@inproceedings{FonsecaJulianHulmeetal.2021,
  author    = {Paula Fonseca and Kristi Julian and Wendi Hulme and Maria De Lurdes Martins and Regina Brautlacht},
  title     = {The multi-disciplinary approach to an interdisciplinary virtual exchange},
  series = {Satar (Eds.): Virtual exchange: towards digital equity in internationalisation},
  publisher = {Research-publishing.net},
  isbn      = {978-2-490057-95-5},
  doi       = {10.14705/rpnet.2021.53.1288},
  url       = {https://nbn-resolving.org/urn:nbn:de:hbz:1044-opus-57989},
  pages     = {41 -- 49},
  year      = {2021},
  abstract  = {New communication technologies are changing the way we work and communicate with people around the world. Given this reality, students in Higher Education (HE) worldwide need to develop knowledge in their area of study as well as attitudes and values that will enable them to be responsible and ethical global citizens in the workforce they will soon enter, regardless of the degree. Different institutional and country-specific requirements are important factors when developing an international Virtual Exchange (VE) program. Digital learning environments such as ProGlobe – Promoting the Global Exchange of Ideas on Sustainable Goals, Practices, and Cultural Diversity – offer a platform for collaborating with diverse students around the world to share and reflect on ideas on sustainable practices. Students work together virtually on a joint interdisciplinary project that aims to create knowledge and foster cultural diversity. This project was successfully integrated into each country’s course syllabus through a common global theme; sustainability. The focus of this paper is to present multi-disciplinary perspectives on the opportunities and challenges in implementing a VE project in HE. Furthermore, it will present the challenges that country coordinators dealt with when planning and implementing their project. Given the disparity found in each course syllabus, project coordinators uniquely handled the project goal, approach, and assessment for their specific course and program. Not only did the students and faculty gain valuable insight into different aspects of collaboration when working in interdisciplinary HE projects, they also reflected on their own impact on the environment and learned to listen to how people in different countries deal with environmental issues. This approach provided students with meaningful intercultural experiences that helped them link ideas and concepts about a global issue through the lens of their own discipline as well as other disciplines worldwide.},
  language  = {en}
}