current job responsibilities include recruiting, interviewing, and/or hiring new employees. Results indicate that these employers are more likely to hire employees with:

      Executives Hiring Managers
    Teamwork skills with diverse groups 77% 87%
    Applied knowledge in real-world settings 76% 87%
    Projects in the community with people from diverse backgrounds 72% 83%
    Study Abroad 54% 47%

    Global Learning Outcomes increased in importance for employers from 2014 to 2018

    The ability to analyze and solve problems with people of different backgrounds and cultures increased from 56% to 65%.

    Global Learning Skills that Employers Value in 2018

    Skill Percentage
    Ability to effectively communicate orally 90%
    Ethical judgment and decision making 84%
    Ability to work effectively in teams 87%
    Can apply knowledge to real-world settings 87%
    Ability to analyze and solve complex problems
    75%

    NACE (National Association of Colleges & Employers) Career Readiness Key Competencies

    The Global Scholars Leadership Program incorporates the acquisition and practice of these skills:

    • Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in this process and may demonstrate originality and inventiveness.
    • Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively.
    • Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict.
    • Digital Technology: Leverage existing digital technologies ethically and efficiently to solve problems, complete tasks, and accomplish goals. The individual demonstrates effective adaptability to new and emerging technologies.
    • Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.
    • Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes.
    • Career Management: Identify and articulate one’s skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace.

    Global/Intercultural Fluency: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals’ differences.

    The Value of a Second Language

    A survey conducted by Ipsos Public Affairs for the American Council on the Teaching of Foreign Languages (ACTFL) indicated that:

    • 9 out of 10 U.S. employers rely upon U.S.-based employees with second language skills (other than English)
    • The need for employees with foreign language skills has increased over the past five year and 56% of employers project it will grow
    • Job postings for bilingual workers more than doubled between 2010 and 2015
    • 34% of employers report that their employees are unable to meet the current demand for foreign language skills resulting in business and opportunity loss.

    In addition:

    • Students who are educated as global citizens are more likely to engage in behaviors that reflect intergroup empathy, social responsibility, and environmental sustainability, and are less likely to exhibit prejudice and intolerance.
    • The American Council on Education (ACE) Blue Ribbon Panel on Global Engagement emphasized the responsibility within higher education for the development of graduates as globally informed citizens, stating, “It is the obligation of colleges and universities to prepare people for a globalized world, including developing the ability to compete economically, to operate effectively in other cultures and settings, to use knowledge to improve their own lives and their communities, and to better comprehend the realities of the contemporary world so that they can better meet their responsibilities as citizens” (ACE, 2011, 14).
    • A majority of U.S. students indicated that knowledge of international relations, global issues, and non-US cultures was extremely important to their education (Council on Foreign Relations and National Geographic 2016).

    According to the Bureau of Labor Statistics (BLS), the field of business and financial operations is projected to grow 7% from 2018-2028 – faster than the average occupation in the U.S. This is due largely to the pressures of globalization, which continue to create jobs across many multinational organizations.