Introduction PART I: TOWARD A CONCEPTUAL FRAMEWORK TO SUPPORT GLOBAL CITIZENSHIP Enhancing Global Community Engagement through Constructivist Approaches to Education - A. Renee Staton and Steven Grande Creating the Conditions for Productive Dissonance: An Inclusive Pedagogical Framework - Raichle Farrelly, Shawna Shapiro and Zuzana Tomaš Facing our Foreignness in the Mirror of Interculturalism: American Student Encounters with the Self in India and the Role of Emotional Entropy in Dveeloping Global Agency - Christine Cress, Tricia Mulligan, and Thomas Van Cleave PART II: ENACTING GLOBAL CITIZENSHIP CLASSROOM AND PROGRAMS Developing Intercultural Competence through Service Learning - Hope Garcia and Uyen Tran-Parsons Bridging the Gaps of International Business Practice in Dissimilar Cultural Settings to Increase Social Capital for the Stakeholders: The Case of Mombasa Community Engagement Projects - Gemma Coughlan-Nijdam and Paul Wabike Whate do Geology and Ideology Have in Common? The Case of an International Collaboration through Experiential Learning - Audeliz Matias and Alberto Aguilar-González Leveraging Technology to Create Mindful Intercultural Learning Experiences in Undergraduate Education - Carine Ullom Mindful Global Citizenship through Simulations in Higher Education - M. Laura Angelini Practical Strategies for Engaging Dissonance in Veterinary Medical Education - Sharon Boyd Building a European Professional Identity Experiences from the Intensive Program - Eija Raatikainen and Aija Ahokas PART III: TEACHER LEARNING AS LIFELONG INTERCULTURAL LEARNER The Personal is Global: Fostering Students Engagement with Systems of Domination and Resistance - Gerald Shenk Reflexive Pedagogy and Perspective Consciousness in Global Citizenship Education - Jason Harshman The Parks and People Experience: Questioning the 'Global' in Global Citizenship - Neil Brown, Nicole Laliberte, Anna Alcaro, Morgan Pfeiffer, and Warren Reed Social-Emotional Competence: Vital to Cultivating Mindful Global Citizenship in Higher Education - Deborah Donahue-Keegan, Janna Karatas, Victoria Elcock-Price, and Noah Weinberg Index

Amy Lee is Professor at the University of Minnesota. Her Ph.D. is in English/Composition Studies. Her scholarship focuses on teacher-education for faculty in higher education so as to support equity, diversity, and inclusive excellence in college classrooms and her publications include four authored and two edited books. She has taught a range of graduate and undergraduate courses, including first year writing and basic writing; U.S. literature; multicultural education; doctoral seminars in composition theory, critical pedagogy and research methods in composition studies. Amy has served in various leadership positions at multiple public universities, and received teaching awards from the University of Massachusetts-Amherst and the University of Minnesota, as well as the College Composition and Communication Association’s James Berlin Award for research. Rhiannon D. Williams is currently Research Associate at the University of Minnesota. Her Ph.D. is in Comparative and International Development Education. Her overarching research focus is on equitable access for marginalized populations into and within formal educational systems. Most recently, her research examines first-year experience programming and how intentional engagement with diversity in the classroom has the potential to support and further develop students understanding of themselves and each other as complex diverse individuals. She is one of the co-authors of the 2012 ASHE monograph, Engaging Diversity in Undergraduate Classrooms and most recently was co-editor of the Sense Publication Internationalizing Higher Education: Critical collaborations across the curriculum.