Shared Futures: Global Learning and Social Responsibility

2009 Global Learning Forum
Participating Institutions

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Agnes Scott College (GA)

Agnes Scott College views global learning as a solid curriculum and other educational initiatives that prepare students to engage a wider world and be equipped to tackle local, national, or international challenges.

Institutional Goals for Global Learning

Agnes Scott College's goals for global learning are to develop and sustain curricular and co-curricular initiatives that:

• Enhance students' knowledge of diverse local, national and international geographic regions, cultures and classes, with intentional emphasis on women and gender
• Provide opportunities for students to develop skills for intercultural and international understanding and interactions.
• Define and attain clearly measurable learning outcomes that are sensitive to cultural and global diversity and complexities.
• Improve the instruments and rubrics used to assess global learning including direct (student papers; director/supervisor’s evaluation of international internship or other study abroad project) and indirect (student surveys; journals from international travel experience) measures.

Global Learning in the Curriculum

Agnes Scott College has concentrated its energies on global learning in the curriculum in several ways. Below is a description of how they have engaged global learning in areas such as education, departmental majors and interdisciplinary centers among others:

• Encourage course development that integrates international contexts in clear and substantial ways.
• Implement a general education requirement for a cultural and social analysis course, and encourage faculty to include global contexts in courses that satisfy this requirement.
• Tailor requirements for a major in certain departments so that students take courses focusing on a range of geographic regions; for example, the history curriculum is divided into geographic regions and students must take at least one course from each region
• Provide opportunities and resources for students to participate directly in international experiences including traditional study abroad, international public service internships and short-term, faculty-led programs. Forty-five percent of the 2008 Agnes Scott graduates had at least one international experience for academic credit and several had two or more international experiences. 
• Offer a Global Awareness program that involves a semester-long introductory level, interdisciplinary, team-taught course on campus that is followed by a two to four week international experience led by the course's co-instructors.
• Support faculty proposals for addition of a Global Connection component to any regularly scheduled course in the curriculum. For example, the "Human Rights in Chile" or "Literary Ireland" courses would be followed by visits to these locations.
• Establish the Women’s Global Leadership Center (WGLC), an interdisciplinary center that introduces students, faculty, staff and the wider metropolitan Atlanta community to the diversity and complexity of women's leadership across geographic, ethnic, racial, gender, religious and class boundaries.
  

Addressing Global Learning Outcomes in the Co-curriculum

Agnes Scott College has taken several steps to address global learning outcomes in the co-curriculum including:

• Working toward a larger, viable and vocal presence of international students and faculty. In fall 2008, Agnes Scott enrolled students from 25 countries. International students comprised 5.5 percent of the student population.
• The college encourages international student involvement and integration into campus life. There is an active International Student Association. International students are well-represented in student governance including a recent student government president and a student senate president.
• International and domestic students collaborate with the Office of Intercultural Affairs and the Office of Student Activities on many student programs that have international and intercultural components such Model UN, Diwali, Lunar New Year, Eid Dinner, Sustainability Teach-in, Dragon Boat Race, and a Day of the Dead celebration.
• In 2007-2008, two international first-year students who were Davis Scholars sought faculty advisors from International Relations and Women’s Studies to sponsor their proposed International Relations and Service Learning Theme House. This residential house provides programs with an international service learning focus and most recently hosted a dinner with a human rights activist. 
• Each year, the Cultural Events Committee consults with the college's office of international education about which countries might be of particular focus in the following year, so they can try to bring a relevant guest artist from that area or country. For example, this year the campus hosted a performance by a Chilean singer, because of the Global Connections course that included travel to Chile.
• In January 2009, Greg Mortensen, author of "Three Cups of Tea" spoke on campus to an overflow audience. His involvement in the building of schools in the northern mountains of Pakistan and Afghanistan, through support from his Central Asia Foundation, brought a global focus to the importance of female education as it relates to peace.   
• In spring 2009, Agnes Scott's annual Writers’ Festival will include two international writers: Dominican-born author Junot Diaz, whose critically acclaimed debut novel, "The Brief Wondrous Life of Oscar Wao" won a Pulitzer Prize, and Anita Desai, born in India to a German mother and Bengali father, whose most recent book, "The Zig Zag Way" traces the journey of a U.S. American academic to Mexico.

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Albright College (PA)

Global learning at Albright College focuses on three key areas: a greater understanding of other peoples and cultures, recognition of the ways in which our lives are connected to and dependent on each other, and an examination of the ethics involved in these issues of interdependency.

Institutional Goals for Global Learning

Albright seeks to help students be more prepared for careers in today’s global environment and in their lives as global citizens of the 21st century.

Global Learning in the Curriculum

Albright College is strongly committed to the philosophy of a general studies program that insures both breadth of educational experience and mastery of skills essential to all well-educated individuals. Key objectives of our general studies program linked to global learning are to educate students to:

• Think and analyze critically.
• Appreciate the human historical record.
• Understand and function in the social, economic and political environment.
• Appreciate other cultures.
• Understand and appreciate the diversity of religious beliefs and practices.

Albright also requires that students achieve competency in the intermediate level of a language. In addition to including global learning in the general studies curriculum, several departments offer programs that integrate global learning. There are a series of interdisciplinary programs of study that focus on this topic. These programs include a co-concentration in international relations; a concentration in Environmental Science; a co-concentration in Environmental Studies; and a concentration, combined concentration, or five-course program in Latin American and Caribbean Studies. Albright is considering the adoption of five-course programs in Asian and Africana Studies and is in the final year of a general education review that seeks to add a global awareness/global competency course requirement to the general studies requirements.

Addressing Global Learning Outcomes in the Co-curriculum

All Albright students are required to attend a series of co-curricular activities and events before they graduate. A number of these focus on international issues.

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Allegheny College (PA)

Presently our institution's global learning is concentrated in two academic programs: Modern Languages and International Studies.  By exploring other cultures through literature and other media, and through study abroad opportunities, students are able to prepare themselves for lives and careers in an increasingly connected world.  In addition, these programs endeavor to develop and relate those analytical skills most appropriate for the examination of increasingly complex interactions among nations – critical thinking, the ability to ask questions, openness to seeing things differently, an ability to connect, and the skills necessary to communicate ideas to others.  Students are also taught to value and understand different ways of thinking and doing.  Recently (and with the help of an Andrew W. Mellon Foundation grant), the Environmental Science Department has also placed emphasis on global learning in terms of understanding environmental solutions and impacts worldwide. 

Allegheny is currently engaged in discussions about our next strategic plan.  We have been guided by a number of broad over-arching questions: What characteristics and skills does the liberal arts graduate need in order to be able to play a productive role in the world and lead a meaningful life?  How can we instill in our graduates a sense of personal and social responsibility?  How can an Allegheny education prepare our students for informed and ethical citizenship at the local, national, and international level? 

Thus the invitation to join the Global Learning Forum has come at an opportune time for us as we think about incorporating global learning across the curriculum and co-curriculum.  It also links well with other strategic initiatives that have emerged as campus priorities such as problem-based inquiry, undergraduate research, cross-disciplinary or integrative thinking, and experiential learning opportunities on campus and in Meadville as well as nationally and internationally.  We believe that one of the most important outcomes of liberal and transformative learning is the ability and willingness to embrace and engage the complexity of the world today. 

Institutional Goals for Global Learning

The principal goals of the programs and departments mentioned above are: a) to develop understanding between the interrelationships of domestic and international politics as well as economic and environmental policies; b) to develop understanding of the implications of historical and sociological developments for those politics and policies; c) to provide students with tools and modes of analysis pertinent to these relationships; d) to help students think analytically in interrelated fields; e) to help students understand different cultures; and f) to help students broaden their knowledge of the world around them.

Global Learning in the Curriculum

The Department of Modern and Classical Languages offers majors in French, German, and Spanish, and minors in Chinese and Classics.  Other less-commonly-taught languages, such as Arabic and Italian, are taught within our Center for Language and Culture.  There is no language requirement at Allegheny.

International Studies is an interdisciplinary program requiring courses in Political Science, Economics, History, and Modern Languages.  Each student must choose an area of concentration in the world.  Students are strongly encouraged to study abroad.

We are in the process of developing a concentration in Middle Eastern and North African studies (MENA) in our International Studies Program as well as a MENA interdisciplinary minor.  We have various other interdisciplinary minors that focus on area studies, e.g. Chinese Studies, Asian Studies, French Studies, German Studies, Latin American and Caribbean Studies.

Environmental Science recently revised its curriculum to focus on international issues, discussion, impacts, and solutions.  The most unique feature of the new emphasis is the development of various EL Seminars around the world, described more generally below.

Addressing Global Learning Outcomes in the Co-curriculum

We have various approved study abroad opportunities in countries around the world.  In addition, and as a result of our last strategic plan, we developed a rich menu of three-week study abroad programs (Experiential Learning Seminars) that run from the middle of May (right after graduation) till the second week of June.  These programs are faculty led and stress experiential learning.  We also support an International Club, an international Film Festival, Languages Houses, Language Tables, etc.  We are working to increase the number of international students and faculty at the College.  And finally, we have native language TAs in French, German, Spanish, Chinese, and Arabic.

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Arcadia University (PA)

At Arcadia, we talk about global connections when referring to global learning. Our hope for students is that their perspectives on the world broaden to include an understanding of how the peoples and nation states of the world are interconnected and interdependent, as well as recognizing the inequities that result from these connections and dependencies.  We also want them to locate the United States as part of the world as they explore these global connections.

The concept of global connections permeates our new undergraduate curriculum. This is done by requiring students to satisfy two different sorts of requirements: students must participate in a Global Connections Experience and Reflection; and, they must take two courses designated as “Global Connections”. Definitions of both follow.

1. Students must participate in a Global Connections Experience and Reflection.

Global Connections Experience criteria:

• Students are required to have a sustained, cross-cultural experience that places them in cultural settings different from those in which they have previously lived.
• Ways that this requirement can be satisfied include studying abroad or immersion in approved domestic cross-cultural settings such as off-campus study, internships, service learning or student teaching. Recent local options have included working with elderly Spanish speakers in North Philadelphia and exploring Homes, Housing and Homelessness through local homeless organizations and comparative investigations of these issues in Kenya and India.

Global Connections Reflection criteria:

• During their cross-cultural experience students must participate in an electronic portfolio-based reflection that requires them to document their experience and analyze its meanings.
• Global Connections reflections ask students to examine their cross-cultural experiences in order to explore interconnections, interdependence, and inequity and to analyze the relationship between their experience and world issues and events.
• Global Connections reflections ask students to examine their cross-cultural experiences in order to focus on the immediate personal (what they are doing), immediate social (how their actions affect others), long-term personal (how their actions prepare them for future goals), and long-term social (how their individual actions impact on society).
• Global Connections reflections must utilize electronic portfolios or other means of collecting, examining and assessing students’ reflections.
• The Global Connections Reflection requirement may be fulfilled by students enrolling in a stand-alone 2-credit reflection component (typically offered on-line) during their cross-cultural experience. Or the Global Connections Reflection component may be built into a 4-credit course that also includes a student’s cross-cultural experience (such as a service-learning course,

2. Students must take two courses designated as Global Connections.

Courses designated as promoting global connections must satisfy several of the following criteria:

• Address issues of interconnectedness, interdependence and inequity among peoples, cultures, and/or nation-states of the world.
• Provide a comparative, transnational perspective.
• Explore issues of social justice, social welfare, and economic rights within and across national boundaries.
• Approach the study of the United States as a part of the world.
• Focus on cultural norms and processes as well as entities like commodities and physical elements that flow across national boundaries.
• Engage in post-Global Connections Experience reflection upon the content and meaning of cross-cultural interactions.

A sampling of current courses that have the Global Connections Designation include:  Scientific Ethics, Baseball and Béisbol: Race and Ethnicity in Major League Baseball, Social Change, Globalization and Culture, America as Empire, Born Digital: Voices of the Net Generation, Envisioning Sustainability: Contemporary Art and Environmental Science, Comparative Criminal Justice Systems, and Global Public Health. These curricular elements are supplemented by co-curricular activities and events intended to build on the work that is taking place in courses. These include:

• Assigning summer reading books that address global connections issues. These books are used during orientation for incoming students as a way to expose them to issues that important to the campus. Last fall, the book we used was Fieldnotes from a Catastrophe by Elizabeth Kolbert.
• We have as Distinguished Speakers Series that brings to campus, once each semester, a noted personality to speak to the campus community. For the past few years, we have tried to include at least one speaker each year who addresses issues related to global connections. This past October, our speaker was Debra Rowe, the President of the U.S. Partnership for Education for Sustainable Development.
• Encouraging students to assume leadership roles and participate in events on campus that are connected to national initiatives related to the environment and climate change such as Focus the Nation and The National Teach-In on Global Warming.

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Barnard College (NY)

Global learning at Barnard is defined as the infusion of international perspectives, histories, cultures and languages into the curriculum, the academic mission of the College, and the teaching and learning methods of our students and faculty.  Global learning/internationalization at Barnard includes a focus on world regions and international opportunities—including, but not limited to, study abroad--that advance Barnard’s mission of diversifying our student body, faculty and staff and preparing our students to “lead and serve their communities and their world” (Self-study 2000).

Institutional Goals for Global Learning

Barnard College’s goals are to provide its students with both an understanding of our local, diverse community, as well as the tools to become active leaders and responsible members of the increasingly interconnected, global society they will soon enter. The College also seeks to develop faculty expertise supporting its various internationalization efforts on and off campus.  These aims are realized through curricular and co-curricular offerings; interaction with students and faculty from a broad range of cultures; and opportunities to travel, study and perform research abroad.

Global Learning in the Curriculum

Barnard’s General Education Requirements (GERs) are organized around a broadly-based framework (“Nine Ways of Knowing”) allowing for wide ranges of choice and flexibility depending on a student’s interests.  There is naturally, therefore, a global presence in our curriculum that underlies the academic experience of every student.  As part of our graduation requirements, the College specifically requires students to reach proficiency in a foreign language through a four-semester language requirement; in addition, the one-semester Literature requirement may be fulfilled in any of the national language departments.  Barnard’s Cultures in Comparison requirement introduces students to cross-cultural perspectives in departments ranging from Anthropology to Africana Studies to Music to Religion, and our Historical Studies, Social Analysis, Reason and Value, and Visual and Performing Arts requirements all include globally-inspired offerings both on campus and at Columbia-run programs around the globe. 

At Barnard, much global curricular learning takes place through study abroad programs, in which approximately 35% of our students participate.  Barnard has affiliations with approximately 200 study abroad programs in forty different countries, and students in every major are encouraged to spend at least one semester studying abroad.   Many of our departments strongly urge students to study abroad, though none currently require such an experience.  Major/minor and General Education requirements can all be fulfilled abroad, thus allowing students to gain an even greater global perspective on their academic coursework.  Additionally, Barnard continues to increase its international student and faculty populations, thus introducing more global perspectives and teaching/learning methods into our classrooms.  Several of our departments are regionally focused, including the interdisciplinary Africana Studies program, the Asian and Middle Eastern Cultures department, the Foreign Area Studies program concentrating on various world regions, and the French, Spanish, Italian, German and Slavic language, literature and culture departments. 

Furthermore, our affiliation with Columbia University allows our students access to the University’s vast offerings in languages and area studies, as well as to Columbia’s global institutes, enhancing the global academic opportunities for all Barnard students.  For the first time this spring, we will welcome a small group of visiting international students (from the University of Pavia, Italy and the University of Copenhagen, Denmark) to Barnard as fully-enrolled students.  Our hope is to continue and expand this pilot program so that we have cohorts of female students from select partner institutions worldwide joining our classrooms and our campus community for a semester and infusing global experiences and perspectives into our academic offerings.  The Provost chairs a Faculty Internationalization Committee comprised of seven faculty members from a variety of departments; this group assesses the College’s global learning initiatives and offers guidance to the Provost on enhancing our global offerings.  A new Translation Studies project has just begun to support faculty research and curricular development; activities will expand opportunities related to our major in Comparative Literature.

Addressing Global Learning Outcomes in the Co-curriculum

Barnard is working to increase global opportunities for students beyond the classroom by creating internships and volunteer opportunities abroad, as well as actively seeking funding for such opportunities so that students of any background or income level may participate.  The College, through a community travel grant initially funded by the Mellon Foundation, has for many years funded faculty-student travel overseas related to courses but also to faculty research abroad, thus connecting students and faculty beyond the classroom and engaging students in research and academic projects beyond the campus.  The Assistant Provost and Dean for International Programs has created an Administrative International Group made up of fifteen administrators from several divisions of the College.  The group meets monthly to discuss logistical details involved in increasing our international student population, enhancing the study abroad experience, working with alumnae and partners abroad, and increasing co-curricular international opportunities for our students.

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Barry University (FL)

Global learning saturates both curricular and co-curricular experience at Barry University, largely because of the diversity of the student body: 57.3% of all bachelor degrees are awarded to Black, Hispanic, or Asian students, many of whom are first or second generation immigrants. In addition, international students represent more than 70 countries. Barry’s definition of global learning, therefore, encompasses both everyday intercultural interaction on campus and the formal study of global cultures and issues across the curriculum. Students are expected to graduate with a greater facility for relating to people of other cultures as well as a greater understanding of the dynamics that drive global relations.

Students are further expected to translate this practical and formal global learning into social action. As Barry’s mission states: “In the Catholic intellectual tradition, integration of study, reflection and action inform the intellectual life.” Global learning is included as one of the mission’s four core commitments: “Barry is a global, inclusive community characterized by interdependence, dignity and equality, compassion and respect for self and others. Embracing a global worldview, the University nurtures and values cultural, social and intellectual diversity.”

Institutional Goals for Global Learning

Barry’s goal in promoting global learning across the university is to both contribute to students’ understanding of how global social relations shape pressing social problems and to encourage action that contributes to a solution to those problems.

Global Learning in the Curriculum

Rather than offer a single course or set of courses relating to global issues, every school and every major is expected to promote a global worldview. This is implemented by two mechanisms: 1) The Office of Mission Integration is responsible for articulating and promoting the mission and identity of Barry University through education and dialogue in collaboration with the colleges, schools and departments of the University. 2) The General Education Curriculum Committee establishes guidelines through which each course must demonstrate the integration of the Barry mission, including global learning, along with clearly defined student outcomes and embedded assessment rubrics.

Addressing Global Learning Outcomes in the Co-curriculum

Global learning begins even before students arrive on campus, as each first-year student is required to read that year’s common reader before arriving on campus. Selected based on relevance to the Barry mission, the common reader introduces students to issues such as global warming, water scarcity, and political forces that undermine the environment. Each October, the common reader is the centerpiece of the annual one-day mini-conference where guest speakers and faculty across the disciplines address a specific global issue. Faculty integrates both the reader and the conference into their fall course schedules and students participate in writing and photography contests related to the conference theme.

In the spring, the Intercultural Center hosts the annual Festival of Nations which features students provide morning workshops for local elementary school children on global cultures, booths selling food and handicrafts from around the world, and an evening of multicultural entertainment.

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Beloit College (WI)

Beloit College places “global learning” under the larger umbrella of “international education,” preferring the more inclusive notion of internationalization advocated by the American Council on Education, which draws on Jane Knight’s 2003 definition: internationalization is “the process of infusing an international, intercultural or global dimension into the purpose, functions, or delivery of postsecondary education” (Knight, J. [2003, fall].  “Updating the definition of internationalisation,” International Higher Education, 33, 2-3).Following Knight’s lead, Beloit makes a conscious distinction between globalization and internationalization, in the belief that a comprehensive international education enables students to navigate globalization. 

Institutional Goals for Global Learning

The College’s International Education mission statement lays out its goals for our students:

• “In providing a program of international education, Beloit College aspires to graduate students who will engage other cultures, be sensitive to commonalities and differences among and within cultures, have the ability to understand multiple perspectives, be knowledgeable about global forces, both human and physical, and contribute responsibly to humane and positive change.
• “These goals are facilitated by a dynamic and comprehensive approach to international education. This approach includes the enrollment and support of students from around the world; study abroad and exchange programs for both students and faculty; a curriculum rich in international and global content; support for faculty, staff and other resource development; the hosting of international visitors; and the encouragement of a campus environment hospitable to international education, including a full range of co-curricular activities.”

Global Learning in the Curriculum

The College has concentrated its efforts in international education in recent years in several areas, most notably study abroad, faculty development, and curricular integration. Fifty percent of Beloit students spend one semester abroad, with roughly 10% of these staying abroad for a second semester.  The average number of Beloit students in any one study abroad site is 2 to 3.  Its students mostly study abroad as exchange students, direct enrollment students in universities abroad, and as students enrolled in third-party provide programs.   Historically, 10% of Beloit’s student body has consisted of international students, both exchange (25%) and degree-seeking (75%).  Since 2002, Beloit College has emphasized the integration of study abroad into the curriculum, focusing on faculty development activities and through those, curriculum development.  These efforts have led to widespread ownership of international education and study abroad across the college.  Faculty seminars abroad have helped promote this wider ownership of international education in general and study abroad in particular, resulting in the development of new courses and curricular components. 

Many of our departmental majors promote international and global perspectives, including political science, anthropology, history, and biology; in addition, several interdisciplinary programs, such as international relations, health and society, environmental studies, and religious studies rest upon strong international foundations. The College also offers full programs of study in six modern languages and houses an eight-week intensive summer language program for less commonly taught languages (Arabic, Chinese, Japanese, and Russian).

