Our Mission & Philosophy
College of Professional and Global Education Mission
In the College of Professional and Global Education at San Jose State University, we provide access to relevant educational programs that allow individuals to gain knowledge and skills that create a solid foundation for them to be engaged and productive members of a global society. We offer a learning environment that is dynamic and innovative, ensuring that we are responsive to the ever-evolving workforce and industry demands. Our college is the nexus for connecting professionals, institutions, businesses and industries, locally and from around the world, to the knowledge, resources and talents of Silicon Valley’s premier public university.
College of Professional and Global Education Vision
We aspire to be the College that shapes the future of the workforce of Silicon Valley and beyond, preparing students for professions that exist today and those that have yet to be created. We will be recognized as a leader in international education, leveraging our diverse international population and strong portfolio of institutional programs and partnerships to advance our commitment in preparing students and scholars to live and lead in a global society.
Study Abroad and Away Mission
The Study Abroad and Away office supports San Jose State University (SJSU) and the College of Professional and Global Education in developing accessible and academically focused cross-cultural programming for all SJSU students. We aim to foster global competencies in our students and scholars through innovative programming and through the development of targeted, mutually beneficial partnerships with institutions, agencies (governmental and NGOs) and companies that share and support the globalization ethos and the University’s priorities and values.
Study Abroad and Away Vision
Our vision is one of study abroad for all, including underserved students who may not have historically participated in a global experience. CPGE’s role is to make global learning and experiences an integral part of every SJSU student’s college career, through reimagining how we approach experiential and cross-culturally immersive programs that meet the needs of our diverse student population.
Study Abroad and Away Learning Outcomes
The Study Abroad and Away office strongly believes in the role that a study abroad or away experience can have in a student’s academic, personal and professional development. Through participating in a study abroad or away program, San Jose State University students will develop knowledge, skills and attitudes that foster personal and professional growth, develop intercultural competencies and prepare them to be dynamic and productive global citizens who are deeply cognizant of living in a connected and interdependent world. Specifically, students will be able to accomplish outcomes in the following areas as a result of their study abroad or away experience:
Personal Growth and Development
Students will be able to:
- Demonstrate awareness of their own values and identities
- Adapt to new and unexpected situations and demonstrate increased tolerance for and comfort with ambiguity
- Demonstrate increased confidence in navigating challenges independently
- Develop critical thinking skills, specifically the ability to learn through observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem solving and decision making
Students will be able to:
- Describe, interpret, and demonstrate an appreciation for the differences and similarities between their home and host cultures, and within their own communities and peers’ experiences
- Recognize cultural differences in verbal and nonverbal communication and begin to participate in creating a shared understanding based on those differences
- Consider the value of diverse perspectives and increase their understanding of others’ worldviews and experiences
- Develop an awareness of one's own identities, privilege, biases and cultural values and how those shape their experiences in the world and interactions with others
Students will be able to:
- Develop skills that are essential for participating in a global workforce, including problem solving, flexibility and collaborating with individuals from diverse cultures, experiences and perspectives
- Identify the knowledge, skills and attitudes gained during their study abroad and away experience that are relevant to the NACE career competencies and articulate them within their professional documents and career search
- Reflect on how to integrate their study abroad and away experience into their professional development and future careers
Global Citizenship and Community Engagement
Students will be able to:
- Demonstrate an increased understanding of global issues and how they connect with their local realities
- Develop the skills required to be active global citizens who engage with community and reflect on social justice issues
- Develop an understanding of the realities of privilege, inequality and diversity in relation to one’s personal experience and within a global context
Study Abroad and Away Advising Philosophy
The Study Abroad and Away office strongly believes in the role that a study abroad or away experience can have in a student’s academic, personal and professional development. Through participating in a study abroad or away program, San Jose State University students will develop knowledge, skills and attitudes that foster personal and professional growth, develop intercultural competencies and prepare them to be dynamic and productive global citizens who are deeply cognizant of living in a connected and interdependent world. We believe that fostering this development starts with providing intentional and supportive advising to students to help encourage goal-setting, exploration and program selection that best aligns with their needs, desires and aspirations.
The Study Abroad and Away office has adopted a holistic approach to student advising that draws from several advising models, including developmental advising (Creamer & Creamer, 1994), appreciative advising (Bloom et al., 2008) and transformational advising (Barbuto et al., 2011). Our student-centered approach is rooted in the following principles:
- Advisors should actively learn about, listen to and validate a student’s needs, experiences and strengths
- Advisors should collaborate with students in identifying and developing a plan for attaining specific academic, personal and professional goals as they pertain to study abroad or away
- Advisors should encourage self-reflection and exploration to help the student broaden their interests, define their beliefs and identity, and consider all the opportunities that study abroad or away can provide for them
- Advisors should foster problem-solving, decision-making and evaluation skills by helping students make a plan for information gathering, critically analyze the information and make decisions that align with their goals and aspirations
- Advisors must be attentive to diversity, equity and inclusion within their advising practices, including creating welcoming spaces, validating students’ identities and providing resources to meet the needs of all students
- Advisors should strive to make study abroad and away accessible to all students by removing barriers and providing resources to help students navigate administrative processes and prepare them for their experience
- Advisors should be a constant source of support for students before, during and after their study abroad or away experience
Barbuto, J., Story, J., Fritz, S. & Schinstock, J. (2011). Full Range Advising: Transforming the Advisor-Advisee Experience. Journal of College Student Development. 52(6), 656-670.
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The Appreciative Advising Revolution. Urbana-Champaign, IL: Stipes.
Creamer, D. G. & Creamer, E. G. (1994). Practicing Developmental Advising: Theoretical Contexts and Functional Applications. NACADA Journal 14(2), 17-24.
Glisczinski, D. (2007). Transformative higher education: A meaningful degree of understanding. Journal of Transformative Education. 5 (4), 317-328.