Addressing Global Learning Outcomes in the Co-curriculum

At the moment, international education initiatives outside the formal curriculum remain closely linked to the academic program.  To name the most prominent of these, the Weissberg Professorship in International Studies, established in 1999, provides an on-campus residency each year for a distinguished individual who has made an important contribution to international understanding. It is designed to enrich the global perspective and international education programs at Beloit and allows for an extended period of exchange and interaction with respected active "players" on the international stage as they examine some of the key issues of our time.  The related but separate Weissberg Program in International Human Rights provides supports for students to gain hands-on experience in the field of human rights as this relates to their academic studies.  Other sources similarly support student projects building on study abroad experiences and advancing the students’ academic studies.  Often students share the findings from their projects with the campus through presentations in the college’s annual International Symposium.

The Miller Upton Forum on the Welfare and Wellbeing of Nations brings to the Beloit College campus distinguished, internationally recognized scholars who work within the classical liberal tradition for a week-long residency every fall semester. In addition to the formal presentations made by the Upton Scholar, the Forum fosters active participation among students, faculty, alumni, and members of the surrounding community in a dialogue around the ideas and institutions of a free and prosperous society.

More typical of co-curricular or extra-curricular activities, each November, the College celebrates “International Week,” which includes international poetry reading, dance performances, lectures, and the symposium referenced above.  Student clubs and organizations, such as the International Club, the Peace and Justice Club, and Model United Nations, also promote global learning in the co-curriculum.  Special interest housing, such as the Spanish House and Russian House, also contribute to global learning outside the classroom.

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Bloomfield College (NJ)

Our mission is our College’s statement of commitment to global learning.

To prepare students to attain academic, personal and professional excellence in a multicultural and global society.

As we continue to realize this mission, “global learning” has taken many forms at Bloomfield College. It is a new emphasis integrated into many existing General Education and discipline-based courses and is a core emphasis of a major General Education Program revision currently in process. It has inspired the development of new courses that specifically address global learning, such as History and Problems of Globalization, and the development of new concentrations, such as International Business. It has sparked international explorations led by discipline-based programs. Faculty and students bring those experiences back to campus to enrich student peers and faculty colleagues. Another benefit is that when faculty members accompany students abroad, they engage in exchanges with students and faculty from around the world.

Globalism has been addressed in two recently established institutes, the Center for Global Studies, which incorporates Study Abroad, International Exchange Programs, ESL, the English for Academic Purposes Program, and the Center for Cultures and Communication (CCC), which offers a Certificate in Multicultural Awareness and is evolving into a think tank to explore alternative non-western vision for high education.

The faculty is also addressing outcomes for Community Orientation and Citizenship, one of the eight competencies adopted by the College, which includes outcomes for being a global citizen. A draft is being reviewed by the faculty. Noted here are the proposed outcomes for the Community Orientation and Citizenship competency:

• Students will study a community—local, national, or global—by exploring an historical or contemporary issue.
• Students will be able to understand and apply the concept of social responsibility, locally as well as globally.
• Students will be able to show knowledge about basic civil and human rights and responsibilities, and their variation or similarity across cultures and nationalities.
• Students will be able to demonstrate knowledge of behaviors that contribute to the preservation of the planet.
• Students will be able to identify geographic boundaries, physical and political, across the nation and the globe. 

Institutional Goals for Global Learning

Our goal for global learning as an institution is to awaken our students’ interest about and informed participation in the shrinking world around them. In the classroom, through travel abroad, and through meaningful connections with immigrant communities in the states, we want students to understand the pressing problems and new opportunities an increasingly globalized world provides.

To accomplish this, we must first recognize and address the non-linear patterns of our students’ progress in their education (including their K-12 pre-college experience) and the social forces and trends that influence these patterns. If we are to attain goals for global learning, we must first create an institutional infrastructure that recognizes and accommodates the non-linear progression of our students. This will allow us to refocus policies and practices that hinder student transitions and progress.

Bloomfield College has adopted the Inclusive Excellence (IE) paradigm as the foundation upon which to revise our infrastructure and build our strategic plan. We realize that our vision for Inclusive Excellence extends beyond our own campus, beginning with the many kinds of global knowledge and experience our students already have from their countries of birth or their residence in new immigrant communities in the U.S.. The Trustees approved this change in 2006 which was commended by the Middle States Accreditation team after their periodic review. We think that the IE model will provide the guidelines for creating and implementing a learning environment that will foster innovations in teaching and learning and technology usage, support faculty development, and allow for a fluid exchange of ideas that foster and assess global learning. Our goal is to ensure access and equity for eligible students, to support the teaching and application of diversity and global knowledge and experience in the formal and informal curriculum, and to enhance student development and learning through a campus climate that employs multifaceted approaches to learning about the world.

Through these efforts it is our expectation for students to be able to work in different types of groups and settings, communicate through diverse strategies, and are aware of different cultures and to act responsibly as citizens.

Global Learning in the Curriculum

Most of our energies have been focused on two academic initiatives; the exchange and study abroad programs in partnership with selected universities in Korea and Institutes in Italy and Turkey and the comprehensive general education review through which we have redefined and refocused our global learning requirements.  Prior to both undertakings the faculty worked on curriculum review using concept mapping to assess the level and intensity to which each competency would be addressed and student mastery would be measured.

We are currently discussing the viability of a language program and its role in fulfilling the mission. We are reviewing the possible expansion of the CCC to establish a think tank for the purpose of supporting alternative world views to western thought. Our most comprehensive work is revising our faculty development program, which we think is one of the most critical elements in any global learning program.

Addressing Global Learning Outcomes in the Co-curriculum

After a three year intensive campus-wide diversity program funded by the Bildner Foundation, we have established a strong co-curriculum program in collaboration with Student Affairs.  The Dialogue about Difference series is still operating, as is the Women’s Studies programs.  In addition, the Total Resident Undergraduate Education (TRUE) program has been implemented.  TRUE is a mandatory co-curricular, student-led program designed to fulfill the College competencies through various experiential sessions throughout the academic year.  Another highly effective program that is sponsored by the
Office of Student Affairs is the grant program through which faculty can applied for grants to fund co-curricular activities that supplement general education courses. Through this program faculty and students have engaged in a wealth of activities outside of the classroom that enhance student experiences in the course and support the learning outcomes which are linked to the mission. The Student Affairs Office is working with the faculty on a key component of the proposed General Education program, the Cultural Enrichment Program (CEP), as well as the service learning component of one of the proposed General Education core courses.

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Butler University (IN)

Global learning at Butler has for many years been rooted in our core curriculum.  Starting in 1984, Change and Tradition has been a two-semester interdisciplinary world cultures course required of all sophomores.  For more than 20 years this program consisted of a common curriculum, focusing on both Western and non-Western cultures, from the ancient to the modern world.  The course has always been taught by full-time faculty drawn from all five of the colleges on the Butler campus.  In 2005 the faculty voted to adopt a new core curriculum, focusing on areas of inquiry rather than disciplinary definitions.  Change and Tradition has now evolved into Global and Historical Studies, which retains among its options the original courses, but has also added a number of new course options for students. The evolution of this program will be the focus of our poster presentation on Thursday evening.  Sophomores are still required to take two semesters of GHS, but now may choose among an array of nine different courses.  The learning objectives for Global and Historical Studies are as follows:

• To engage in investigation of and reflection about cultures different from their own, especially non-western cultures.
• To explore these cultures using a variety of sources and disciplines—including the arts, literature, religion, philosophy, geography, anthropology, and social and political history.
• To recognize both the value of and challenges raised by cultural diversity.
• To continue development of skills of expository writing.

Institutional Goals for Global Learning

Butler University has also had a strong International Studies major since the 1980s.  While housed in the College of Liberal Arts and Sciences, students may also take courses offered in the College of Business Administration.  The major is interdisciplinary in structure, and calls on students to concentrate a portion of the coursework on a particular geographic/cultural region.  Nearly all students who major in International Studies also complete a semester of study abroad.  At present between 60 and 75 students are enrolled in the International Studies major.

Global Learning in the Curriculum

Butler University has also had a strong commitment to study abroad for the past quarter century.  Since the late 1980s the University has partnered with the Institute for Study Abroad, one of the largest study abroad programs in the nation.  In recent years we have brought our own study abroad exchanges and other global education initiatives together under the coordination of the Center for Global Education.  This office oversees the study abroad experiences of all Butler students.  In the current academic years approximately 140 students will spend at least one semester of formal study abroad, and a somewhat larger number will participate in short-term study programs, ranging from one to three weeks.  Most of these occur in the summer months, but some have taken place between the fall and spring semester, and some during spring break.  Every year in early summer, for example, the Department of Modern Languages, Literatures and Cultures has offered a three-week intensive Spanish language program in Guadalajara, Mexico.  In the summer of 2004 the College of Education sent a group of faculty and students to the University of Tasmania for one month.  The College of Fine Arts has a developing relationship with the Hong Kong Academy for Performing Arts, has sent Theatre students abroad in recent years to study in Great Britain and in Italy, and sent faculty and students from the Dance Program to St. Petersburg, Russia two summers ago.   With support from the Freeman Foundation, Butler has sent students to the Republic of China or the People’s Republic of China for six weeks of intensive language study each summer for the past six years.  Butler also has approximately 50 foreign students on campus each year. 

Efforts have been made in recent years to create study abroad opportunities for students not traditionally drawn to these programs.  The College of Liberal Arts and Sciences, for example, launched its GALA (Global Adventures in the Liberal Arts) program in the spring semester of 2008.  Sixteen students spent the semester in Paris, London, Belfast and the Lakes District of England taking four courses taught by Butler faculty.  One faculty member accompanied the students for the entire semester, while the other three “dropped in” for two-week intensive courses.  The Europe GALA program will be reprised in spring 2010, and a Latin American version is on the drawing board for fall 2010.  The Center for Faith and Vocation has sponsored 3 different one to two-week travel seminars in recent years, in which students explore issues of faith in an international context.  These trips have visited Latvia, South Africa and Nicaragua.  This winter, during the semester break, approximately 25 students from the College of Pharmacy and Health Sciences visited Cuernavaca, Mexico, to work on their language skills in a medical clinic setting. 

Student groups have also initiated global learning in the co-curriculum at Butler.  Most notably, over the past two summers students have journeyed to Uganda working through Ambassadors for Children, first to learn about the country and identify a project, and this past summer to employ the $40,000 they had raised in the interim to build an elementary school in a village setting.

Addressing Global Learning Outcomes in the Co-curriculum

The Collaborative for Critical Inquiry into Race, Gender  and Sexuality: With the adoption of our new core curriculum in 2004, a grassroots group of faculty came together to initiate interdisciplinary courses focusing on these themes.  While not exclusively global in their focus, among the notable early courses to emerge from this effort is “Global Women: Resistance & Rights,” one of the options in our Global and Historical Studies program.

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California State University-Channel Islands (CA)

CSUCI's mission statement contains as one of its four pillars “graduating students with international perspectives.” In addition, our Center for International Affairs has led the way in establishing six student learning dimensions, with specific learning outcomes for each:

Multiple Perspectives
Learning Outcome: Knowing that there are multiple world perspectives, students will demonstrate the ability to perceive any given event from more than one viewpoint or national perspective.

Interdependence
Learning Outcome: Students will be able to demonstrate how a given enterprise or living being affects and is affected by global natural, economic, or social systems of which it is a part.

Equity/Living Responsibility with Others
Learning Outcome: Students will be able to identify how the behavior of individuals, groups, and nations affects others globally, in terms of human rights, social justice, and economic well-being.

Sustainability
Learning Outcome: Students will demonstrate how the behavior of individuals, groups, and nations affects the global environment, and how methods of natural resource use affect future generations’ ability to meet their own needs.

Communication
Learning Outcome: Students will acquire foreign language skills in speaking, comprehension, reading, and writing, and will be able to demonstrate that they can communicate and connect with people in other language (non-English) settings for a variety of purposes.

Disciplinary Perspectives
Learning Outcome: Students will acquire knowledge and methods needed for critical assessment of global events, processes, trends, and issues within their discipline. We are developing a rubric for assessing each of the six dimensions, at four levels. Next steps include completing the rubric and working with academic programs across campus to incorporate these various aspects of global learning.

Institutional Goals for Global Learning

In broad terms, the CSUCI mission statement identifies as one of its four major goals to graduate students with international perspectives. This varies in how it is manifested in the curriculum, yet the goal is to have it infuse programs across the campus.

The Center for International Affairs has as its goals:

• Creating an infrastructure for international affairs
• Designing and implementing programs and curricula that promote cross-cultural and global understanding in all fields of study
• Assisting faculty develop the international dimension of their teaching, scholarship and service activities
• Facilitating and developing academic and scholarly exchanges and partnerships for students and faculty
• Diversifying the student body to include outstanding students who represent a broad range of geographic, linguistic, and cultural backgrounds
• Coordinating all activities that enhance campus global awareness and augment the international life of the campus and local community.

Global Learning in the Curriculum

• UNIV 392: International Experience (1—3 units) courses. These are short-term study abroad opportunities led by faculty members in which students learn about different aspects of the culture, history, art, language, science, etc. of the country. We have offered a large number of these courses already, involving many disciplines and geographical areas.
• Global Studies minor (requires 2 years or equivalent of non-English language study; requires a study abroad experience) is a program that most directly speaks to global learning.
• One-semester of non-English language required in General Education and graduation
• Center for International Affairs: a) Supports study abroad efforts and programs for students, mainly through CSU IP (International Programs); b) Supports faculty taking students abroad to study; c) Has worked to establish agreements between CSUCI and universities in other countries; d) Has worked to formalize that international students study at CSUCI

Addressing Global Learning Outcomes in the Co-curriculum

• Efforts organizing panels and events for International Education Week (e.g., Nov. 17-21, 2008, the "Globalization: Its Impact on You")
• Programs across campus have sponsored speakers dealing with global issues (e.g., Political Science, Sociology, Environmental Science and Resource Management)
• Center for Community Engagement: a) sponsors a Model United Nations Program. While playing their roles as ambassadors, “delegates” make speeches, prepare draft resolutions, negotiate with allies and adversaries, resolve conflicts, and navigate the Model UN conference rules of procedure - all in the interest of mobilizing “international cooperation” to resolve problems that affect countries all over the world. b) Sponsors a speakers series, which often features themes relating to global issues (for example, recent events concerned Russia and Central Asia, and Israeli-Arab issues).

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California State University-Long Beach (CA)

We have paid particular attention to global learning in our general education efforts here at CSU Long Beach.  Each of our approximately thirty-thousand students takes a course designated as a “global” course in our general education program.  This semester, there are over six dozen such courses being offered, ranging from GEOL 100, an introductory survey of geography with six independent sections with an aggregate enrollment of over 100 students to the advanced undergraduate WS/T 424 “Women and Environmental Justice” with a single small discussion section.  For all of these courses, the faculty general education governing body has specified the following as the outcomes we wish a good student at the end of their general education experience to have achieved.  

• Students can identify historical, political, scientific, cultural, and socioeconomic interconnections between the United States and the rest of the world, and some of the ethical and moral questions involved in these connections.
• Students are able to articulate global interconnections by describing a problem in the social or natural world requiring collective remedies that transcend national borders.
• Students can pose critical questions about power relations as they investigate the dynamic interactions among global and local agents as applied to the content of a real-world issue.
• Students can describe how global connections simultaneously create constraints and enhance opportunities to pursue social justice.
• Students can explain how living in a global society affects their professional and personal lives, and are willing and able to act to sustain and preserve their communities and the environment for future generations.

In addition to these formal outcomes, several informal opportunities for our undergraduates to engage each other over global themes are fostered by the international flavor of our student body, and facilitated by the Office of International Education.

Institutional Goals for Global Learning

It is our desire that our graduating class of roughly 6000-odd students annually enter the global economy with all of the tools AAC&U have identified in their LEAP initiative as the essential skills fostered in a traditional liberal arts institution.  Flexibility of intellect,  a willingness to deal with ambiguity, and an unceasing desire to learn in new situations characterize a graduate who has accomplished the LEAP outcomes.  Particularly in the scientific, engineering, and mathematics fields, but by no means limited to them, awareness of global issues, and experience in navigating them are more and more central to our graduates prospects for successfully contributing to our national enterprise.  Our goal is give all of our students in their kaleidoscopic diversity a set of experiences that will build and support their achieving the LEAP outcomes. 

Global Learning in the Curriculum

CSU Long Beach has had a “global issues” requirement for students in the general education program since 1999.  These global issues courses are taught throughout the university, from their traditional home in anthropology, area studies, and geography to environmental policy, geology and literature.  While “explicitly” global degree programs are quite popular on campus,  our general stance in the assessment of our large and complex general education program centers on bringing instructors together around LEAP-outcome themes.  Thus, faculty in courses with tangential global content is in contact with faculty in the explicitly global courses.  The interactions between these faculty occurs over a set of student achievement data, and centers on the sharing of best-practices pedagogy.  Our “Student Achievement in General Education” assessment program (SAGE) has as its initial focus global issues, but is a framework flexible enough to deal with each of the LEAP outcomes in turn.

Addressing Global Learning Outcomes in the Co-curriculum

The great advantage we have at CSU Long Beach, with our massive student body, and the many, many parallel courses with global content, is that we have at our disposal a wealth of independent curricular experiments running concurrently.  Adopting the LEAP outcomes for the general education program has allowed us to bring courses from far distant corners of the university together to engage over the achievement of an important group of student.

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Carnegie Mellon University (PA)

Carnegie Mellon has articulated a broad vision and mission regarding “educating for global awareness”

Vision:  Carnegie Mellon students will be socially responsible leaders and citizens of the global society of the 21st century.  They will develop an appreciation for the diverse perspectives and historical contexts of the cultures of the world and for the range of ways of working, learning and living.  

This is our context for a “global education”.  Such an education, fully realized in the Carnegie Mellon environment, will assist our students to become engaged citizens of the world, reflective, informed and compassionate in their actions and decisions.  They will have a positive impact on the world through the cultural awareness and competence they bring to their professions and through active participation in their communities.

Mission:  We strive to create a community—faculty, staff and students—that is dynamically engaged with other peoples and other cultures through their interactions abroad, at Carnegie Mellon, and within the curricula of their various specializations.  Central to such an engagement is an understanding of history, culture and worldviews; the mastery of the relevant systems of knowledge; an exploration of the interaction and transformation of the world through technology and the full ramifications of the modern technological systems in the global context; the critical thinking and knowledge of analysis about the great intellectual debates in history and in the contemporary world; as well as an ability to work with people of diverse cultures and in diverse countries.

Institutional Goals for Global Learning

While we have no single modality for our students becoming globally educated, numerous facets of the learning and living environment and community ensure that all students develop an awareness of what it is to be a global citizen.  In addition to Study Abroad with grants available for specially designed study abroad projects, there are specific majors, minors and several courses every semester that students can select to develop their knowledge of global cultures and gain competence in dealing with aspects of global politics, cultures, and issues.  Students can major in Global Politics or Global Studies or minor in Global Systems Management. 

Each semester, as students select courses, we publish the list of courses with global content to enable students to select electives or general education courses from these.  All our courses are open to all students.  Courses range from those that use examples data or scenarios from global contexts to those which have a total global theme, ranging from Global Environmental History and World History, a course required of most Carnegie Mellon students with a significant content on global issues, to Working Across Cultures and Economics of Global Climate Change and numerous culture and history courses.  In 2006, under the President’s Global Initiative, grants were made available to faculty to develop global courses in the subject areas.  This led to 8 new courses open to all students in the area of Biology, Computer Science, Architecture, Information Systems, Ethics, Civil Engineering, and History.  These courses are now institutionalized.  Students develop competence in these subject areas, apply it to global problems and understand how the doing of science or engineering or architecture is influenced by local cultures and norms.  Many of these include projects that involve action or comparative studies of cities or construction sites.

Global Learning in the Curriculum

There are several courses taught jointly and simultaneously by a pair of faculty one each in our Pittsburgh and Doha campuses.  These include U.S.-Arab Encounters, World Englishes, and Global Issues, Local Solutions. Facilitated by video technology, students in Pittsburgh and Doha participate in these courses in real time, their discussions adding another degree of richness to students’ global perspectives.  The Biology course developed under the President’s Global Initiative will be also taught this way in Fall 2009.  To enable more student exposure on global themes, we have started weekend intensive courses focused on one set of themes and country with INDIA Today: Industry, Education and Innovation in Fall 2008, CHINA Today: Ethnicity, Economy and Education in Spring 2009.

There are also courses such as the team-based Management Game, which has been taught with international teams of students for many years.  Courses such as Technology Consulting in the Global Community and projects such as TechBridge World place students to carry out projects in different parts of the world. Examples are students building information systems for government ministries in Palau, Sri Lanka and Ghana, and computer science students designing Braille tutors in Arabic and other local languages.

Addressing Global Learning Outcomes in the Co-curriculum

Our metacurriculum (our term for co-curriculum) includes many global components.  A Global Studies House, an annual 2- day International Festival and the featuring of several speakers such as the Syrian Ambassador and musical and art performances from abroad in the University Lecture Series all raise student awareness to global issues. 

There are also numerous ways in which we intentionally involve our students in Pittsburgh with their counterparts on our campus in Doha, Qatar.  These include: joint videoconferences of Student Senate and Majlis, joint travel to participate in workshops or service learning opportunities, visits by groups to the others’ campus.

Our students’ global awareness is also enhanced by the significant presence of international students and the numerous cultural organizations and performances on campus. Carnegie Mellon has the largest fraction of international undergraduate students among our peers.  14% of our students are international, coming from about 50 countries.  This provides our students often with living-learning experiences.  For example, now a huge annual event of the city, Bhangra in the ‘Burgh has U.S. students dancing in the Indian folk dance, Bhangra.

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Chandler Gilbert Community College (AZ)

CGCC defines “global learning” with six specific learning outcomes.  They are:

• Understand and appreciate the complex and diverse identities around the world
• Acquire interdisciplinary knowledge of the world’s social, environmental and economic problems
• Develop a heightened sense of global interconnections and interdependence
• Explore the historical legacies that have created the dynamics and tensions in the world
• Learn how to engage in deliberative dialogue about global issues, even when there might be a clash of views
• Engage in actions to sustain and preserve communities and the environment for future generations
• What are your institution’s goals for global learning?

Institutional Goals for Global Learning

Global Learning is part of CGCC’s Strategic Plan.  The goals of the institution are as follows:

• Embed global learning and sustainability into the curriculum.
• Expand and enhance programs and services that increase student and employee awareness and understanding of global issues that sustain life and learning.
• Collaborate with external partners to support programs for a socially, environmentally, and economically sustainable society.
• Examine our current practices, as well as opportunities, to move the college toward highly sustainable, carbon neutral mode of operation and work with stakeholders and vendors aligned with principles of sustainability.   
• Expand international student enrollment and continuously improve support services for them.
• Increase opportunities for students and employees to visit and study in other countries.

Global Learning in the Curriculum

On the institutional level, there are two areas in which global learning has influenced the curriculum.  First, CGCC now has an interdisciplinary Academic Certificate (AC) in Sustainability and Ecological Literacy.  This certificate enhances students’ understanding of sustainable living practices associated with economics, equity, and the environment.  Through a combination of coursework and experiential learning, students engage in critical thinking, inquiry, and discourse, skills necessary for becoming socially responsible citizens who are environmentally aware. 

Second, CGCC is in the process of developing an Environmental Technology Center (ETC).  The ETC will be a low-impact and cost-efficient living classroom.   The intent is to create service learning and experiential learning projects focused on global learning/sustainability that will allow students and community members the ability work on the evolving structure and surrounding gardens.  The ETC will seek out ways of being sustainable while attempting to create a sense of place within the community.

In general education, most changes have been made by faculty who participated in the Shared Futures project.  And those changes have been to already existing courses.  For example, Pushpa Ramakrishna revised two courses, Environmental Biology (BIO 105) and Biology for Majors (BIO 181/182) to include a new section on environmental sustainability as related to the UN Millennium Goals.  Students are assigned reading and then asked to work in groups to produce a poster presentation on either energy and climate issues or sustaining healthy ecosystems.

Addressing Global Learning Outcomes in the Co-curriculum

Through our Global Learning Committee and our Faculty Development Team, CGCC has enjoyed great success creating co-curricular events related to Global Learning.  There are three categories of co-curricular events that relate to global learning:  Unnatural Disaster Day, SEE Your World speaking events, and CGCC One Book events.

Our co-curricular event “Unnatural Disaster Day” was created to integrate more science classes into global learning.   By using an environmental disaster as a point of study, each faculty member guides his or her class in a study of that disaster from the faculty member’s disciplinary perspective.  Then, on a given day, all classes meet for a two-hour event.  On this day, tables are organized to seat one student from each discipline.  Students begin by sharing their prepared one page written understanding of the disaster from their disciplinary perspective.  After that, students brainstorm and create an “action” plan on how to prevent these kinds of disasters in the future. 

As part of our college’s theme SEE Your World, which focuses on social, economic, and environmental issues, we hold many speaker engagements throughout the year to deepen our students’ global learning.  Most recently, for example, we hosted the founder of the Belize Zoo on our campus to talk about endangered species and deforestation in Belize.  Over the last few years we’ve hosted people from Nicaragua to perform dance and discuss poverty, from Nigeria to discuss the consequences of oil-drilling, from Micronesia to discuss the effects of global warming, and from New Orleans to discuss hurricane relief efforts.

For three years now, CGCC has organized a One Book program in the spring semester.  One of the criteria for choosing the book is that it supports our global learning outcomes.  This year’s book, Lisa Margonelli’s Oil on the Brain, directly supports the global learning outcomes because of its four chapters on different oil-producing countries and on the emerging economy of China.  We organize numerous events to support the book:  a speaking engagement by the author, a panel discussion on US consumption, an Energy Policy Forum, screenings of movies, a photography exhibit, an art project, etc. 

We will also be developing a learning community in Spring 2010 combining World History 1500-Present and English 101.

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Chestnut Hill College (PA)

The Mission and Core Values of Chestnut Hill College stress:

• the centrality of relationships in living and working for the common good.
• our responsibility to educate students to  understand the diverse world in which they live, and to work vigorously toward identifying and addressing all forms of social inequity and injustice, and to work toward systemic change.

Our CORE Global Awareness Seminar describes global learning as “an appreciation of the connections and interrelationships among people, institutions and nation-states, based on understanding the impact of economic and technological processes on global, environmental, political, cultural and social issues.”

Institutional Goals for Global Learning

Our goals are for our entire campus community:

• to develop a global consciousness through readings, discussions, and research focusing on specific issues.
• to become knowledgeable about “globalization” and its impact on the environment, the international economy, international security and social justice questions.
• to explore the role of the United Nations in the 21st century and become familiar with the UN Millennium Development Goals (MDGs).
• to appreciate and take responsibility for our role as citizens both of our nation and of the world.

Global Learning in the Curriculum

The Global Awareness Seminar is required of all students for graduation.  Faculty design the topics of the seminars according to their areas of expertise and interest, but all Global Awareness seminars must cover core topics [Sustainability; Cultural, religious, and ethnic diversity; Poverty, hunger, and homelessness; Economic issues; Environmental issues; Family issues and Roots of global conflict and alternatives to armed intervention] and must include common activities (a seminar at the United Nations, the Universe Story, service learning activity).  Global Awareness seminars are interdisciplinary.

Some majors naturally include aspects of global learning in their course requirements: the International Business, Language and Culture major, Political Science, Sociology, and the Foreign Language and Literature program, in particular.  All Students are required to take RLSTU 104 “Religion and Culture” as a graduation requirement.

Address Global Learning Outcomes in the Co-curriculum

The Co-Curricular Certificate in Intercultural Foundations prepares students to live and work in an increasingly diverse and globally interconnected world and fosters an understanding and appreciation of cultural difference in both domestic and international contexts.  It is interdisciplinary in nature, linking students' curricular, co-curricular, and extra-curricular activities, while emphasizing the collaborative efforts of academic and student affairs. It consists of seven courses and Diversity and Conflict Resolution workshops.

The Office of International Student Services (ISS) at Chestnut Hill College (CHC) provides individual advisement on all topics pertaining to international students at all degree levels.   The College’s involvement in the Study Philadelphia program, a collaborative effort to promote the Philadelphia region as a destination for international students, is important because it is one of the few regional collaborative efforts of its kind that exists in American higher education. Although CHC has a relatively small number of international students, it is proud of its global diversity.     

Our College President has launched an Intercultural Education Initiative whose primary focus is the establishment of a living/learning community that will bring together faculty, staff and students from diverse religious and cultural backgrounds.  A task force of faculty, staff and administrators is developing programs for this initiative.  We are focusing on the experiential, developmental educational process and planning for Co-curricular as well as curricular components in the program design.  These include skills for intercultural communication, distinctive pedagogies that include case studies and reflective practice, meaningful shared projects, and immersion experiences that are international or local and intercultural.

Various clubs sponsor global learning programs (e.g. a “Nuclear Awareness” lecture, a film series that included “Traffic,” “An Inconvenient Truth,” “Lord of War,”  “Paradise Now”).  The Intercultural Foundations Program sponsored a lecture on the Palestinian-Israeli Conflict.

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Clark University (MA)

Clark University does not have a formal definition of “global learning,” but we address this topic in several ways: (1) we actively recruit an internationally diverse student body (about 12% non US); (2) our current general education curriculum requires each student to complete two semester courses dealing with non-US issues; and (3) many of our departments and programs have an international focus.  Our Task Force on Undergraduate Education is now engaged in a comprehensive review of our educational program, one result of which will be the articulation of expected outcomes for Clark undergraduates.

Institutional Goals for Global Learning

We summarize our mission with three “signatures.”  One of them is described in university materials as follows: “Experience Diverse Cultures describes our commitment to integrate the richness of many cultures into campus life and student experience.  Clark has melded its liberal arts focus and specific areas of research excellence to create educational programs with global reach, and has made a commitment to the value of diversity in the education of all students.  Global opportunities and the intercultural character of the campus community provide a transformational experience for students.”

Our current Task Force on Undergraduate Education will be reexamining our commitments to global learning and we hope we will be strengthening opportunities in this area.

Global Learning in the Curriculum

Our current general education plan includes Program of Liberal Studies (PLS) that requires students to take several “ways of knowing” courses.  Two of these, “The Global/Comparative Perspective” and “The Language and Culture Perspective,” concentrate on Global learning.

Several of our departments include significant and intentional “global learning” components including: Geography; Government and International Relations; Foreign Languages; History; International Development, Community, and Environment; Management; Psychology

Additionally, we have “concentrations” in a number of areas that offer further significant global learning opportunities such as Asian Studies; Holocaust and Genocide Studies; Peace Studies; Race and Ethnic Relations

Even departments not listed here have specific classes that are global in scope.  This includes courses on cultural psychology, comparative religion, international economics, and other topics.  The key is that many of our faculty does significant international work.  These individuals teach courses that represent these wide ranging interests.  Our operating assumption is that students today live in a global society so that a 21st century education must be global in scope.  However, at the moment we do not have a fully integrated approach to global learning that connects these various pieces in a coherent way.

Our new Henry J. Leir Chair in Foreign Languages is charged with developing interdisciplinary links that connect take language study with a range of departments across the university.

Address Global Learning Outcomes in the Co-curriculum

We have an office of Intercultural Affairs, many intercultural student organizations, and a vibrant round of intercultural events that are created by these organizations.  We encourage study abroad and a variety of international research and internship opportunities.

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Coastline Community College (CA)

Coastline is in the process of clarifying its definition of “global learning.”   Partially to this end, a new International and Intercultural Committee have been formed with the mandate “to promote the development and implementation of practices which will enhance understanding and competence about our responsibilities as local and global citizens.”  The idea of global learning (though not as specifically defined as we would like) is central to Coastline.  

In Coastline’s Mission Statement, the college commits itself to “student success… within and beyond the traditional classroom.” The statement goes on to explain that the college “fulfills its mission by providing high-quality instructional programs and services that meet the needs of students in diverse local and global populations…” and that the college engages in “entrepreneurial activities and courses relevant to local and global education, economic, and social needs.”

Coastline’s degree-level learning outcomes include the following: “Demonstrate understanding and respect for cultural and global diversity.”  This is a reflection of Coastline’s general education philosophy which states the goal for students to “understand and appreciate heritage of their own culture and that of others.”

Institutional Goals for Global Learning

Coastline seeks to expose our students to diverse cultures in our local communities and abroad in as many ways as possible.  Through this exposure we strive to enhance understanding between and respect for diverse cultures while instilling a sense of responsibility for the well-being of our global village.

• To earn an Associates in Arts Degree at Coastline, students are required to complete at least 2.5 units from any of our Global and Multicultural Studies courses. Examples of disciplines included are: Anthropology, Foreign Language, Humanities, Art, Music, Sociology, andGeography.
• Coastline actively recruits international students, providing local opportunities for interaction with people from diverse cultures from all over the world.
• Coastline not only strives to bring international students to our campuses, but also to provide opportunities for local students to go abroad. Since mid-2003, Coastline has hosted many successful Study Abroad programs to Italy, Austria, England France, Germany, Ireland, Scotland and Wales.
•  With over 40% of our courses online and many of our students in the military, Coastline has large numbers of distance learning students from all over the world. We have military educational centers in 12 nations and we've had students take courses as far away as Iraq, Afghanistan, Japan and even Antarctica.

Global Learning in the Curriculum

Coastline’s ESL Institute provides a specialized English program for foreign-born or bilingual students who need to improve their skills in speaking, comprehending, reading, or writing the English language.

Coastline supports innovative ways to incorporate global learning into the general education curriculum.  One example is the recent creation of “Water: A Global Learning Object for History, Political Science, and Philosophy.” This learning object can be used in all three disciplines and easily inserted into both online and site-based courses. It includes narrated and illustrated PowerPoint presentations, student learning outcomes, practice activities, quizzes and a comprehensive essay.

In a partnership with North Lindsey College in England, Coastline has established a Transatlantic Global Advocacy Project in which students from both countries form international teams to create websites addressing global warming issues.

Coastline is also working with China on an international, open-source, language learning project known as “OLLI” (Open Learning Language Initiative).

Addressing Global Learning Outcomes in the Co-curriculum

• Africa Project: The Africa Project was adopted by Coastline’s Student Advisory Council (SAC) as a service project. The Project aims to enhance access to education for underprivileged children in South Africa. The project benefits the village of Nkandla in South Africa, which is home to 140,000 people (nearly half of which are younger than 15 years old) and where 1 in 4 people are infected with AIDS. The Africa Project was developed to promote empowerment and self-reliance among African refugees, immigrants and the economically disadvantaged, through socioeconomic development, education and cultural diversity.
• Kaleidoscope Leadership Institute: designed to celebrate and enhance the achievements of women of color in higher education.
•  Latino Youth Leadership Academy: is to assist and guide Latino youth with vocational careers and/or college/university degree paths while teaching the core values of leadership skills, and individual personal self-esteem and capacity building.
• Coastline/North Lindsey College Exchange Program: Several exchanges have taken place and are planned between Coastline and North Lindsey College in England.  Administrators and instructors have already visited each other’s campuses and students who win the Global Advocacy Project will travel this summer to each other’s country.

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The College of Wooster (OH)

Wooster has long emphasized global education and has reaffirmed its historic commitment to global education.  The College of Wooster prides itself in providing motivated and independent-minded students a rigorous and comprehensive education encompassing values of diversity and global perspectives, through the facilitation of domestic and international off-campus study.  As students develop their capacity to function in an inter-cultural and diverse environment, they gain a deeper understanding of their own culture, of the world, and of themselves.

Student Development Goals

Knowledge: Students should develop an appreciation for inquiry and discovery of different cultures and different ways of thinking.

Interpersonal Skills: Students should be able to adapt to a diversity of cultural and social situations, even if different from what they are used to. They should “understand diverse cultures and understand cultures as diverse.”

Personal Development and Intrapersonal Understanding: By confronting personal values and beliefs with those different from their own, students should become more independent and confident with who they are, and more aware that their personal background and belief system is just one of many equally valuable systems in a complex society.

Institutional Goals for Global Learning

From The College’s mission statement: “Wooster values co-education, diversity in its many forms, a global perspective, and the heritage arising from its origin as a college founded by Presbyterians.”

From The College’s Statement of Purpose: “Wooster aims to establish an atmosphere in which intellectual inquiry is unconstrained by ideology, fashion, or creed, and where ideas are tested through critical discourse in a diverse community.”

The Global and Cultural Perspectives requirement from our curriculum: “Through the study of different languages and cultures, students will learn about the nature of cultural difference and the culturally plural world in which they live. Through the study of foreign languages, students will achieve a deeper understanding of language as a human phenomenon, be able to produce insights into another culture, and lay the foundation for communicating in a second language. By taking other courses taught in English or in a foreign language that focus on different cultures, those both of American minority groups and of foreign countries, students can better communicate across national and cultural differences.”

“Diversity and Global Engagement” is one of the strategic goals for The College, as announced by our new President, Grant Cornwell, in Fall 2008:  “It is through the engagement with different points of view, with perspectives formed by a rich diversity of experience and heritage, that liberal learning flourishes.”  This is a campus-wide initiative, of which study abroad is just one part:  “This is a systemic, institution-wide commitment that entails focused attention on admissions, on faculty and staff recruitment, on our overall campus climate, and on the development of our academic curriculum.” 

Global Learning in the Curriculum

• Creation of a Center for Diversity and Global Engagement to open in Fall 2009 (offices, a living/learning community, a center for all global/diversity initiatives on campus)
• International Relations and Cultural Area Studies require off-campus study and language learning
• Presidential funds pegged to support international field study abroad or domestic study of democracy, multiculturalism, and inequality
• Faculty reading group and exploratory trips with an international focus (India trip)
• Encouraging the development of short-term faculty-led programs (Tuscany, China, Greece, Trinidad and Tobago, India)
• Support for off-campus study, including the recent peer review
• Degree requirements for “Global and Cultural Perspectives”

Addressing Global Learning Outcomes in the Co-curriculum

We are using the Global Perspectives Inventory to assess student development outcomes for study abroad.  We have several co-curricular initiatives, such as the Ambassadors program, the Lilly project, Wooster Volunteer Network service trips abroad, Babcock International Residence Hall, foreign language suites, etc.

Cornwell, Grant H. and Eve W. Stoddard, Globalizing Knowledge: Connecting International and Intercultural Studies, Washington, D.C. : Association of American Colleges and Universities, 1999. p. 21.

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Concordia College-Moorhead (MN)

In Concordia’s guiding curricular document, The Goals for Liberal Learning, we address campus globalization via two of the five goals with a set of outcomes related to each.

Goal 3: Understanding and integration of multiple perspectives.
The outcomes associated with campus globalization under Goal 3 include:
A liberally educated person:

• understands, appreciates, and respects the diversity of human experiences both within the US and globally,
• considers social and political forces that shape people’s experiences on the basis of race, class, gender, ethnicity and sexuality,
• extends her/his perspective to include a language and culture not their own,
• integrates experiential learning into his/her academic program

Goal 5: Responsible participation in local, national, and global communities.
The outcomes associated with campus globalization under Goal 5 include:

A liberally educated person:

• understands the multiple social roles and relations that constitute human identities and societies,
• understands the condition of individuals and groups separated from a dominant culture by race, gender, class and/or religion,
• recognizes the potential for misunderstandings due to the complexity of language and cultural systems
• shows respect for the identities, interests, and needs of others through a commitment to public leadership and citizenship,
• makes critical, principled decisions for the well being of others and oneself,
• practices habits of thought and action that support a sustainable global community,
• maintains an understanding of important world affairs and global issues.

Institutional Goals for Global Learning

Concordia seeks to prepare all students to “Become Responsibly Engaged in the World.”  This is the driving vision for our curriculum and our campus life.  As we develop our campus around this vision, we are working towards expanding campus globalization so that all students are prepared to thrive in a global society.  The previous answer listed the specific goals and learning outcomes we have established for this area.

Global Learning in the Curriculum

We have engaged global learning in many ways.  The Office of Campus Globalization oversees an international education program that involves all departments.  We have week-, month- and semester-long programs that are offered as part of the regular curricular offerings in nearly every department.  Faculty in the departments work to offer a range of programs during the academic year under the leadership of our Division Chair for Campus Globalization.  The most common experience is our long-running “May Seminar” program which includes a preparation course offered during the spring semester followed by a four-week study abroad experience during the month of May.  Our semester programs are mostly interdisciplinary in focus and open to students from any major.  We have specific semester abroad programs for our honors students and for students in language majors. 

In addition, we have two required courses in our core curriculum.  One course is to cover U.S. diversity and the other is to reflect global perspectives.  We are moving towards a new understanding of global perspectives and ending the false dichotomy reflected in the core.  Most departments have one global offering and many have multiple offerings.  We are moving towards all departments having courses with the global designation throughout the major and the core so that students will have multiple courses that go well beyond the two required courses. 

Finally, we are piloting our “Global Scholars” program.  Through this program, departments will develop a relationship with an international scholar so that the scholar, via technology, will be working with students in a number of courses in the major.  We will work so that departments will select scholars from every continent so that a range of countries will be represented on campus.

Addressing Global Learning Outcomes in the Co-curriculum

Student affairs will be reporting to the Vice President for Academic Affairs beginning next academic year.  This is being done so that the curriculum and co-curriculum will develop parallels in how we work to globalize the campus.  In addition, we are working towards bringing the expertise of the Concordia Language Villages into our regular student experience. 

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The Defiance College (OH)

As articulated in the most recent institutional strategic plan, global learning at Defiance College can be described as providing students with opportunities to “develop awareness of and sensitivity to global interdependence and understanding of diverse cultures” through curricular and co-curricular learning. Our goal is that all Defiance College students graduate with an understanding of the individual set in the context of an increasingly global society.                                        

Institutional Goals for Global Learning

As articulated in the 2005-2009 strategic plan, Defiance College seeks to “provide opportunities through the McMaster School for Advancing Humanity for faculty and students to engage internationally and develop their scholarship, teaching and work in significant ways.”

The two most pertinent goals of the McMaster School pertaining to global education are:

• To give students the knowledge and capacities to be active world citizens and to view themselves as members of the world community; and
• To contribute actively through sponsored scholarship and service to the improvement of the human condition worldwide.

Global Learning in the Curriculum

The McMaster School is simultaneously the locus and catalyst for global learning at Defiance College.  It offers students and faculty opportunities for research abroad with partnerships in Cambodia and Belize and international cultural travel opportunities with the Carolyn M. Small Honors Program. All international travel takes place within the context of a learning community, so that all travelers are required to read about and discuss issues pertinent to the location and the travel.  Topics such as cultural sensitivity, local history, and safety are addressed. In addition, it holds an annual three-day symposium that provides students and faculty with opportunities to present about their international research and projects to the entire campus community. Faculty is asked to suspend their class meetings during one day of the event and require their students to attend Symposium sessions in order to broaden the impact and appeal of McMaster School programs. These programs are both curricular and co-curricular.

Global learning content can be found throughout the curriculum, however, in such courses as Global Civilizations (a required course) and in International and Global Studies, an interdisciplinary program organized three years ago.

Addressing Global Learning Outcomes in the Co-curriculum

The McMaster School sponsors an annual co-curricular service-learning trip to Highgate, Jamaica, for students, faculty and staff to work with partner organizations there. A learning community format is used for this trip, as well.

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Dickinson College (PA)

The college aspires to create “an educational program of the highest quality and challenge that turns the campus from a single site into the hub of a truly global network. The Dickinson global education model should be characterized by sustained, in-depth study; an imaginative variety of opportunities that reach across disciplines; and close integration of study elsewhere with the program on the home campus.”

Institutional Goals for Global Learning

The college’s overall internationalization mission is articulated in several documents and messages.  One of the most important of these is the “Dickinson Dimensions” that seek to define what is truly distinctive about a Dickinson education.  These five dimensions are:  Develop Global Sensibility; Engage the World; Seek Connections; Practice Civility; and Strive for Accountability.  The aspirations and outcomes that characterize “Global Sensibility” are:

• Build a deep appreciation of languages and cultures;
• Associate confidently in unfamiliar environments;
• Pursue intellectual interests in the context of global affairs;
• Seek to understand others and to be understood by building bridges of communication with people you meet;
• Demonstrate commitment to inclusiveness, pluralism and democracy.

Those associated with “Engage the World” are:

• Seize learning opportunities through travel, internships and volunteerism;
• Move beyond that which is comfortable to embrace intellectual risk and gain self-knowledge;
• Practice leadership in useful service to society—locally, nationally and globally;
• Work to build a just, compassionate and economically viable society.

Global Learning in the Curriculum

Global education and global learning are hallmarks of a Dickinson education. By this we mean the integration of our on campus learning with our extensive study in sites around the globe. We believe you cannot simply study the world from a distance. Students at Dickinson College have the opportunity to apply learning from the classroom to real-world problems in the local community and across the globe. We have been widely recognized for our internationalization efforts.

A number of external assessments have been conducted of the effectiveness of the college’s international education mission. These assessments have examined the overall internationalization mission as well as specific aspects of it.  Taken together, these assessments provide compelling evidence for the success of the college’s education abroad mission that forms a critical part of the overall internationalization mission.

Two other external assessments have validated the success of the college’s international mission, one by the American Council on Education (ACE) and the other by NAFSA: Association of International Education Administrators.  Both assessments were national competitions that involved Dickinson being selected for its success in fulfilling its campus internationalization mission.

The ACE assessment (2001), “Promising Practices: Spotlighting Excellence in Campus Internationalization,” was funded by the Carnegie Corporation, and involved Dickinson being selected as the most internationalized liberal arts college among those that applied for recognition. The ACE selection was based on a comprehensive assessment of all aspects of the college’s international mission, strategic plan, programming, and resources.  The college’s selection led to participation in the development of an assessment tool to measure comprehensive internationalization and the formation of ACE’s “International Collaborative,” a group of nearly 100 institutions that work together to assess and advance internationalization on their campuses and share best practices.  Laurie Mossler, Director of OGE, serves on the Advisory Council of ACE’s International Collaborative.

Addressing Global Learning Outcomes in the Co-curriculum

Students have a variety of ways to engage local and global issues in the co-curriculum an example of some of our immersion service trips.

Service trips immerse students and staff in communities throughout the US and abroad that seek to confront underlying societal needs by asking questions, seeking connections, and serving in various cultures and communities. Intentional reflections that explore intrapersonal ideals before service, intrapersonal values amongst peers and neighbors during service and community values after service aim to increase engaged citizenship in all who participate.

Alternative Spring Break
Alternative Spring Break is a program which coordinates a small group of Dickinson students to travel to the Tohono O'odham Native American Reservation in Pisinemo, Arizona during the week of Dickinson's spring break. While there, students participate in a variety of community service activities while learning about the fascinating culture and history of the Tohono O'odham nation.

Serve The World
Serve the World coordinates domestic and international service trips. Trips in previous years have seen students and faculty working in New Orleans, rural Jamaica, West Virginia, New York City, and other locations. For the 2008-2009 academic year, Serve the World will be going on four trips: a September weekend trip to Washington D.C., a fall pause trip to Wheeling, WV, an international trip during winter break in January, and a spring break trip to New Orleans.

District of Columbia (DC) Urban Weekend: September 19-21

• Help aid the needy by delivering meals and working in the DC Central Kitchen, among other projects
• Enjoy a night of sightseeing and fun activities in our nation’s capital

Wheeling, West Virginia: Fall Pause, October 10-14

• Help aid one of the nation’s poorest regions with a variety of construction projects
• Spend time and help educate youth from the surrounding region in an after-school program
• Volunteer in the local soup kitchen/food pantry

International Trip, Location Guatemala: January 5-15

• Provide hurricane relief through a variety of reconstruction/construction projects
• Experience the reality of a foreign location that no cruise, tour, or vacation could ever achieve
• Help rebuild two adobe classrooms for children
• Become familiar with the local culture through interaction with community members

New Orleans, LA: Spring Break, March 6-14

• Provide hurricane relief through a variety of reconstruction/ construction projects
• Travel throughout the city in a guided tour that gives amazing insight to the severity of Hurricane Katrina
• Experience the famous culture of New Orleans and Bourbon Street

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Drake University (IA)

Drake’s mission indicates that we will develop students as Responsible Global Citizens. We have defined those learning outcomes as:

Drake graduates understand that their individual knowledge and skills must be connected to the contributions of all cultures to the human experience.  In practicing engaged citizenship they understand and exercise the individual freedoms and institutional responsibilities of a democratic society, and strive to sustain and expand the common good. Drake graduates

• Demonstrate an understanding of the historical and cultural foundations of a society other than their own.
• Understand the impact that our nation and its cultures have on the larger global community.
• Engage in strategies to promote inter-cultural communication and conflict resolution.
• Assume responsibility for the common good of local, national, and global communities.
• Fulfill their responsibilities as citizens in a participatory democracy.
• Serve as active stewards of both the natural environment and the cultural heritage of society.

More particularly, Drake’s Center for Global Citizenship has adopted this mission statement:

Drake University... provides students with opportunities to develop global competencies across the curriculum through the integration of language proficiency, cultural perspectives, study abroad and co-curricular activities.  These learning opportunities are made possible by drawing upon and investing in the international expertise of faculty, staff and members of the community. Drake's international programs, tailored to a variety of professional and academic interests, prepare students to serve as responsible global citizens and to succeed in the global economy.

Institutional Goals for Global Learning

In its strategic planning process, Drake has identified for discussion a number of possible goals related to internationalization including:

• Increase the number of students, faculty, and staff who have significant off-campus learning experiences abroad or domestically. Tactics to achieve this objective could include
  • Implementation of a January (or similar) term to facilitate short-term off-campus learning experiences.
  • Development of additional support for student travel to experiential sites.
  • Provision of summer course development stipends and travel support for faculty to design courses with significant international learning.
  • Requiring all schools and colleges to review their undergraduate majors and indicate the best semester(s) for students to plan significant study off-campus.
• Review our administrative structure with possibility of appointing a Deans’ Council-level position to coordinate the achievement of university goals on internationalization.  
• Expand recruitment of international students and broaden the number of countries from which these students are drawn.
• Increase resources for short-term visiting international faculty and faculty exchanges, particularly with partner institutions.

Global Learning in the Curriculum

• General Education: a task force currently drafting a revision of the Drake Curriculum has suggested the development of a junior-level seminar on Global Issues and Ethics (to follow a sophomore-level seminar on Engaged Citizenship).
• Drake has undergraduate majors in International Business and International Relations.
• The Center for Global Citizenship sponsors speakers, films, and conferences on international topics, funds faculty travel abroad, had used grants to develop courses on “Ethics in a Globalizing World” and “Global Public Health,” and directs the Global Ambassador program – a concentration that combines academic course work, service, language study, and study abroad.
• The Drake University Chinese Cultural Exchange Program facilitates exchanges of faculty, students, and graduates between Drake University and universities in China.
• Drake’s International Center supports more than 350 international students and exchange visitors from over 60 countries that study at Drake each year, as well as over 200 Drake students who study abroad. Drake has exchange agreements with international partner universities in 7 countries and works with affiliated organizations to provide study abroad and internship opportunities in over 60 countries.
• The Drake University Language Acquisition Program provides an educational model for achieving communicative competency in foreign languages, for understanding other cultures, and for using technology to connect with native speakers.

Addressing Global Learning Outcomes in the Co-curriculum

• Drake has a very active International Student Association and involves international students in campus leadership positions:  Resident Advisers, Peer Mentors, Orientation counselors, campus visit guides, the Adams Leadership Academy, Student Senate, etc.
• The Center for Global Citizenship sponsors weekly speakers, a monthly international film series, workshops, and forums that address issues as widespread as global HIV/AIDS to international career options.
• Drake faculty lead students who participate in Model U.N. and Model E.U. simulations.
• Professional and Career Services staff and faculty advisers use The Big Guide, international career search software.

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Eastern Michigan University (MI)

As part of our newly revised (2005) and implemented (2007) General Education Program, all EMU students are required to satisfy a “Perspectives on a Diverse World” requirement.  This requirement includes taking one course on Global Awareness and one course on U.S. Diversity.  In the Global Awareness course, students will…

• Explore specific global issues influencing diverse nations and/or cultures, along with their interrelations within the global community.
• Explore their own culture and cultural practices and how these relate to the cultures and cultural practices of others in the global community.
• Explore the social and historical dynamics that create and influence nations, governments, global alliances, and global conflicts.
• Explore the causes and consequences of social, cultural, and racial intolerance in the world.
• Analyze and synthesize information from diverse sources to make informed decisions regarding global issues.

Institutional Goals for Global Learning

Recognizing that the knowledge of diversity and global issues is vast and complex and that it was not possible to provide a complete education in this area, the university’s General Education Program does provide courses that introduce students to issues and perspectives in these areas.  The student learning outcomes are intended to provide students with conceptual skills for future learning, with the hope being that majors and professional programs will also address these outcomes in more advanced coursework.    

Global Learning in the Curriculum

• While there are pockets of engaged global learning in various programs and major course offerings, - e.g.,  International Business; Language & International Trade; Area Studies in History; International Economics; Contemporary European Philosophy; Asian Political Systems – the most concentrated and intentional efforts to infuse global learning in the curriculum takes place in our General Education Program.  A sampling of the Global Awareness course options includes:  
  • AAS 102 Introduction to African Civilization
  • ANTH 135 Introduction to Cultural Anthropology
• CASI 206 Culture and the Holocaust
• CTAC 274 Intercultural Communication
• GEOG 110 World Regions
• GERT 219 Around the World in 80 Years
• HIST 110 World History since 1500
• HLAD 390 Poverty, Human Rights and Health
• PHIL 228 Global Ethics
• PLSC 120 Global Issues

Addressing Global Learning Outcomes in the Co-curriculum

• EMU’s newly implemented General Education Program, Education for Participation in the Global Community, includes a Learning Beyond the Classroom requirement.  Students must satisfy two (2) of six (6) groups through a combination of experiences and/or courses.  Given the variety of ways in which students can complete this requirement, each provides opportunities for students to engage in global learning beyond the academic curriculum; for example,
  • Self and Well-Being; e.g., participating in Military Science activities
• Community Service, Citizenship & Leadership; e.g., participating in alternative spring breaks abroad
• Cultural & Academic Activities & Events; e.g., attending campus events during International Week
• Career and Professional Development; e.g., volunteering for internationally-based professional organization in field of study
• International & Multicultural Experience; e.g., studying abroad; planning a major international event on EMU’s campus
• Undergraduate Research; e.g., conducting original research on global issues and presenting at regional conference

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Elizabethtown College

Elizabethtown’s vision for global learning is for students to develop into global citizens, and for the College faculty and staff to become a community of global citizens.

Global Citizens have three characteristics:

• They are aware of the world around them. They know important things about the world, and are able to integrate new knowledge with what they already know.
• They are skilled at navigating the world. Global citizens can work across boundaries. They can communicate with people from other communities with other viewpoints. They can operate effectively in environments different from those in their home communities. They have the flexibility to handle differences and cooperate across the boundaries that divide people.
• They care about the broader community. They identify with the needs and aspirations of people outside their family and circle of acquaintances, enough to be concerned about others’ ability to live and prosper. They recognize the existence of common, community interests, and are willing to work toward meeting them. Caring is the motivation that separates simply being a member of a group from being a genuine citizen.

Institutional Goals for Global Learning

• Expand study abroad and its integration into the curriculum.
• Expand service-learning and civic engagement, and integrate those better into the curriculum as well.
• Build an understanding of and appreciation for global justice and peace concerns across the Elizabethtown program.

Global Learning in the Curriculum

Elizabethtown College has made the following efforts in global education:

• The creation of a Center for Global Citizenship in 2004 to integrate international studies, community engagement, and peace-making and conflict studies.
• The development and continued refinement of an International Studies Minor and an Asian Studies minor.
• The creation of General Education Core requirements in both Western Cultural Heritage and Non-Western Cultural Heritage, as well as a Core foreign language requirement.
• The development of a range of study-abroad options, through BCA and other affiliated partners, and through faculty-led short-term study abroad courses.
• The adoption in recent years of a global learning-oriented theme for the First Year Colloquium, required of all incoming freshmen students.

Addressing Global Learning Outcomes in the Co-curriculum

• International Week festivals held in both the Fall and Spring semesters.
• Support for several global learning-themed student organizations, including Amnesty International, Advocates for Peace, an International Club, foreign language and culture clubs, and a World Affairs club.
• Ongoing lecture series (the Ware Lecture on Peacemaking) and public presentations (Seminars on Global Citizenship).
• Expanding civic engagement opportunities, some tied to curriculum, some volunteer or tied to student organizations, and some work-study related.

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Elmhurst College (IL)

Global learning is addressed in various parts of the curriculum and co-curriculum.  For example, in the current general education program, one category, Global Society, states as its goal that it “helps students understand and affirm their membership in a diverse and interdependent multicultural global society.  Emphasis is placed on primary encounters with cultures other than the students’ own.”  The student learning objectives for this category are: awareness of the effects of globalization and modernity on individual cultures, recognition of the dignity and value of other cultures, and expanded critical awareness of students’ own cultural identities.  A new general education program is underway, with an element currently named “global and intercultural competency.”  This element will like largely preserve the goal stated above, with an additional requirement that students undertake study of both global and domestic diversity.  The new draft strategic plan states as a major goal to increase students participating in study abroad activities, as well as prioritizing bringing more international students to campus.  We have begun to measure students’ awareness of and readiness for global issues by administering the Global Perspectives Index. 

Institutional Goals for Global Learning

Elmhurst College’s goals for global learning are represented in the current mission statement in the description of the College’s dedication to the development in students of an understanding of global interdependence and responsible citizenship, and to the fostering of a College community that develops its members as responsible citizens of the world.  The draft new mission statement speaks to the College’s intention to challenge its students to prepare for meaningful and ethical work in a global society and its commitment to service to the world.  A core value articulated is the commitment to social justice on local, national, and global levels.   

More specifically, Elmhurst College’s goals for global learning are to help all our students experience global learning as immediately and substantially as possible.  We hope to have as many of our students as possible engage in study abroad courses.  We hope to have many students engage in multiple study abroad courses.  We aim to have many of our study abroad courses have a service-learning component.  We set as a goal that our study abroad destinations are diverse, worldwide, and not where our students would have necessarily expected to study abroad before they arrived at Elmhurst College. We plan for all of the study abroad experiences that our students have to allow our students to fully engage in the country and culture they are visiting, rather than undertaking an “island” experience. 

Global Learning in the Curriculum

We have emphasized global learning in general education, as I have described above.  We have had a faculty member serve as Director of International Education for many years; he assists faculty develop study abroad courses by providing expertise and funding.  He is located in the Center which also houses intercultural education and service learning, and this promotes collaboration among these areas.  As VPAA/Dean, I have prioritized increasing fund for faculty travel, and have gladly accepted requests to travel to develop study abroad courses as a good use of those funds. There has also been an effort to globalize the curriculum by hiring faculty in individual departments with non-Western regional specializations, as recent hires in Latin American history and Islam attest.  We have established an advisor for post-baccalaureate fellowships to work with students on applying for national and international fellowships, and the Fulbright has been a major area of effort.     

Addressing Global Learning Outcomes in the Co-curriculum

The co-curriculum has assisted in global learning by re-working the new student orientation to emphasize the development of personal values that include respect for, interest in, and engagement with diversity, different perspectives, and new experiences. 

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Elon University (NC)

During the last several years, Elon has prioritized internationalization of the campus.  This initiative served to strengthen several areas of our curriculum, which were already thriving:  study abroad courses (both semester and winter term), the Global Experience course (a first year core course for all students), the Periclean Scholars Program (a selective civic engagement program for students to involve them in domestic and international service learning), establishment of a foreign language proficiency requirement, general education culture classes taught for Spain, China, Japan, and Egypt (taught by visiting faculty from those cultures), the International Studies major, and programs in Middle Eastern Studies and Italian Studies.

The Study Abroad Committee is currently working on learning outcomes for all of its courses, as are the various majors and programs on campus.  The Global Experience course has outcomes linked to general education goals and its six themes:

Elon University Global Experience (GST 110) Themes and Learning Outcomes

• The importance of individual responsibility:  Students can articulate and evaluate the societal and planetary consequences of their individual choices.
• The relationship of humans to the natural world:  The student can discuss with scientific accuracy the impacts of human activities on fundamental ecological processes and services.
• Globalization and tribalization as powerful world forces: The student can explain how a specific culture group can operate according to both globalization and tribalization processes simultaneously.
• The impact of imperialism and colonialism: The student can explain the continuing effects of 19th-century imperialism on a postcolonial country in Asia, Africa, or the Americas.
• The nature of culture: The student can explain how culture influences an individual’s perception of issues and events.
• The plights of disempowered groups: The student can discuss an event, problem, or controversy from the perspective of its least powerful stakeholders.

Elon University General Studies Goals Addressed in GST 110

• Effective writing and speaking skills:  The student can articulate and defend an informed position on a significant global issue.  GOAL 1
• The capacity to view issues from other cultural perspectives: The student can articulate the perspective of another culture on an issue or event. GOAL 4
• An understanding of their interconnectedness with other people and the environment, as well as their responsibility to both:  Students can articulate their own sense of community, outlining their connection and responsibility as global citizens AND Students can discuss with scientific accuracy the impacts of human activities on fundamental ecological processes and services. GOAL 6
• Information literacy skills (Secondary Goal): The student can synthesize and correctly document information from varied, credible sources to produce a college-level, academic research project. GOAL 3
• Ethical decision-making skills to promote the common good (Secondary Goal): The student can use an ethical framework to approach and address a variety of global issues, recognizing strengths and weaknesses.  GOAL 9

Part C of Elon’s Mission Statement states:  “We integrate learning across the disciplines and put knowledge into practice, thus preparing students to be global citizens and informed leaders motivated by concern for the common good.”

The primary global learning curricular initiatives are listed in the first paragraph above; however, there are other extracurricular initiatives also.  For example, El Centro is a campus center devoted to the study of Spanish.  Faculty and students may take informal lessons there, as well as drop in for conversation or activities. 

All areas of the campus—curricular and co-curricular—are currently charged with writing outcomes for their area.  These will be assessed on a regular basis, and that assessment will be used for ongoing program improvement.

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Georgia State University (GA)

At Georgia State University “global learning” references the goal reflected in our mission statement of “preparing citizens for lifelong learning in a global society”.  The university, which has one of the most diverse student populations among public institutions nationally (35% white, 28% African American, 11% Asian, 7%  Hispanic, 12% international) is dedicated to providing educational programs based on a core curriculum that promote interdisciplinary, intercultural, and international perspectives. The University continues to work to internationalize our course offerings as well as develop international linkages through strategic alliances that facilitate faculty research and student learning on global issues. The institutional has over 80 active study-abroad agreements.  The ability to effectively analyze contemporary multicultural, global and international questions is a primary component of one of the six major learning outcomes that courses within the University regularly assess.

Institutional Goals for Global Learning

Georgia State University’s goal for global learning is to educate 21st century students who are able to comprehend the intellectual, cultural, and geographic heterogeneity of an ever more interconnected world.  Our vision for students includes exposure to multiple viewpoints and the free exchange of ideas, as well as an appreciation of the diversity among peoples of the nation and around the globe in order to produce a balanced, better educated, responsible, contributing and productive global citizen.

Global Learning in the Curriculum

Georgia State has made a concerted effort to internationalize our curriculum making internationalization a core institutional value that is reflected in the strategic mission and programs of the University. .  In addition to a class in global economics, global politics or world history, as an institutional option within the core curriculum Georgia State requires all students to take a Perspectives class designed to provide students with a better understanding of the comparative world through the study of different cultures or scientific approaches to issues on the environment, public health, or technology from a global perspective.  Departments from across the University are invited to teach Perspectives courses enabling students to choose from wide array of disciplinary options that integrate a global point of view.

Over a decade ago we instituted the International Strategic Initiative Program to assist the university in internationalizing education.  The ISI program provides seed grants to the colleges to facilitate in their efforts to develop and initiate meaningful and enduring international programs. The ISI program has enabled a dramatic expansion of student, faculty and staff engagement in international education and leveraged nearly $40 million dollars in external grants from national and international funding agencies and foundations. These investments have helped to establish mutually beneficial relationships with numerous international partners and helped the colleges establish multiple interdisciplinary internationally oriented centers and institutes. The University has expanded the number of active International Cooperation agreements it has with institutions in other parts of the world and increased the number of international students and scholars at Georgia State.  The University has also supported steady growth in the number of Georgia State students studying abroad and championed the International Education Fee which provides study abroad scholarships to the student body.

Addressing Global Learning Outcomes in the Co-curriculum

In addition to the exposure that Georgia State University students get to global learning in the curriculum (including a core curriculum requirement in comparative cultures) we also support numerous programs and activities that promote and publicize international education on campus. Georgia State has an office of International Affairs which serves as the University’s central international education office. These efforts include International Education Week which highlights the international experiences of the Georgia State University community.  The University has more than 3200 hundreds international students from more than 150 countries. More than 570 Georgia State students studied abroad during 2007-2008 academic year, and the university has nearly 100 faculty and student exchange programs in countries across the globe.  Additionally the Division of Student Life and Leadership has an office of intercultural relations which seeks to promote programs and host meetings and events that identify not only differences between people but the similarities that an appreciation of inter cultural relations can produce.  There are also more than 20 international student clubs and organizations that contribute significantly to the global learning environment on our campus.

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Gettysburg College (PA)

Gettysburg College has a long history of emphasizing civic engagement and community service, and these ideas are a seen as a key part of global learning.  We mention global learning specifically  in several components of our mission statement, which states that “Gettysburg College . . . prepares students to be active leaders and participants in a changing world,” a statement “grounded in the core values of the institution,” including  “the power of a liberal arts education to help students develop critical thinking skills, broad vision, effective communications, a sense of the inter-relatedness of all knowledge, sensitivity to the human condition, and a global perspective, all necessary to enable students to realize their full potential for responsible citizenship.”  Our curriculum and co-curriculum are based on student learning goals, including a local and global citizenship goal.  Stated curricular outcomes include foreign language proficiency at least the intermediate level, knowledge of the social history and culture of the country or region where the language is used, demonstrated understanding of a non-Western culture and of additional issues related to diversity, and production of work that recognizes the relevance of cultures other than U.S. culture.  Co-curricular outcomes include practicing and celebrating behavior that affirms fair and just communities, demonstrating commitment to diversity in the community, demonstrating an appreciation for the interconnectedness of local and global society, developing an awareness of local, regional, and international current events, and engaging in ethical decision-making.  Activities that can lead to these curricular outcomes, in additional to traditional courses and co-curricular participation, include study abroad and community-based learning.

Institutional Goals for Global Learning

Our goals for global learning fall under the local and global citizenship goal that is part of the curriculum and co-curriculum.  That goal states that Gettysburg College students should develop skills, understandings, appreciations, and moral dispositions that enable them to be committed members of and contribute meaningfully to their local, national, and global communities.

Global Learning in the Curriculum

Over fifty percent of our students study abroad for at least one full semester.  As part of the local and global citizenship component of the curriculum, all students study a foreign language through the 202 level and take two courses on diversity, one of which must focus on non-Western culture.  Students also take a course in Science, Technology, and Society; some of these courses have a global perspective.  Numerous First-Year Seminars address global themes.  Three years ago, we instituted a new interdisciplinary major in Globalization Studies that has rapidly become popular with students.  The major requires students to design regional (e.g., Africa) and thematic (e.g., development) clusters of courses.  Other majors and minors in which global learning is central include Africana Studies, Anthropology, Asian Studies (with several choices of regional focus), International Affairs, and Latin American Studies, as well as majors in a variety of European languages.  Many other majors and minors include significant coursework with an international focus, including Economics, Environmental Studies, History, Peace and Justice Studies, Philosophy, Political Science, and Religion.  Still other majors include a few courses with an international emphasis, such as Art History, Biology, Music, Psychology, Sociology, and Theatre Arts.  The College has also hired many international faculty members in the past decade, a move that has helped place global issues at the forefront of campus conversations and activities.  Our Johnson Center for Creative Teaching organizes brief and extensive workshops for faculty on issues of pedagogy; many of these pertain to global learning.  Through the auspices of a grant from the Mellon Foundation, the College is supporting a variety of student-faculty collaborative research opportunities, many of which involve global learning.  Examples of these projects include student-faculty summer research on women and development in Nepal and on hyperinflation in Zimbabwe, as well as semester-long independent studies focusing on global topics in a host of majors.  Finally, the College is now in its third and final year of a UISFL grant from the U.S. Department of Education that focuses on increasing faculty members’ ability to teach about the Arab world.  Over 25 faculty members have participated in year-long faculty seminars that enable them to offer new or revised courses incorporating content from the Middle East and North Africa. 

Addressing Global Learning Outcomes in the Co-curriculum

In the co-curriculum, global learning outcomes are addressed through First Year Experience initiatives that explore diversity issues as well as through a wide range of student activities that encourage global understanding in various ways.  For example, the College celebrates Hispanic Heritage month every fall and in recent years has hosted events such as African Heritage Week or Asian Heritage Week each spring.  There are guest speakers on a range of topics as well as highly visible student organizations such as Amnesty International and the Socratic Society.  We have a vibrant population of international students who bring international issues and perspectives to the table in many areas.  Perhaps the most cohesive co-curricular initiative is our Center for Public Service (CPS), which educates students in issues related to social justice and community engagement.  Students from casual volunteers to committed project coordinators approach local and global learning in a variety of ways, often from an issue-centered perspective such as poverty or sustainability.  The CPS organizes immersion projects to domestic and international sites as well as a combined summer internship program in Nicaragua and the local community.  The CPS also works closely with the academic division to support service-learning in courses and to enhance faculty development relevant to teaching students about local and global citizenship.  Finally, and most recently, the Office of Off-Campus Studies has been coordinating with the Division of College Life to hold programs for students returning from study abroad, in order to encourage them to reflect on their experiences, explore issues of identity, and integrate their learning abroad with their curricular and co-curricular learning in Gettysburg.

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Goshen College (IN)

Global learning occurs at multiple levels at Goshen College.  The majority of our students spend a semester in a developing country where they spend half the term learning about the language, history and cultures of the society. In the second half of the term they participate in a service learning assignment. Our program is known as the Study Service Term or SST. 

About twenty percent of our students cannot study abroad and they must complete a semester of courses that are international and intercultural in content.  They must also complete a year of college level language. Thus every Goshen College will encounter cultures other than their own as they complete the general education program in international education.

Goshen College has recently opened a Center for Intercultural Teaching and Learning.  Much of the work of the center focuses on the large Latino population in northern Indiana.  The hope is that we can learn from a culture that is in our back yard and that we can begin to make connections between study abroad internationally and significant opportunities for engaging another culture within our own borders.

Institutional Goals for Global Learning

Goshen College began to require all our students to complete a semester of international education in 1968.  For 40 years we have committed 12-13 credit hours of our general education program to international education.  Eighty per cent of our students study abroad in cultures that are significantly different than their own.  We currently send students to Cambodia, China, Senegal, Tanzania, Jamaica, Nicaragua and Peru.

The Study Service Term is designed to immerse students in a culture significantly different from that of North America.  It's goals are:  1) to develop and provide practice in linguistic and related communication skills in another culture; 2) to develop analytic skills specific to entering and appreciating other cultures; 3) to develop the reflective skills to make comparisons between host and home cultures and to see the limits and strengths of the student’s own culture; 4) to develop students' ability to position themselves in a diverse yet interconnected global context; 5) to develop a mature understanding of service in the context of power imbalances on a global scale and between the student and his or her coworkers; and 6) to develop skills to review and critique vocation in a global context. 

Global Learning in the Curriculum

International education is a large component of our general education program.  Students must complete 12 hours of courses with significant international content and the equivalent of one year of a foreign language.

At various points in our history as high as 50 percent of our faculty has lived, studied and worked abroad.  In the 40 years of the SST program, more than 140 of them have led programs in developing countries. Many of these faculty members have integrated the insights that they have gleaned in their time abroad in their courses as they return to campus.

Addressing Global Learning Outcomes in the Co-curriculum

Upon their return some students use the language skills that they have learned when they study abroad to provide tutoring and other programming in our locals schools.  Some continue to seek out service opportunities in North America.

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Grand Valley State University (MI)

Global Learning as part of GVSU’s Strategic Plan:

Evident in the current (2008-2010) strategic plan for the university are several references to the general concept of global learning:

• The Mission statement itself is positivist in nature, compelling students go influence their communities for the rest of their lives.
• The University’s Vision statement includes the passages that GVSU’s approach to Liberal Education “acquaints students with…perspectives of their own and other cultures.” This goal is likewise articulated in the specific General Education goals and is reflected in the learning objectives for that program.
• “Diversity and Community” as a necessary intellectual asset is one of the five Values for the institution and the importance of “global citizenship” is highlighted as a key element of its approach to Liberal Education.
• The University’s Strategic goal #4 is to “promote inclusion, equity, and intercultural learning in all aspects of university life” (strategies include the embrace of both international and domestic diversity).

Institutional Goals for Global Learning

Global Learning in General Education

The current General Education program requires each student to take—in addition to courses in the disciplinary foundations—courses that specifically focus on multicultural or international education goals:

a) A U.S. Diversity course, ensuring students understand “how diversity may affect their own identities as well as their relationships with people in their social and political communities.”

b) A World Perspectives course, “meant to help students understand the perspectives and ways of life of people in societies located outside the boundaries of the United States.”

Three courses in a unified Theme, which “requires that students become conscious of competing viewpoints and recognize that any issue or problem can be viewed from multiple perspectives.” Since 2005, students have also been able to complete their theme during a study abroad program. A majority of the 600+ study abroad participants each year transfer one or more courses back to GVSU for General Education credit. Several of the themes integrate various disciplinary and interdisciplinary perspectives on “global” issues or trends, including Sustainability, Globalization, Health & Justice, Religion & Conflict, and several more.

Study Abroad:

A majority of the 600+ study abroad participants each year (in over 25 nations) enroll in courses abroad that transfer back to GVSU as General Education credit, including 20-40 per year who complete the General Education “Theme Abroad.” In addition to over 140 students spending the entire semester abroad each term, another 250 to 300 participate in 16-18 faculty-led study abroad programs each Spring/Summer term. The growth in GVSU’s semester abroad participation is one factor that led GVSU to be recognized with an Honorable Mention for the Institute of International Education’s 2008 Andrew Heiskell Award for best study abroad practices.

Global Learning in the Curriculum

There is a wide range of how individual majors and academic programs intentionally engage students in multicultural or international education; some integrate both into all elements of their curriculum, while others focus on diversifying their faculty and staff but have curricula which do not identify specific goals related to either effort.

GVSU also has several International Area Studies programs as majors (Chinese Studies, Russian Studies) or minors: African/African-American Studies, East Asian Studies, Latin American Studies, and Middle East Studies. The Area Studies are being reorganized to add a global thematic focus to the current regional focus. Nearly 300 international students from 60+ nations add cultural perspectives to the campus and its classrooms.

Growth in enrollment in language courses has grown at GVSU well ahead of the national averages. GVSU offers a surprising range of languages, as well: Arabic, Chinese, Japanese, Polish, Italian, French, German, Hebrew, Spanish, Greek, Latin, and Russian.

The College of Interdisciplinary Studies is preparing a proposal for a new academic minor in Religious Studies, which would bring to the curriculum an interdisciplinary program in which the diversity of perspectives in world religions is a key element.

Addressing Global Learning Outcomes in the Co-curriculum

Scores of student organizations highlighting many different cultures, and over one hundred open lectures, performances, and seminars each year that related to intercultural understanding combine to provide GVSU students with a rich array of co-curricular learning opportunities that expand their knowledge or and experience with cultures and perspectives other than their own. GVSU’s Housing employs one “Multicultural Assistant” in each of its dozens of residence halls to foster a community of diversity for over 5200 on-campus residents. GVSU recently employed a Director of Intercultural Learning to work with student groups, staff, and faculty, to facilitate intercultural communication and the development of intercultural curricula.

Global Learning Successes at GVSU:

A sampling of successes in global learning across Grand Valley State University includes:

• Strong growth in the numbers of students minoring in East Asian Studies and Middle East Studies
• Inclusion of Area Studies courses in the General Education foundations categories (increasing the numbers of students gaining entrée to those programs)
• Hundreds of interculturally focused events (e.g., lectures, performances, celebrations) sponsored by many on-campus student organizations, Area Studies programs, academic units, and the Padnos International Center
• Practicum or intense experiential learning elements in programs such as Women & Gender Studies, Liberal Studies, Social Work, African-American Studies, Model Arab League, Model Organization of American States, etc.
• The integrative General Education Theme requirement
• Substantial grants for Faculty and Staff to have intercultural experiences abroad
• Campus-wide interdisciplinary and co-curricular “Community Reading” project each year
• For the past four years, GVSU’s College of Community & Public Service has participated in an annual two-week intercultural learning event (including residencies with MI indigenous peoples)

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Hawaii Pacific University (HI)

“Global learning” at HPU refers to the extensive foundation of knowledge, values and capabilities embedded in the curriculum to support our major University strategic priority: Global Citizenship. The student outcomes associated with Global Citizenship are the development of interests, values systems, and commitments to support a personal definition of global citizenship.

Institutional Goals for Global Learning

The primary goal is to support and encourage students to develop personal definitions of global citizenship, with a foundation of knowledge, values and commitments developed over the course of their college education. Related goals are to offer diverse global learning opportunities in the curriculum, the co-curriculum and the campus milieu. Early in the University’s existence, the President forged a strong commitment to recruiting students from around the world to study in Hawai‘i. As this tradition has flourished, the student community has become a truly international community with one-fourth to one-third of the students coming from more than 100 countries each year for many years. This has supported our long-standing major commitment to global learning across the curriculum and co-curriculum.

Global Learning in the Curriculum

General Education:  Over the past seven years, the University has completed a full review, critique and implementation of a new general education curriculum. For many years, HPU advanced the idea that its “Five Themes” were the foundation of general education. But in reality, general education was an array of courses with specific requirements that varied across the majors. The new curriculum uses the Themes as the foundation and within all five arenas there are global learning outcomes:  Communication, World Cultures, Global Systems, Research and Epistemology, and Values and Choices. Participation in the AACU Shared Futures project supported the development of first-year seminars that were embedded in a global learning context. These courses were primarily introduction courses in the various disciplines, but they were redesigned to integrate the usual first-year seminar components along with a major global learning focus or framework. After two years as a demonstration project, HPU acted to embed the Seminars into the regular general education program.

Departmental Majors:  A wide range of majors are offered across the various colleges in the University. Examples include Teaching English as a Second Language, International Relations, International Business, Diplomacy and Military Studies, Asian Studies, and Global Leadership. In addition, language studies are an essential component of many programs and include, for example, Chinese, Japanese, Hawaiian, French, and Arabic.  

Study Abroad and Exchange Programs:  These programs are gradually increasing and are of great interest to students. Resource constraints have been an institutional barrier but growth continues and we anticipate embedding study abroad experiences in some of the majors as a next step toward the ideal that every student would engage in some form of study in another country.

Addressing Global Learning in the Co-curriculum

Global learning is foundational in the co-curriculum as a theme for organizing groups and events across the campus. Many student organizations formally organize around their nation or their cultural identity. These groups generate activities that embrace social life, community service, and dissemination of knowledge to the campus community.

In recent years, the scope of global learning activities that demonstrate collaboration has grown to include a campus film series (weekly films on global topics), “HPU Reads” which is the common book program (Bookseller of Kabul; Omnivore’s Dilemma) and student activities in the community that were designed to support the First-Year Seminars.

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Indiana University-Purdue University Indianapolis (IN)

IUPUI defines the goals of global learning as being able to understand and function well in the globally interdependent world of the 21st century.  A campus-wide team developed 12 Principles of International Learning that guide faculty and students by identifying outcomes in terms of:  knowledge, awareness, analytical abilities, reflective habits, cross-cultural skills, patterns of engagement, and ability to connect such learning to one’s career and community.

Institutional Goals for Global Learning

Six Principles of Undergraduate Learning comprise a common articulation of expectations for baccalaureate degree recipients at IUPUI. They define a set of higher order abilities and skills that all undergraduates are expected to master, no matter what their major.  They also supply the foundation for a concept of general education built upon common cognitive experiences and deliberately sequenced intellectual development, continuing from the freshman year through the major to graduation. The PULs are introduced to students in their First-Year Seminars, woven into introductory courses across the campus, and incorporated into majors, which generally include capstone courses designed as culminating experiences that integrate the PULs with one another and with the content of the major.

PUL 5 Understanding Society and Culture provides the framework for global learning.  The Principles of International Learning discussed above relate directly to this principle, which is defined as the ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. In fulfilling this PUL, students are expected to demonstrate knowledge of diversity and universality in human history, societies, and ways of life; the ability to analyze and understand the interconnectedness of global and local communities; and the ability to operate with civility in a complex world.

Several recent initiatives have set even more specific goals for global learning.  The team that developed the Principles of International Learning, as well as a faculty Community of Practice, have been working toward internationalization across the curriculum.  There is also a Community of Practice for multicultural learning. The new RISE initiative is a campus-wide mandate to encourage experiential learning for every undergraduate and contains a very strong study abroad component.

Global Learning in the Curriculum

IUPUI has promoted global learning across the curriculum as its 21 schools develop the courses and programs that fulfill PUL 5.  There are specific majors, minors, and certificates with a strong global emphasis (such as the new International Studies B.A., the program in African-American and African Diaspora Studies, the concentration in International Business).  Our current goal is to spread global learning even more broadly, into all degrees and programs.  To this end, IUPUI has made international learning a key part of the RISE initiative that spans all undergraduate programs.  Several Themed Learning Communities for beginning freshmen now have international foci.  And there has been a great emphasis on such pedagogies as experiential learning and interactive videoconferencing with international partners as key strategies for internationalizing all subjects.

Addressing Global Learning Outcomes in the Co-curriculum

The IUPUI Division of Student Life recently created a section for International Engagement and the campus just opened a new Multicultural Center.  Together with the over 20 international or ethnic student organizations on campus, as well as International House (a living-learning residence), there are multiple co-curricular opportunities for global learning. 

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James Madison University (VA)

JMU does not have a single institutional definition of “global learning,” but many programs have outcomes that particularly advance it. The university’s current strategic plan retains global competency as a defining characteristic of JMU: “The university will develop and offer international curricula, associations and experiences that enhance the global competencies of the student.”

Institutional Goals for Global Learning

The current strategic plan’s discussion of global competencies puts forth the following goals statement: “Develop and implement plans for expanding opportunities for studying abroad, international internships, international service learning programs, international student recruitment, international programming on campus and the infusion of international components into the curriculum.”

Global Learning in the Curriculum

JMU offers its nearly 17,000 undergraduates a wide variety of global learning opportunities. Our nationally-recognized General Education program, titled The Human Community, is the primary vehicle; this 41-credit program advances the knowledge and competencies associated with global learning by integrating them throughout its five core areas, rather than relegating them to a single course or cluster. Thus students can choose from among courses with titles like Critical Issues in Recent Global History, Religions of the World, Global Music, Global Politics, Africana Studies, and Geography: The Global Dimension. More interesting are some of the specific objectives. In Cluster Four: Social and Cultural Processes, for example, each student completes a Global Experience course that enables him to “identify, conceptualize and evaluate: Basic global problems; Global political, social, cultural and economic systems; The issues involved in analyzing societies different from one's own; The global forces that shape societies; Theoretical models used in studying global problems; and The strengths and limitations of alternative solutions to global problems across and within cultures.” These are assessed with pre- and post tests administered to incoming freshmen and again to the same cohort upon completion of 40 credits (end of sophomore year).

JMU has a strong assessment culture on campus, which is home to the Center for Assessment and Research Studies and the only doctoral program in measurement in the nation. CARS staff members, who hold full-time faculty appointments, are assigned to work with academic units and programs to help them devise appropriate ways of measuring how well they are doing what they say they do. Diversity outcomes and civic engagement outcomes are especially targeted right now, and both are deliberately construed broadly enough to encompass global learning.

In addition, JMU boasts an Office of International Programs, headed by an Associate Provost. One of its essential functions entails bringing to campus international students and faculty (for example, in AY 2007-08, JMU supported sixty-four international faculty on visas and another ninety on green cards).  The OIP also oversees JMU’s study abroad programs; besides three semester-long programs in Salamanca, Florence, and London, JMU fielded thirty-five different short-term summer programs last year with destinations ranging from Argentina and Paris to Malta and India. Beyond these efforts, JMU requires a foreign language proficiency of all BA degree candidates, and it has a growing number of interdisciplinary minors devoted to global outcomes. These include but are not limited to Asian Studies, Latin American Studies, World Literature, etc. Major programs include International Affairs, International Business, and the global track in the Justice Studies major. At the graduate level, expressly international programs include the European concentration in History, the European Union policy studies concentration in Political Science (a program carried out entirely in Europe), and the concentration in international NGO management in Public Administration.

Addressing Global Learning in the Co-curriculum

Since 1992, JMU has had a wildly popular Alternative Spring Break program that is coordinated by our Center for Service-Learning in partnership with agencies throughout the world. Students have traveled to places like Costa Rica, the Dominican Republic, and Jamaica, as well as to spots within the continental United States. This spring 27 different trips are planned, with seven involving international communities.

In recent years, we have seen the rise of specific institutes that have global missions and outreach agendas. These include the Mahatma Gandhi Center for Global Nonviolence, the Institute for International Beliefs and Values (IBAVI), the Mine Action Information Center, and the William R. Nelson Institute for International Affairs. Each of these centers internationalize the campus and the surrounding community by sponsoring speakers, organizing roundtables, employing undergraduate and graduate students as interns, and forming cooperative agreements and partnerships with institutions beyond JMU.

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John Carroll University (OH)

Our learning outcomes for students include:

• Be open to change as they mature
• be "respectful of their own culture and that of others;
• be "aware of the interdependence of all humanity;
• be "sensitive to the need for social justice in response to current social pressures and problems."

Global learning encompasses curricular and co-curricular experiences. While it certainly includes study abroad, study tours and service immersions, at JCU we want to infuse global learning into the classroom experience for those students who will not have the opportunity to leave campus during their undergraduate and graduate careers. Global learning, then, means thinking beyond and across borders. And it means having a breadth and depth of curricular offerings that challenge students to consider a variety of perspectives. And it means striving to have a critical mass of international students on the University Heights campus to enrich the perspectives of our domestic students.

Institutional Goals for Global Learning

According to our core curriculum, our goals for global learning include:

•  to improve students' ability to function as global citizens in the twenty-first century
• familiarize students with other societies
• and decrease stereotyping

Global Learning in the Curriculum

• Our core (general education) curriculum includes a requirement of two international courses. At least one of the international courses must focus on the study of one or more nations or societies historically distinct from Western (originally, European) civilization, such as those of Africa, Asia, and Latin America (denoted as R or required). For their second international selection, students may choose either a second “R” course or from among courses designated as S (or second). The “S” designation refers to courses which study one or more nations or societies historically within Western (originally, European) civilization.
• We have several interdisciplinary concentrations that are international in their focus including International Studies, East Asian Studies, Modern European Studies and Latin American Studies. Africana Studies also includes a track that is international in its scope.
• Our current offering of First Year Seminar that focuses on social justice includes two global options: Global Climate Change and Peace Building and Human Rights. Poverty and Solidarity has the potential as well to include a global component.
• Most academic departments, especially in the humanities, social sciences and business include global/international courses. Political Science offers a foreign affairs minor. History majors and minors are required to take courses global in their focus.
• In addition to study abroad programs, we offer several summer institutes with an international emphasis including the Ghana Summer Institute, the Belfast Summer Institute and the South Africa Summer Institute. Both the Northern Ireland and South Africa programs emphasize conflict transformation and peace building.
• Our study abroad offerings have been increasing with particular attention being given to diversifying the options (e.g. study abroad in Costa Rica for BL students).

Addressing Global Learning Outcomes in the Co-curriculum

• We offer numerous international service immersions through the Center for Service and Social Action and Campus Ministry that afford students the opportunity to situate themselves in their world and challenge them to take action to combat perceived injustice.

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Kalamazoo College (MI)

Probably the most succinct definition is come from a 2004 campus internationalization document.  It was presented to and discussed by faculty, although never formally adopted.

With the goal of fostering engaged and responsible citizenship in the multicultural societies of today's world, Kalamazoo College expects its graduates to be internationally competent, that is, equipped with attitudes and skills of intercultural understanding; knowledge about historical events and the relevance of history to understanding today’s world; knowledge about the multifaceted ways that global economic, political and social currents shape and are shaped by local, national, and international dynamics; and an understanding of and appreciation for the cultural and biological diversity upon which the world’s human and non-human life depends.

Institutional Goals for Global Learning

These are taken from the proposed new curriculum: Revitalizing a Fellowship in Learning: K Plan for the 21st Century which has been endorsed by faculty, but yet not adopted in all of its detail.

Outcomes of a Kalamazoo College Education

To understand our richly diverse and increasingly complex world, a Kalamazoo graduate will . . .

• know at least one field of inquiry in depth
• comprehend the interplay among a variety of fields of inquiry
• understand, through study and experience, the cultures of several parts of the world
• know that we are shaped by social/historical forces, and that our beliefs, values, and language reflect these influences
• be cognizant of how local and global historical trajectories shape economic, technological/scientific, environmental, and social dynamics at local and global levels

To live successfully within that world, a Kalamazoo graduate will . . .

• learn effectively in a variety of settings
• display openness to learning new ideas and ways of thinking
• accept ambiguity and make well informed decisions
• be sensitive to and respectful of personal and cultural differences
• engage with global issues and cultural diversity
• find ways to enjoy creativity and imagination
• cultivate wellness in themselves and others

To provide enlightened leadership to that world, a Kalamazoo graduate will . . .

• communicate effectively in both written and oral form
• be proficient in at least one second language and display cultural competence in a variety of contexts
• effectively locate, evaluate and use information in a variety of modes while employing diverse frames of reference
• take multiple perspectives, think critically, and skillfully solve problems
• act effectively and responsibly as a citizen, both locally and globally, and thereby enhance intercultural understanding

Global Learning in the Curriculum

First Year Seminar Program/First Year Experience

General Education: 

      “Cultures” requirement

Majors:

Area Studies:

New Curriculum

Sophomore and Junior Seminars

Interdisciplinary Minors

Addressing Global Learning Outcomes in the Co-curriculum

• Service Learning
• Study Abroad
• ISO (International Students Organization)
• LAC (Liberal Arts Colloquium)

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Kennesaw State University (GA)

Recognized nationally for leadership in international education, Kennesaw State University (KSU) launched in 2007 an ambitious and comprehensive five-year plan to internationalize the entire university. The plan’s purpose is to raise global learning to the top tier of KSU’s educational priorities and student learning outcomes by 2012. Entitled Global Learning for Engaged Citizenship (GLEC), this plan, which was formulated in 2005-06 for KSU’s reaccreditation by the Southern Association of Colleges and Schools (SACS), embraces the philosophy and recommendations of the American Council on Education (ACE)’s “Global Learning for All” initiative and extends those beyond anything previously attempted. Campus-wide engagement in this strategic priority is exceptionally strong.  Key leadership and organizational components include: Presidential directives, Cabinet engagement, Global Learning Coordinators in each college who serve on a Global Learning Coordinating Council, and a senior administrator who chairs the Council and coordinates the overall implementation of the GLEC.

Institutional Goals for Global Learning

Global Learning for Engaged Citizenship builds upon a 20-year history of strong institutional commitment to international education that is reinforced explicitly in the University’s current vision statement.  KSU aspires to produce graduates who:

“are well educated in the liberal arts, leaders in their chosen professions, and engaged citizens whose global awareness and lifelong learning make them visionary leaders for Georgia, the nation, and the world.”

The road to achieving GLEC’s goals is a challenging one.  In 2003, KSU began participating in ACE’s “Global Learning for All” initiative. ACE evaluators gave KSU high marks for strategic thinking about internationalization, supportive campus culture, cross-unit collaboration, inclusion of global learning in assessment initiatives, and commitment of general education to global learning. We addressed their recommendations for including global learning in the “core ethos of the institution” and expanded them in the GLEC.

By Spring 2007, a SACS team of peer evaluators, including international education experts, evaluated our plan in conjunction with the institution’s reaccreditation process.  Global Learning for Engaged Citizenship received high marks as reflected in excerpts from the evaluators’ report:

• “[GLEC] is an appropriate, innovative, and well-conceived strategy for building upon KSU’s existing strengths in international education… It will become a model that is much emulated throughout the U.S.” (p. 36)
• “The president has demonstrated strong support for the project.” (p. 41)
• “ Engage[s] both cabinet and school-level leadership…and…make[s] global learning everyone’s business and provide structures and processes that will enable it to happen.” (p. 38) 
• “Instituting a Global Learning Activities fee is an innovative method for developing the financial resources necessary for supporting study abroad, faculty development, and increased opportunities for global learning…Global Learning Certification…is innovative and excellent.” (pp. 38-40)

By 2005, “Internationalization” was identified as one of KSU’s five core values in its strategic planning as outlined in View 21 and now appears prominently in KSU’s 2007-2012 Strategic Plan which includes the following key action steps:

• fully implementing the GLEC mandate
• increasing student participation in study abroad programs by 5% per year
• increasing the percentage of students participating in intercultural learning opportunities
• expanding a campus culture that assures appreciation for diversity.

Global Learning in the Curriculum

KSU was among the first in the USG to internationalize the general education curriculum in the late 1980s. All undergraduates complete common core requirements in world literature, world history, global economics, global social issues, and democracy in a global perspective. In recent years, the University College has begun offering themed global learning communities for entering freshmen including:

• Cultural Competence in a Global Society
• Making Ethical Choices in a Changing World
• Borders, Boundaries, and Belonging
• Exploring Cultures. 

A common reader was recently instituted for first-year students focusing on global citizenship issues:

• 2007-08: Batstone’s  Not for Sale  (global slave trade)
• 2008-09:  Mortenson and Relin’s Three Cups of Tea (building schools to promote peace)

KSU was the first in the USG to establish an undergraduate International Affairs major. That program has grown 72% in the last five years and serves almost 300 declared majors.  Recently, the program instituted a semester-long education abroad “Applied Global Experience” Concentration.  Across campus in the Bagwell College of Education, International Field Placements provide semester-long student teaching experiences in Belize, China, Costa Rica, Ecuador, and Mexico.

Upper division and graduate curricular expansion is underway.  Highlights include:

• B.S. International Business (Fall 2008 - 100 majors)
• B.A. African/African Diaspora Studies
• Graduate Certificate in Professional Writing for International Audiences
• M.S. (online) and Ph.D. in International Policy (under System-level review)
• M.S. Global Sports Studies (under development).

Education abroad is a vibrant part of our internationalizing process that continues to expand its scope of offerings and overall student participation.  In 2006, KSU was ranked 16th among Master's level institutions nationwide as a leading institution in short-term education abroad by the Institute of International Education.  Students have diverse education abroad opportunities from which to choose including:

• Africa:  Ghana, Kenya, Tanzania (2 programs)
• Europe: England, France, Germany, Greece, Ireland, Italy, Netherlands, Spain, Russia, Turkey  (15 programs)
• Latin America and the Caribbean: Argentina, Belize, Bolivia, Brazil, Chile, Mexico, Peru, Trinidad  (10 programs)
• Asia:  China, India, Japan, Thailand (11 programs)

Two examples of faculty and student buy-in include the China and India programs initiated within the College of Science and Mathematics.  The “China Mathematics Summer Education Program” and the “India Biotechnology Program” are examples of faculty innovation and internationalization beyond traditional liberal arts boundaries.  

The university’s strategic goal of increasing education abroad received a boost in 2008 when KSU instituted a $14 per semester Global Learning Student Fee.  Much of the $700,000 generated from the fee annually will subsidize student participation in education abroad.

Addressing Global Learning Outcomes in the Co-curriculum

For 23 years, the IGI has organized an outstanding annual Country Study Program that attracts over 1,500 students, faculty and community members across its year-long series of lectures, performances, exhibits, conferences, films, and seminar tours.  The Country Study Program provides audiences with a rich sense of community in the study of different countries and cultures. Individual projects within this program have received funding and support from the National Endowment for the Arts, United Nations, Institute for Turkish Studies, and foreign governments.

Recent programs include the Year of:

• France (2004-05)
• China (2005-06)
• Kenya (2006-07)
• Atlantic World (2007-08)
• Turkey (2008-09).                                                                              

These interdisciplinary programs involve campus-wide collaboration and build bridges between curricular and co-curricular global learning opportunities. Lectures are linked to credit-bearing courses, and also to the freshmen common reader and themed learning communities. New education abroad programs typically emerge from the many overseas contacts involved in planning and conducting the program.

Building on a 20-year partnership with Yangzhou University in the Peoples Republic of China, KSU was selected in 2008 by the Office of Chinese Language Council International (Hanban) as a Confucius Institute site.

KSU Global Centers encourage student-faculty interaction, facilitate global research, and include:

• Coles College of Business: International Center
• College of Humanities and Social Sciences: Chinese Proficiency Testing Center, Foreign Language Resource Center
• College of Science and Mathematics: International Center for Innovation in Technologies
• Institute for Global Initiatives: Center for African/African Diaspora Studies, Center for Hispanic Studies (partner with Spanish Ministry of Education, Culture, and Sport)
• University College: ESL Study and Tutorial Center
• Wellstar College of Health and Human Services: Global Center for Social Change.

Our global learning accomplishments move forward as students and faculty continue to demonstrate commitment to internationalization.  

• Education Abroad:  500 students participated in education abroad (2007-08). 
• Faculty Research:  KSU Journal of Global Initiatives.
• Student Activities:
• Phi Beta Delta global honor society (2008)
• Hispanic Leadership Conference (2008) for high school students
• Campus Internationalization Mentors
• International Student Association
• Student Diplomatic Corps - community service group
• Award-winning Model United Nations, Arab League, African Union
• Global-Content Courses: 227 (2008).

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Lawrence University (WI)

In our mission statement, we say that we wish to prepare students for “lives of achievement, responsible and meaningful citizenship, and fulfillment”.  By responsible citizenship, we mean the ability and motivation to engage the contemporary world and make meaningful, positive changes. We value individualized instruction, and we believe that it is important to have each student become a global citizen in ways that are appropriate for her or him.

Institutional Goals for Global Learning

We want each student to gain intercultural competence, the ability to understand multiple perspectives, a sense of self as a global citizen who is concerned about world problems, knowledge about the world and skill at addressing world problems, and motivation to be active in addressing world issues.

Global Learning in the Curriculum

One of our graduation requirements is completion of a course “emphasizing global and comparative perspectives on the world or focusing on areas outside Europe and the United States”. This is part of our general education requirement program. We also have a requirement for completion of a course in a foreign language that is higher than the introductory level. We have several majors that are globally focused, including anthropology, government, history, and economics. We also encourage study abroad, through programs that we directly sponsor, programs managed by the Associated Colleges of the Midwest, and by other programs that have been approved by the faculty.

Addressing Global Learning Outcomes in the Co-curriculum

We are currently in the process of designing a new assessment program for the University. We hope to include aspects of global learning in that program.

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Long Island University Brooklyn Campus (NY)

“Global Learning” at Long Island University’s Brooklyn Campus has been shaped most fundamentally by the fact that its student body has been, for at least five decades, one of the most cross-cultural and multi-lingual anywhere.  Faculty has sought to incorporate the reality of their students’ lives into disciplinary discourse, initially focusing their efforts on a few disciplines, and on co-curricular and extra- curricular programmatic and socialization venues.  Both in residence life areas and student affairs, through culture-club configurations and strategies students invented to raise money to support their activities, the “who” of our student body found expression in the “what” they were up to.

Curricular practices (most notably in the early development of the Honors Freshman Sequence, in the 1960’s – thematically organized courses that melted into cross-disciplinary lab sessions each month, and that incorporated field explorations in New York City’s richly cross-pollinated institutions and neighborhoods) emerged to provide models for departments and programs.  The campus overall came to use those models slowly, but appears to be in a stage of evolution towards the many ways of addressing global learning through problem solving and experiential learning modes of investigation, utilizing elements of the Frosh Sequence in Honors.  Key sets that incorporate components of such globalization are Core Seminar 50 (The Idea of the Human), required of all undergraduates; thematic minors such as Gender Studies, Asian Studies and Latin American and Caribbean Studies; and a newly emerging Africana Studies Program.

The most universal across campus is the first: COS 50 has a structure that provokes both analysis and integrative learning.  Teams of instructors whose sections work together on field exploration and joint sessions on campus are supported by extensive professional development preparation prior to teaching the course, and increasingly focused workshops during and after their course that are meant to assess the nature of student learning and to attempt to grasp which kinds of activities have led to that learning. An emphasis on experiential dimensions of this course has generated a new awareness among faculty of the what, why and how of all their assignments.  Efforts to increase awareness of pedagogical modalities and a persistent examination of their results has produced a much more conscious and deliberate cohort of faculty, one whose work is eliciting evidence that students are becoming more intentionally invested in what they do and how they do it over the term in which they take this course.

Thematic minors pick up where COS 50 leaves off.  The oldest of these is Gender Studies, whose strength is that through an emphasis on theory, it incorporates cross-disciplinary interchange to address issues and problems emerging from gender conflicts in various societies.  A more recent one, Latin American and Caribbean Studies, benefits from an investment in examining as-yet unsolved social, political and economic problems, which are dealt with both historically and in real time.  An extensive co-curricular program of distinguished speakers and panel presentations augments the scholarly readings considered in class.  Given the open-ended nature of most issues addressed, courses can build on complex materials presented, and students can work toward an understanding of just how real social problems might be tackled.

What began as a desire to allow curriculum to mirror students’ lives in disciplinary contexts has become an intent to increase global knowledge in all majors, and further, to “acquire skills” needed to “excel in the 21st century”, as the brochures put it.  That is, the thrust toward integrative learning – to develop cognitive skills such as to think abstractly – has taken on a global context.  To be able to survive in a new time, which is an evolution from wanting students to feel comfortable in their own skins and with their own language, requires perspective that crosses borders of all kinds.  Professional programs in Business and in the Health Professions (the most numerous majors on campus) have also begun to include courses that focus on cross-cultural issues and communication.

Capstone courses linking several disciplines, or organized around a problem or form of expression that is best examined from several disparate kinds of knowledge, have also begun to emerge in the past eight years.  So although the concentration of efforts like these has been in undergraduate general education, there is a visible movement into advanced specialization that addresses matters only global sensitivities can begin to consider.  The confluence of these existing and emerging programs speaks to a shift in attitudes that are solidifying around the perception that on this campus global learning is essential.  Moreover, the eagerness with which faculty come to preparation seminars that provide them with professional development and that deal with both the themes of these courses but also the pedagogies with which they might be presented suggests that the climate is right for this campus to expand its professional development opportunities.

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Lynn University (FL)

A major part of Lynn University’s mission is to “be recognized as one of the most innovative, individualized, and international small universities in America.”  To this end, we have historically nurtured and continue to foster our commitment to global Learning.  At Lynn University, global learning simultaneously recognizes the interconnectedness of an integrating world and the inherent value of the distinctive identity of any culture, country or locale.   Through the cross-cultural exchange of ideas and emphasis on not only International students themselves but the studies of global cultures, Lynn prepares their students to be responsible, informed, and ethical citizens locally and globally.  At Lynn, global education is grounded in an integrative approach encompassing experiential, informal and formal learning environments focusing on local, regional and global societies outside of the United States.  In this ever increasingly complicated world, Lynn University has created an environment where all can explore the social inequities and challenges of diverse cultures.  Through the goals of our curricular and co-curricular domains, we engage in reasoned and lively discourse to illustrate the interrelatedness and connectivity of all people, perspectives and cultures.  

Lynn University’s Global Student Learning Outcomes:

After completing the first two years at Lynn University, a student will be able to:

• Identify, classify, and explain the historical development of different civilizations, cultures and nations;
• Identify and classify the interrelatedness of local, regional, and global processes;
• Identify and compare different approaches to contemporary global issues;
• Compare and contrast the ethical and moral questions involved in understanding and respecting diverse cultural identities;

After completing the final two years at Lynn University, a student will be able to:

• Analyze texts and practices that shape life in the global village through critical evaluation and comparative analyses;
• Analyze and evaluate the impact of technology or other major forces in a global context;
• Compare and contrast core concepts and/or theories concerning global dynamics;
• Articulate their own understanding of their responsibilities as citizens in a global context;
• Evaluate an ethical issue as it applies to a specific topic related to global affairs and within their field of study or anticipated profession.
• What are your institution’s goals for global learning?

Institutional Goals for Global Learning

• Demonstrate understanding of the interrelated nature of local, regional, and global dynamics in the context of variable economic, political, cultural, and/or social norms;
• Demonstrate knowledge of and appreciation for the diversity of individuals, peoples, and cultures;
• Demonstrate intercultural communication skills including an appreciation for the mutually interdependent relationships between language and cultural, social, political, and/or economic dynamics;
• Demonstrate an understanding of their roles as citizens in a global context;
•  Demonstrate an ability to engage in reasoned, civil discourse within a diverse environment.

Global Learning in the Curriculum

Lynn University has devoted considerable energy to Global Learning in its new general education curriculum entitled, The Dialogues of Learning: Lynn University’s Core Curriculum for the 21st Century.  Our General Education model uses a thematic approach to the perennial questions and goals of liberal education and focuses on three comprehensive domains of human thought, expression and action: Dialogues of Self and Society, Dialogues of Belief and Reason, and Dialogues of Justice and Civic Life.  This core is completely integrative as it extends across all four years.  An undergraduate student at Lynn University is required to complete 12 seminars in the Dialogues of Learning.  Each student must complete four courses focused on Global Learning and four courses focused on the American Experience. 

The Dialogues of Learning also include a Dialogues of Innovation component offered in January between the Fall and Spring semesters.  This mini-term provides unique opportunities for students to examine topics of global concern and participate in academic programs abroad.  Specifically, this past January students of Lynn University explored cultures in more than ten countries, including Cambodia, Argentina, Costa Rica, Russia, and Egypt. 

In the next stages of our internationalizing the curriculum initiate, these university wide goals and student learning outcomes will be integrated into all five professional colleges and across all major programs.

At Lynn University, students have the opportunity to major in International Relations and International Business.  In these areas of study students are involved in an integrated learning approach that utilizes interdisciplinary courses to prepare them for the interconnected world in which they will become local, national and global citizens.  To further illustrate our commitment to global learning, Lynn University offers over sixty courses that are focused on global and international topics.  These courses range from the very practical international business applications to the more ethereal humanistic themes. 

At Lynn University the purpose of the Center for International Programs is to provide external support and international resources for students and faculty.   The center supplies students with the interdisciplinary support necessary for the execution of our study abroad academic offerings.  Additionally, Lynn University also offers International semesters and year-long courses of study in various regions of the world.  To expand our global learning and commitment to international education Lynn University maintains an articulation agreement with the American College Dublin.  While in Ireland, students may take a wide range of subjects during their study abroad semester or year for full Lynn University credit.  Currently we are exploring similar articulation agreements with other international educational institutions.      

Addressing Global Learning Outcomes in the Co-curriculum

Lynn University has several co-curricular activities that embody our global learning outcomes.  A Multicultural Day that is held each fall semester is a campus-wide celebration of international cultures and customs.  Students and faculty from around the world participate in this event by showcasing the art, music, dance, and cuisine of their native cultures.  Also in the fall semester Lynn University, through the Department of International Relations, offers a Model United Nations.  Students participate in mock UN sessions that simulate diplomacy between member countries.  Acting in the role of UN Ambassadors, students are able to experience the importance of ideology, economics, politics, developmental and environmental issues in a global society.  Additionally, the University has several clubs that focus on global issues including the International Affairs Society, Organization of Latin American Students and Hillel.

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Marquette University (WI)

Marquette University defines global education in terms of the historical global mission as well as the contemporary global commitments of Jesuit higher education, reflected in such documents as the Jesuit Report on Globalization and Marginalization, which set out priorities for activist scholarship in service of the global human family.  Reflective of this mission, in 2007 Marquette University approved six Institutional Undergraduate Learning Outcomes, including one focused on global learning:  “Upon graduation, students will be able to act as responsible members of the global human family, with knowledge of, and respect for, individuals and cultures in their diversity.”  In addition, enhancing global learning is a priority of Marquette’s current strategic plan. 

Institutional Goals for Global Learning

In 2007, Marquette substantially reorganized the Office of International Education, hiring Dr. Terence Miller as its new director.  The Mission Statement of OIE reads:  As the international office of a Catholic, Jesuit University, the Office of International Education (OIE) seeks to inspire in each member of the Marquette community a process of personal, professional and intellectual transformation rooted in an expanded awareness, appreciation, understanding, and knowledge of the diversity and interconnectedness of the world's peoples and cultures. In order to facilitate this transformation, OIE fosters mutually beneficial academic, cultural and personal relationships that empower community members to become women and men for others through discernment and responsible action.

The Office of International Education (OIE) facilitates and promotes this transformative internationalization of Marquette University by recruiting diverse international students and scholars who enhance campus learning environments; providing comprehensive cross-cultural and legal advising for all international students; developing vibrant partnerships with international institutions which enable collaborative research as well as reciprocal student and faculty exchange relationships; creating innovative international academic service-learning opportunities; developing and integrating education abroad programs with Marquette's curricular and co-curricular learning goals; and by providing dynamic instruction in academic English language skills.

All of these efforts are implemented in the spirit of Ignatian tradition to form global citizens, who live and work within a diverse world society; who continually reflect upon how their vocation contributes to global solidarity; and who promote lasting social justice within the global human family.

Global Learning in the Curriculum

General Education:  as part of AAC&U’s Shared Futures network, Marquette has included seven new courses with global content that fulfill the core diverse cultures requirement.  Approximately 30 faculty organized in thematic learning communities have linked courses with global content, created assignments to enhance global learning, and expanded international service learning across our seven undergraduate colleges.  In 2007, Marquette received a 3-year, $631,661 FIPSE grant from the U.S. Department of Education for “Who Counts?  Math Across the Curriculum for Global Learning.”  In its first semester of course implementation (fall 2008), 435 students in both STEM and non-STEM disciplines were involved in math across the curriculum projects focused on global problem-solving.  

International Service Learning and Study Abroad:  Marquette offers international service learning opportunities and study abroad both through Marquette programs and in cooperation with other US institutions.  Marquette sponsored international service learning includes programs in Guatemala, Honduras, South Africa, and Mexico.  In addition, we have significantly increased study abroad through memoranda of agreement, including institutions in China, India, and throughout Europe and Latin America. 

Majors and Programs:  Marquette offers a robust interdisciplinary major in International Affairs through the colleges of Arts and Sciences and Business Administration.  Marquette has also grown its foreign languages department, adding courses in Mandarin and Arabic.  The departments of Philosophy and Theology have joined to offer Islamic studies, and is hosting a major international conference on teaching Islam in March 2009.

Institutional Planning and Programming:  Over the past three years, Marquette faculty, students and academic and student affairs administrators have been developing plans for coordinated global learning programming organized around four themes derived from documents of the Jesuit social apostolate:  governance and inclusion; peace and justice; solidarity with others; and stewardship of the human and natural environments.  As the first step towards implementing this programming, all incoming students in 2008 received a multidisciplinary reader and guidebook for Marquette’s global mission entitled Pathways to a Life that Counts.  Under the auspices of the Who Counts FIPSE grant, this book will be provided through 2010. 

Addressing Global Learning Outcomes in the Co-curriculum

The Learning Outcomes of the Office of Student Development reflect Marquette’s global mission: 

After participation in Student Development sponsored programs and activities, students will be able to:

• use their talents to benefit others; and
• interact effectively with people from diverse backgrounds and lifestyles.

The office of Student Development offers extensive intercultural programming, including cultural festivals, international volunteer programs, film festivals, and speakers. 

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Miami University (OH)

Global learning means different things for different students.  In some disciplines, intensive foreign study is accepted (and required) as necessary to gain the necessary language competence and cultural knowledge to master the field.  In other areas, global learning may mean putting professional education (e.g., engineering or education) in an international context.  We seek for every study to prove the maximum international context and to provide as many opportunities as possible to internationalize their education.  An increasing component of this global learning is the internationalization of our own campus by increasing the number of foreign undergraduates who matriculate.

Institutional Goals for Global Learning

We seek to produce students who are culturally competent for the challenges of the twenty-first century.

Global Learning in the Curriculum

At Miami, global learning has traditionally centered around study abroad.  We have increasingly tried to tie department’s curriculums to study abroad and in some cases have required students to study overseas.  Effective in 2010, we have also revised our general education requirements so that global learning and study abroad is specifically encouraged.  We feel that by encouraging global learning and study abroad at both the general education and department level, we are developing a holistic perspective on global learning.

Addressing Global Learning Outcomes in the Co-curriculum

We have established over many years a variety of learning communities and language floors that  have become institutionalized.

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Michigan State University (MI)

      Michigan State University has a long-standing commitment to international education.  As one of the first institutions with a university-level office for international programs, MSU has historically been a leader in study abroad education, international student recruitment, international research and outreach, and Peace Corps recruitment.

In 2005, MSU’s President, Dr. Lou Anna K. Simon, set a new strategic direction for the institution with her Boldness By Design vision (see http://boldnessbydesign.msu.edu/), which challenges MSU to clearly define what it means to transform from a land grant to world grant institution by 2012. This vision lays out five imperatives, two of which relate to campus internationalization: enhancing the student experience and expanding international reach.

      To help MSU move toward world grant, the Office of International Studies and Programs, Office of Undergraduate Education, and Division of Student Affairs and Services have collaborated to create the Internationalizing the Student Experience (ISE) program. The ISE team represents a campus-wide effort to embed international and global education into the culture of MSU, as well as to improve collaborations amongst academic and student affairs units, international and multicultural educators, and curricular and co-curricular initiatives.  

ISE seeks an international culture at MSU, not just add-on new international activities.  In other words, ISE is looking at qualitative growth in the institution’s current activities and better connection between these activities in ways that enhance student learning. The ISE mission, goals, and work areas state:

• Mission -- Internationalizing the Student Experience seeks to advance internationalization at Michigan State University by integrating global perspectives into the institution’s identity, thereby providing opportunities for all MSU community members to increase their capacity to engage effectively in a global society.
• Goals
• To make internationalization integral to all aspects of the institution.
• To prepare and support graduates as global citizens able to contribute personally and professionally to the world.
• To promote connections among curricular, co-curricular, and extra-curricular initiatives as a means of fostering individual, group, and institutional learning.
• ISE Work
• Providing high quality communication and outreach products and services  to both on and off campus communities;
• Networking with appropriate partners and stakeholders;
• Supporting initiatives that advance the ISE goals for both on and off campus communities;
• Facilitating and implementing curricular, co-curricular, and extra-curricular linkages and programming; and
• Assessing, researching, and publicizing our efforts.

As a first step for the ISE initiative, a group of faculty and staff across campus came together to define “global competency” in the context of the MSU Liberal Learning goals. These goals represent a comprehensive definition of what MSU would like to see its graduates obtain during the time at MSU through all interactions with the institution. The Team is now working to get units to define the outcome measures and procedures associated with the definitions through campus-based programming, faculty and staff development efforts, curricular change, and a grant program.

Global Competence
In the context of MSU’s land-grant tradition, MSU will provide opportunities for all its undergraduate students to become globally-competent professionals and citizens, people with the following knowledge, attitudes, and skills:

(1) Graduates will demonstrate Integrated Judgment to:

• Understand their place in the world relative to historical, geopolitical, and intellectual trends, including the socio-cultural, economic, and ecological influences on these trends.
• Perceive the world as an interdependent system, recognizing the effects of this system on their lives and their personal influence on the system.
• Frame, understand, and act upon their judgments from multi-disciplinary perspectives and worldviews.

(2) Graduates will demonstrate the Effective Communication Skills to:

• Recognize the influence of cultural norms, customs, and traditions on communication and use this knowledge to enhance their interactions across diversity.
• Employ a proficiency in a second language and understand how language relates to culture.
• Use observation, conflict management, dialogue, and active listening as means of understanding and engaging with different people and perspectives.
• Communicate their ideas and values clearly and effectively in multiple contexts, with diverse audiences, and via appropriate media and formats.

(3) Graduates will demonstrate the Cultural Understanding to:

• Understand the influence of history, geography, religion, gender, race, ethnicity, and other factors on their identities and the identities of others.
• Recognize the commonalities and differences that exist among people and cultures and how these factors influence their relationships with others.
• Question explicit and implicit forms of power, privilege, inequality, and inequity.
• Engage with and be open to people, ideas, and activities from other cultures as a means of personal and professional development.

(4) Graduates will demonstrate Analytical Thinking to:

• Understand the complexity and interconnectedness of global processes—such as environment, trade, and human health—and be able to critically analyze them, as well as compare and contrast them across different cultures and contexts.
• Synthesize knowledge and meaning from multiple sources to enhance decision-making in diverse contexts.
• Use technology, human and natural capital, information resources, and diverse ways of knowing to solve problems.

(5) Graduates will demonstrate Literacy in Scientific and Quantitative Reasoning to:

• Use and apply spatial reasoning and analysis skills.
• Understand how the natural sciences and mathematics contribute to knowledge of global processes, such as those related to health, food systems, energy and other areas.

• Understand the role, potential, and limits of using science, math, and technology to address global issues and that cultures and disciplines conceptualize data, methodologies, and solutions differently.

(6) Graduates will demonstrate Effective Citizenship to:

• Develop a personal sense of ethics, service, and civic responsibility that informs their decision-making about social and global issues.
• Understand the connection between their personal behavior and its impact on global systems.
• Use their knowledge, attitudes, and skills to engage with issues that address challenges facing humanity locally and globally.

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Moravian College (PA)

Global learning is addressed in a one-course requirement as part of the general education requirements.  This requirement is called “M5: Cultural Values and Global Issues.”  Its goal is, “The student will come to an understanding of the interplay between global cultural traditions and trans-cultural issues or of the worldview of a contemporary culture or cultural region not dominated by European or European-derived cultural values.”

The requirement goes on to describe what these courses should include as (1) concentrate on the history, traditions, and values of a contemporary cultural region; or (2) select6 one or two global issues and show how various cultural differences shape the global community’s discussion of and response to these issues; or (3) begin with the study of history and traditions of a contemporary culture or cultural region and then demonstrate how the culture’s values shape its interpretation of and response to two or more global issues. 

The requirement goes on to add that ‘”each course should include significant study of the lives of the less powerful as well as the lives of political, economic, or social elites.  Students should become more aware of their own cultural values and the common issues we face, and thus be more prepared to contribute positively to our global future.” 

Learning goals are contained in this description of course content, and objective of the requirement. 

Study abroad has been an important avenue to promote global understanding.  The major in any foreign language requires student to study abroad for at least one semester.  The office of International Studies supports year-long and semester-long study abroad opportunities.  We have also supported short courses for credit in the summer led by individual faculty members, and we support international travel by our choir.  Under the aegis of the Office of International Studies many different co-curricular programs promote the importance of global awareness.  This year that Office has developed a newsletter for the campus to further engage the community in these issues. 

In view of the bad economy we are looking for ways to exchange students as well as expanding global awareness on campus by using "natural resources": faculty and students who are foreign, or have studied abroad.

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Morehouse College (GA)

As the world appears to grow smaller and its inhabitants become more interdependent in every facet of life, Morehouse College seeks to realize more fully its historic mission and audacious vision of improving global conditions by educating citizens and leaders who will make a difference.  We refer to the outcome of our education as “global competency.”  This commitment and proposed intensification of our pedagogical heritage in ethics and social justice come at a time when global conflict and environmental abuse can only be abated by effective and intelligent leadership.  Morehouse has demonstrated its promise for producing such leaders in the person of our 1948 graduate, Dr. Martin Luther King, Jr.  We feel compelled now to demonstrate that we can and must do more to extend Dr. King’s vision into the future by engaging in an exciting process of internationalizing our curriculum and campus culture.  Our new tenth president, Dr. Robert Michael Franklin, has articulated our collective commitment to the revitalization of this historic vision in these words, “Morehouse will become a global resource for educated and ethical leaders.”

The promising aspiration of Morehouse College to realize this vision is evident in the commitment of faculty and staff who have endeavored in past years to advance internationalization in the curriculum and various co-curricular activities.  The College is now energized to embark upon a strategic planning process that will advance our values.  Our Quality Enhancement Plan Committee is a broad-based collegium of faculty, staff, and students who have combined energies to perform a comprehensive internationalization review and to forge a consensus on the focus of the College’s distinctive value in the arena of undergraduate internationalization.  Thanks to their intellectual investments the resultant Quality Enhancement Plan elaborates the work we will undertake in the years ahead fortified by the wise counsel of other institutional partners and that of the Commission on Colleges of SACS.

Over the course of the next five years, Morehouse College will organize an approach to comprehensive internationalization around the following goals:

• Goal 1.  To develop broad-based knowledge of global and international issues throughout the curriculum, including general education.
• Goal II.  To provide experiences that will enhance student understanding of other cultures and nations.
• Goal III.  To develop the attitudes and values that will enable Morehouse students to lead in the nation and the world.

These institution-wide activities are designed to expose college stakeholders to the multidimensional character of international awareness and responsibility.  Knowledge (theory), experience (practice) and character (attitude, value and ethics) are critical components of the Morehouse approach to international learning.  Dr. King regarded the ultimate aim of such awareness and commitment to be the creation of global community marked by peace, justice, and human fulfillment and environmental integrity.  He employed the concepts of “the world house” and the “beloved community.”  Through this undertaking, we will contribute our greatest resource to the world of educated citizens, namely, globally competent Morehouse Men who are prepared to exercise leadership in the world.

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Mount Holyoke College (MA)

Mount Holyoke College has a long tradition of international engagement in course offerings and community diversity. The College offers a rich array of curricular and co-curricular programs with an international dimension, e.g. a very strong program in international relations (one of our largest majors), extensive offerings in economic development (across the social sciences), and an excellent offering in world languages (Arabic, Chinese, French, German, Italian, Japanese, Spanish, in addition to self-instruction in other languages at the Five College World Languages Center).  About 20 percent of Mount Holyoke students hail from abroad (representing more than 70 countries), and more than 30 percent of the faculty members were born outside the United States.

In 2003, Mount Holyoke College adopted a strategic plan which made education for global citizenship a top priority for the college. The institutional mandate for global education resulted in the founding of the Center for Global Initiatives, which was charged with uniting MHC’s wealth of international programs and people and implementing a coherent vision for education for global citizenship. The Center, renamed the McCulloch Center for Global Initiatives in October 2006, works with faculty, students, and other college offices across campus to promote and coordinate on-campus intellectual engagement with global issues through cross-disciplinary conferences and seminars on global challenges, global scholars in residence, study and internship opportunities abroad, opportunities for cross-cultural learning and cooperation on campus, and international partnerships. The integration of the international student office, the study abroad office and the international internship staff within the McCulloch Center has generated important administrative and educational synergies, especially in the promotion and development of learning abroad opportunities and their integration into students’ education. 

New Initiatives for Global Education - Cross-disciplinary Engagement with Globalization

A comprehensive analysis of globalization and global issues defies the straitjackets imposed by current disciplinary approaches. In developing new curricular initiatives, we focus on cross-disciplinary teaching with a focus on multiple perspectives and that involve students from different disciplinary backgrounds. Below we highlight a few examples.

Global Scholars-in-Residence

The McCulloch Center has fostered an understanding of critical global issues from cross-cultural and cross-national perspectives is by hosting a Collins Global Scholar-in-Residence for a week each fall.  The distinguished visitor engages the campus and Five-College community in dialogue on important global issues in settings ranging from public lectures to classes to informal gatherings with faculty, students, alumnae and the community beyond the college: e.g. Kavita Ramdas (focus on gender equity in a global world), Gerald Caplan (genocide prevention and development challenges), Guy Standing (globalization of the labor market; Gro Brundtland (global health), Rami Khouri (international powers and the Middle East). Because the scholars are so intensely ‘embedded’ in the community, a large number of students and faculty are drawn into a week-long debate on campus about the issues raised by the global scholar.

Global Challenges Conferences

Every two years the McCulloch Center hosts a conference on a major issue of global concern to deepen the community’s understanding of specific global challenges and possible policy responses. The conferences bring together scholars and practitioners from around the world to Mount Holyoke to analyze global challenges from cross-disciplinary and cross-national perspectives. Prior to each conference, a group of Mount Holyoke faculty members from different disciplines team teaches a 2-credit course introducing students to the pertinent debates about the conference topic so that they can be informed participants in the conferences. These courses have enrolled more than 100 students from the social sciences, the humanities, and the natural sciences. So far we have hosted two conferences: the first one on the winners and losers from offshore outsourcing, the second one on the implications of the rise of China.

Immersion in another country and culture

Immersion in another country and culture offers students a powerful personal and intellectual experience that advances their understanding of global issues and challenges them to study, work or research in a cultural context different from their own. One of our major priorities is to expand meaningful opportunities for learning abroad, focusing in particular on non-traditional destinations and on summer internships, research opportunities, and language study immersion.

In our advising work, we strongly encourage students to explore programs that will mesh well with their broad educational goals. Students who have returned from an international internship or research project are invited present at our campus-wide annual LEAP Conference (Learning from Application), at which reflect on the outcomes of their summer experiences and the ways in which their project both relates to their coursework and has shaped their professional and personal goals.

In 2005, the McCulloch Center received a $100,000 grant from the Teagle Foundation to study the factors that encourage or discourage students from learning abroad, and to investigate strategies that would assist more students to take advantage of these opportunities—including those majoring in the sciences and other areas where participation in study abroad is historically low.  In 2007, the McCulloch Center issued a White Paper detailing its findings and their implications for other liberal arts colleges; this report is already being disseminated around the country (see http://www.teaglefoundation.org/learning/pdf/mtholyoke_whitepaper.pdf).

We developed a new semester-long study abroad program in Monteverde, Costa Rica, that blends international study and applied research informed by the needs of the community. The program is run in consortium with Goucher College and the Monteverde Institute. “Global Local Challenges to Sustainability: The Costa Rican Experience” offers students from all disciplines a wealth of opportunities to analyze the challenges of sustainability and to search for solutions in the specific context of Costa Rica and Monteverde. 

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North Georgia College and State University (GA)

At North Georgia College and State University (NGCSU) we have grappled with “global learning” and have made great progress in translating an ethereal concept such as globalization into true translatable skills for our students.  NGCSU is a university of approximately 6,000 students with a strong military tradition and heritage.  Of our present student body 14% are cadets.  As a small school we were forced to rely on innovation and the capitalization of existing efforts to bring about our desired organizational change.  The first step in our journey was the evolution of the NGCSU Strategic Plan.  The plan outlines many goals of the institution, but it highlights particularly the expansion of international opportunities as well as the expansion of languages and the development of concepts of global citizenship.  The creation of our strategic plan coincided with the establishment of the Principles of International Education at the system level.  Our institution was heavily involved in the crafting of the system wide policy that has become a guiding document for internationalization across the state. 

One of our initial challenges was the revision of the core curriculum to better reflect the needs of students in a more interconnected world.  While the core curriculum did not show the radical transformation that many on the committee desired, it did bring about establish a language requirement for all NGCSU students without exception.  This requirement is the first of its kind in the University System of Georgia.  In addition, the core curriculum effectively broke out the social sciences in a way that required students to receive exposure to a course that was considered more international in nature.  For more information on the core curriculum transformation please see:  http://www.ngcsu.edu/academic/Catalog/index.shtml.  The efforts of the core curriculum committee were accentuated with the receipt of the Internationalizing the Campus Grant from the University System of Georgia Board of Regents.  This grant focused on the internationalization of core curriculum courses to focus on non-western experiences and content.  The courses which were impacted were:  World Civilizations II, World Literature I and II, Introduction to Philosophy and Elementary Spanish. 

Apart from the core curriculum revisions, we began a process of increasing international opportunities for our students as outlined in the strategic plan.  These opportunities included new exchange agreements with Tsinghua University (China), Sogang University (Korea) and Fribourg University (Switzerland).  These agreements were vital to continue our expansion of study abroad opportunities into the major geographicareas that were are of strategic interest to our campus and our military students.  In conjunction with these exchange opportunities new minors and majors were established. 

Capitalizing on the successes of the core curriculum, NGCSU moved from offering the first Chinese course on campus in August of 2006, to the approval of a Chinese minor in January 2007.  Student interest in Chinese has been remarkable, and the offerings available through our exchange agreement with Tsinghua have enabled our students to initially complete the minor overseas.  Now our students can also complete the minor on the home campus.  As an outgrowth of our innovations in Chinese language education, we were awarded and an IIE grant through the ROTC Language and Culture Project for over $240,000.  The grant will allow us to continue innovative Chinese education including summer language institutes (SLIs) which offer an intensive immersion experience in the language.  This upcoming summer we will also be offering SLIs in Elementary French and Spanish for Teachers. 

We have recently also applied for a Language Flagship Grant.  The purpose of this grant is to assist in the production and certification of Chinese language teachers throughout the state.  It is the hope that this will assist in the development of the pipeline for strategic languages and can act as a model for other K-16 initiatives.

Beyond our movement in the area of Chinese language, we have also recently initiated an International Affairs major.  The major is concentrated on skills needed for students pursuing careers in the military and diplomacy.  As a crucial element of the course of study, students are required to choose a regional specialization and then study abroad within that region.  Following that experience, students then participate in an international internship with citizens from the region of interest either overseas or within the Atlanta area.  The International Affairs major was approved in 2006 and currently has 88 student majors.  Following on the success of the undergraduate major, we initiated an on-line Masters Degree in International Affairs with the first cohort arriving in the fall of 2009.  This was in direct response to our military student population which has been deployed and is in need of an advanced degree in this area.  The degree also meets civilian student needs.  At the present time our applicant pool is larger than the number of seats available in the program. 

The majority of our efforts have focused on the curricular innovation needed to provide our students with the skills we feel they need to succeed.  However, we have also created co-curricular and support structures to assist in student success.  In the summer of 2006 the Center for Global Engagement (CGE) was established to coordinate all international activities and to better service the needs of our international student population.  Now, international student activities are becoming increasingly integrated in our overall international educational plan.  In addition, we initiated the first Model Asia-Pacific Economic Cooperation (APEC) forum in the Southeast.  The Model APEC meeting will be taking place on February 12, 2009, and we are looking forward to the results of this pilot project. 

I believe that we have found the most success in our curricular revisions.  The revisions seem to have capitalized on student interest and increased their desire to find out more about the world around them.  I would be most interested in sharing with colleagues what has been successful at a small institution struggling to build structures to meet increasing student demand.  I am interested in finding out more about cooperative arrangements with other campuses which capitalize on the strengths of all partners.  We are exploring inverted curricula for select students who gain foreign language students in their first two years of study and then complete their core curriculum study in the target language.

It is truly an exciting time in international education, and we hope to be part of the dialogue regarding the best strategies to help our students remain competitive in the global economy.  If you have any questions about this statement, please feel free to contact me at:  DFArmstrong@ngcsu.edu, or via telephone at (706) 864-1869. 

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Northern Arizona University (AZ)

At Northern Arizona University, we understand global learning as the project to engage all students with the interconnectedness and interdependence of the human condition.  We believe that this learning must embrace issues of environmental sustainability and diversity/multicultural education.  In fact, we see these two issues as being deeply intertwined with global learning.  Global engagement, environmental sustainability and diversity/multicultural education are all enshrined in the seven goals of NAU’s strategic plan.  NAU faculty themselves have also long been committed to these ideals.  The Task Force on Global Education is currently engaged in developing recommendations that are shaped by this vision and, for the first time, transform the curriculum to focus on the following learning outcomes.

• That students will understand themselves in terms of identity with community, society and the world
• That students will understand the scope of environmental sustainability in local and global terms and will know what it means to use natural resources in ethical and responsible ways that will maintain a sustainable environment
• That students will appreciate the ubiquity and necessity of diversity in all of its manifestations, including cultural, ethnic, religious, and biological
• That students will understand the interaction among diversity, environmental sustainability and global engagement.
• That students will develop transcultural and translingual competence

Northern Arizona University has identified the undergraduate majors as well as the liberal studies program as the key sites for the infusion of global learning.  We intend to meet with the curriculum committees of each of the six colleges to discuss the strategies they wish to adopt to ensure that students not only have multiple encounters with global perspectives, but that global learning can be discipline specific and appropriate while still falling within the framework developed by the Task Force.  We anticipate that we will build upon existing university requirements, including a language requirement for students pursuing the B.A. degree, and a study/internship abroad requirement for students in two or three majors. 

Some of the strategies we hope will be implemented include the following:

• Targeting sites in the curriculum that will apply to all majors, including introductory courses in the disciplines as well as the capstone requirement and ensuring that the learning experiences in these sites provide substantive engagement with global perspectives. 
• Building an education abroad semester into all majors so that students who choose to exercise this option will not be delayed in their progress to degree completion.
• Developing partnerships between the new Global Studies program and various majors so that students pursuing other disciplines may still be able to get a solid grounding in global perspectives.
• Supporting the efforts of some majors, e.g., computer science and electrical and civil engineering, to combine study in the major with second language acquisition and study/internship abroad.  This approach packages global learning into a program of study and practically guarantees that students will be globally competent upon graduation.

In terms of the liberal studies (or general education) program, students must currently complete one course to meet the diversity requirement and another course to meet the global education requirement.  We contend that one-course encounters like this do not provide students with the skills, knowledge and dispositions they need in the areas of diversity, environmental sustainability and global learning.  In this regard, we hope to make changes to address global learning in more substantive ways and to encourage faculty members who teach courses that are assigned to the liberal studies program to insert global learning filters so that students may acquire these insights in more than just one course.

Although never conceptualized in terms of global learning, NAU’s commitment to this objective is quite substantial.  A recently completed audit of courses offered at NAU with significant content in terms of global engagement, environmental sustainability and diversity revealed dozens of courses being taught among all six colleges.  This fact will be used to remind faculty that the challenge is less one of beginning this work from scratch and more one of re-conceptualizing both the work to which they are already committed and to the student learning outcomes they seek.  This new paradigm will now be understood in terms of global learning and will become the signature experience for undergraduates at NAU.  It is our vision that the learning outcomes articulated above will be ultimately embraced as the university’s student learning outcomes.  When this happens, departments and the Liberal Studies Committee will be expected to utilize the periodic program review process, effectively an assessment process, to demonstrate that they are contributing to the university’s undergraduate student learning outcomes.

Representatives from student affairs are involved in our conversation about global learning outcomes in the co-curriculum but no specific recommendations have as yet been developed in this regard.

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Northern Virginia Community College (VA)

“Global Learning,” as such, does not have a single, agreed-upon definition at NOVA.  We have instead informally adopted the “International/Multicultural Competencies” resulting from an ACE forum (2006), which characterize the qualities of a “globally competent” person within a multicultural setting.  These are as follows:

Knowledge/Content Oriented

• Understand the interconnectedness and interdependence of global systems.
• Understand the historical, cultural, economic, and political forces that shape society and explain their own situation in this context.
• Develop a nuanced/complex understanding of culture as a concept and the deep/complex/dynamic nature of culture.
• Understand various/different cultures and how culture is created.
• Understand the relationship of power and language, and how language interacts with culture.
• Understand the connections between power, knowledge, privilege, gender, and class (locally and globally).
• Understand conflict and power relationships.
• Understand how language frames thinking and perspective (“the language you speak creates the box in which you think”).
• Recognize how stereotypes develop and where they come from.

Attitudinal/Mode of Being

• Develop a sense of perspective and social responsibility.
• Overcome provincial/parochial thinking.
• Reduce their own prejudice.
• Appreciate difference; value and acknowledge other cultures as legitimate.
• Improve cultural self-awareness and understanding of one’s self in the global context (one’s own place and connections).
• Demonstrate greater appreciation of or an interest in learning about different cultures.
• Develop empathy and perspective consciousness.
• Demonstrate open-mindedness and an understanding of complexity.

Skills

• Think, work, and move across boundaries—in diverse environments with a range of people.
• Develop and use skills in conflict resolution.
• Develop and use intercultural communications skills.
• Demonstrate language proficiency.
• Take informed responsibility for actions in a globally connected world.
• Link theory and practice through their own experience both as citizens and in professions.
• Internalize and apply cultural understandings and knowledge.
• Seek out multiple perspectives—inside perspectives as well as outside ones.

Institutional Goals for Global Learning

The College’s overarching International Education goal, expressed in its Strategic Vision 2015, is to “leverage NOVA’s strength in serving students from around the world to create learning experiences that build greater global awareness across the college.”   NOVA’s particular objectives for global learning were developed in response to this goal in its Strategic Plan for Internationalization (January 2007).

• The College will provide effective leadership and management at the college-wide level to ensure coherence and strategic alignment for all international activities.
• The College will have consistent policies and procedures which make it possible to initiate, carry out, and sustain international education activities.
• The College will ensure that its curriculum reflects a focus on learning outcomes in knowledge, attitudes, and skills characteristic of a globally competent citizen.
• The College will distinguish itself as a center for innovative and distinctive language-learning curricula.
• The College will provide opportunities for students to study abroad as well as to gain access to available means to make it affordable.
• The College will have a program of student and other co-curricular activities that consciously integrates and reinforces international themes and issues drawn from the curriculum. 
• The College will pursue grant opportunities and entrepreneurial projects that bring resources to the college in support of international education objectives.
• The College will provide opportunities for faculty and staff to learn more about global issues and their application to student life and learning.
• The College will build a network of international institutions with whom it develops collaborative programs that enhance the scope of international education and contribute to the development of our community. 

Global Learning in the Curriculum

To oversimplify a journey of the past three years, we have essentially undertaken research into what our faculty and, to a lesser degree,  staff understand with regard to the content and methods most effective in “global learning.”  From these findings, we have initiated a series of mini-retreats on internationalization topics, though it is understood this emphasis will have to be a continuing process.  Alongside this professional development, the specific objective is to provide guidelines and resources for use during degree program and discipline review (a periodic self-evaluation process which all undergo), so that international and intercultural competency, as a college and state-level general education goal, is addressed.

At the same time this initiative is developing, we attempt to focus our relationships with international institutions on improvements or enhancements to degree programs (or majors) where possible, e.g., linkages with business studies overseas can help our international business classes, or our relationship with institutions in Brazil’s west central region can be used to enhance our students’ experiences in environmental studies/engineering and in eco-tourism.

Under the Liberal Arts Associate of Arts, NOVA has had for many years an International Studies Specialization, and “career studies certificates” in Latin American, Chinese, Japanese, and African-American Studies.   As a result of our review, we have begun to discuss the development of a new Global Studies degree or specialization and an African area studies program. We are interested in seeing how other institutions configure similar degree concepts.

Another area of concentration is study abroad, for which we are developing a comprehensive college-wide program to replace the disparate and isolated efforts of individual faculty members on different campuses.  Such forms of study, however, are particularly challenging to most community-college students (with regard to work, family, financing), and therefore we’re also looking at developing formal service-learning projects that would constitute “study abroad at home.”

Addressing Global Learning Outcomes in the Co-curriculum

This work has just begun, but we hope to hold a forum for faculty and student services personnel on the co-curriculum this spring or early in the fall.  Prior to this we’ll hold college-wide meetings with student activity coordinators and representatives of student clubs and associations before bringing together academic and student services people.  As we see it now, the objective is to find ways to enhance the college experience of international students and use their experience (e.g., language and cultural background) to strengthen language and other disciplines, with the reciprocal effect of engaging them more with U.S. students.  Similarly, we are looking for ways of valuing the resident multicultural population –substantial at NOVA—that go beyond traditional festivals or observance weeks, again for the benefit of the curriculum.

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Otterbein College (OH)

As a member of AACU’s Shared Futures network, Otterbein College has been working to centralize global learning goals in its core Integrative Studies curriculum. Because some at Otterbein have challenged a new and more globally conscious vision of our academic mission, a growing number of faculty and administrators have sought to name--and advocate for--a more intentional and invested reading of the ‘global’ in our institutional and curricular reform efforts.

Like a growing number of colleges and universities, Otterbein is interested in foregrounding consideration of the global public good and the ethical ends of global justice. Because we are explicit in this commitment to the practical and ethical ends of global citizenship, we know that we want cosmopolitan values to nourish our academic work. We have come to believe that cosmopolitanism not only offers a compelling framework for our efforts to imagine a more ‘outward-looking’ institution, but also provides faculty and administrators a distinct and nuanced language for understanding our curricular commitment to global learning. In the last year and more specifically, a core group of administrators and faculty has been exploring the value of a cosmopolitan ethic for global pedagogies, learning objectives, and institutional priorities.

We have been focused on the following questions:

• How might cosmopolitan questions enrich and complicate the ends of an intentionally global curriculum? And what, if anything, recommends a cosmopolitan curriculum rather than a curriculum more strictly centered on global awareness or global perspective-taking?
  
• What might it mean to name responsible and informed global citizenship as a core institutional value? What macro-institutional challenges does an institution face if it seeks to align practice and principle, core values and core curriculum, in the service of a cosmopolitan ethic?
  
• What concepts and skills are foundational to a critical cosmopolitan global learning? What might constitute a more advanced inquiry? What co-curricular objectives fuel the larger goal of critical global citizenship practice? And how can a general education program balance the cognitive, ethical, and activist aims of cosmopolitan global learning?
  

In short, Otterbein is interested in opening a conversation on the cosmopolitan possibilities of global learning, the larger impact of such commitments on the academic mission of higher education, and the unique challenges that face institutions that are prepared to embrace a cosmopolitan ethic for 21st century liberal learning.

Institutional Goals for Global Learning

The leadership of Integrative Studies plans on winning final approval for a new mission statement and goals/outcomes by the middle of February. (A copy of the revised programmatic mission and goals follows this institutional profile.) Our attention will then turn to the creation of a new core curriculum---likely, five courses that are integrative in design and ambition—that we hope will realize the revised mission and goals of the program. After we have a clearer sense of the curricular real estate that will be turned over to this foundational sequence, we will begin to organize and build a series of two or three-course clusters (on the 300 and 400-level) that will marry integrative and global learning goals. Wheaton’s Connections curriculum is our aspirational model.

Thanks to monies from the McGregor fund, we will be able to fully support Integrative Studies faculty in the significant work of course development and design in the 2009-2010 academic year. We also have pressing faculty development needs (in the service of both integrative and global learning), and we expect that some institutional resources will need to support this end in the next two years.
We know already that the entire process—that is, the full overhaul and redefinition of our Integrative Studies program—will need to be timed to coincide with our institutional conversion to a semester calendar in fall of 2011.

Global Learning in the Curriculum

As mentioned, we have been centered on the reimagining of our general education core, the Integrative Studies program. This program has been integrative in its ambitions for the last thirty years, but it has not consistently modeled integrative learning or practice in the curriculum. For this reason, we want to recommit to integration at the same time we confirm a new set of institutional and curricular commitments to cosmopolitan global learning. We have not been as focused on engaging the majors or the co-curriculum. This is not to say that we’re not open to a larger platform for our work, but the radical reinvention of our Integrative Studies program has been the most significant curricular reform on our campus in the last thirty years. And every part of the process has been hugely time-consuming.
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Pacific Lutheran University (WA)

Global learning involves conceiving students’ entire educational program as occurring within and through a globally focused university that embraces a curriculum aligned with a developmental continuum for global/international education and that seeks to reflect in its faculty, students, staff and programming the cultural and intellectual richness of the world and address the challenges such complex diversity poses. The goal is to enhance students’ capacity and sense of responsibility to assist in furthering constructive solutions to current and future global challenges as these are experienced both internationally and locally. To that end the university promotes students’ engagement with large, difficult global issues through: study abroad programs, inclusion of global/international material in general education and major/minor courses, international symposia on global issues, funding student and student-faculty research on international issues, supporting global fellowship applications, sponsoring of on-campus conversations about global issues that include students’ presenting on international education experiences, and co-curricular programming with a global focus.

Institutional Goals for Global Learning

To graduate students who have:

• Studied nations and cultures and the dynamic relations within and among them; increased awareness of and sensitivity to the interface of cultures and the global interdependency of human and natural events; and developed necessary cognitive and linguistic skills.
• Become aware of their own place and culture in the world and understand the interrelation of socio-political, economic, scientific, cultural, religious, and linguistic facets of human life.
• Become sensitive to the historical, multinational, religious, and social roots of diverse cultures, and that they learn to value and promote global harmony and diplomacy.
• Developed curiosity about other cultures and worked to understand them through experiences within those cultures.
• Learned skills for navigating in a globally interconnected world by taking on- and off-campus courses that incorporate global and intercultural dimensions, and by attaining proficiency in a second language.
• Can bring critical and creative skills as well as disciplinary specific knowledge and skills to bear on complex global problems

To map curricular and co-curricular offerings to the global education continuum contained in the university’s Strategic Plan for Global Education in order to provide global education in a developmentally appropriate and effective way

To provide study abroad opportunities for up to 50% of each graduating class

To provide opportunities for reflection on study abroad experiences through “returner” reflection groups and one-time events that gather the “sojourners”

To create and support a vibrant community of “sojourners” by: developing integrated orientation and re-entry programs, including cultivating returner reflection groups and events that encourage students to interpret their international experience, relate that experience to their pre- and post- international experience coursework, and supports them to explore the implications of what they have learned for their longer-term educational and vocational directions; aligning advising with global education initiatives; developing residential learning communities; enhancing civic engagement and leadership opportunities; augmenting strategies for international and multicultural students and scholars; and offering life-long learning opportunities.

Global Learning in the Curriculum

• Establishing the Wang Center for International Programs as the coordinating body for the university’s study abroad programs and international symposia
• Establishing and strengthening PLU gate-way study abroad sites in China, Trinidad, Norway, and Oaxaca, Mexico for semester-long study abroad
• Strengthening the curricular quality of and expanding the array of J-term study abroad options
• Strengthening orientation and re-entry programming
• Developing measurements and procedures for assessing the effect of study abroad experiences in relation to desired student learning outcomes
• Funding student and student-faculty international research
• Establishing the International Honors program

Addressing Global Learning Outcomes in the Co-curriculum

• Community outreach by students into local community
• Establishing themed residential options for students, e.g. China wing, international honors floor, other language wings in dormitories
• Supporting programming that brings international students and domestic students together for discussion of global issues

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Portland State University (OR)

Portland State University (PSU) is Oregon's urban public university, located on 36 acres in the central business district of downtown Portland. PSU has a nationally recognized reputation for both engagement and curricular innovation; internationalization represents a key strand in both areas.

A brief history of the last decade of internationalization activity is as follows.  In 1999,  internationalization was designated as one of four presidential initiatives.  In 2002, a new Internationalization Action Council (IAC) was charged with designing a strategy for internationalization and granted an average annual operating budget of $40,000.  The majority of this budget focuses on ‘mini-internationalization grants’ that encourage faculty to incorporate global learning into their curricula, including such rich topics as: “Service-Learning in India”; “Sustainable Development in Rural Argentina”; “Himalayan Field Studies”; and “Community Development in Africa” (these awards went to a range of faculty in Graduate Education, Arts and Sciences, and Urban and Public Affairs, to pick a few examples).  The IAC also developed five goals for internationalization, focusing on: students, faculty, staff, community, and alumni; more recent documents include an annual newsletter as well as an internationalization strategy document, see:  (www.president.pdx.edu/Initiatives / international/intlgoals.phtml, http://oia.pdx.edu/OIA/newsletters/newsletter08.pdf), http://oia.pdx.edu/OIA/iac/intlbroch08.pdf  )

Internationalization is one of the seven campus-wide learning outcomes identified in the current academic year by the Institutional Assessment Council, and which is currently awaiting adoption by Faculty Senate. As currently defined (a committee is still crafting the final wording) the international learning outcome statement is: “Students will understand the richness and challenge of world cultures, the effects of globalization, and develop the skills and attitudes to function as “global citizens.” According to the Council’s recommendations for Global Learning goals, PSU graduates should leave the university with certain knowledge, attitudes, and skills that will enable them to function as citizens of the world. Specifically, they should have acquired or developed the following attributes:

Knowledge

• Understands prevailing world conditions, developments, and trends associated with such world issues as population growth, economic conditions, international conflict, human rights, and the like.
• Understands how human actions modify the physical environment, and how physical systems affect human systems.
• Demonstrates in-depth knowledge of a single culture (other than their own).

Attitudes

• Recognizes and appreciates differences among cultures; has developed tolerance for the diverse viewpoints that emerge from these differences.
• Has moved beyond ethnocentrism to a position approaching empathy--or, the ability to see others as they see themselves, given their conditions and values.
•  Has developed self-awareness and self-esteem regarding his/her own culture, with all its inherent diversity.

Skills

• The ability to communicate effectively across cultures.
• The ability to use maps and other geographic representations to acquire, process, and report information.
• (Recommended) The ability to use another language to accomplish basic communication tasks, including the ability to understand a newspaper, technical reports, and everyday instructions.

In addition to the development of the Internationalization Action Plan and the more recent adoption of international learning goals, the Internationalization Action Council has worked to foster internationalization across campus, including general education, study abroad, and the co-curriculum. Portland State University is unusual in having a separate general education system. Students do not choose courses according to a distribution model, but rather take courses in a distinct program called University Studies. Within UNST, there are currently a number of separate projects underway to increase student exposure to internationalization. In the fall of 2009 we will offer an international FRINQ, a year-long course for incoming first-year students. This class will have at least one, and possibly two, study abroad opportunities built in for all students. The Foreign Language and Literature Program was also recently awarded a federal Russian Flagship grant. As one component of this grant, a shadow-section is being created for FRINQ so that Russian-language students can have a discussion section in that language, one feature of the University’s interest in ‘culture and language across the curriculum’. Lastly, UNST has worked to internationalize its capstone program, which are senior-year, six-credit courses that are designed to work with a community partner to address a real world need. UNST has developed such courses for areas as diverse as Surinam, Oaxaca, Mexico, and a range of other countries. We have also developed capstones, such as a Somali Refugee course, which focus on global populations here in Portland.

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Rochester Institute of Technology (NY)

Global learning entails exposing students to the diversity of world cultures through language training, study abroad, cooperative learning abroad, and the internationalization of our curriculum. The intention is to prepare students as global citizens who will have the sensitivity and skills to engage the complexities of internationalization – economic and cultural -both world-wide and at home. 

We are actively engaged in supporting and expanding RIT campuses in Dubrovnik and Dubai. We have a number of exchange programs world-wide but are seeking to establish new twinning relationships with universities outside the United States. We have established a new committee in the College of Liberal Arts to develop new strategies to increase study abroad participation.

We have a new degree program in International Studies that requires that students learn a language other than English. Students are strongly encouraged to participate in Study Abroad.

We are in the process of developing a new General Education Program that will be theme based rather than the typical distribution model. One of the themes will be Globalization. New degree programs that are in the process of being developed in the College of Liberal Arts are strongly encouraged to incorporate an international component to the curriculum. We are having discussions about creating a Center for International and Global Education to centralize our international efforts on campus.

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Salve Regina University (RI)

Salve Regina University identified “global learning” as a priority about a decade ago when we revised our mission statement to include “…the University encourages students to work for a world that is harmonious, just, and merciful.” Based upon this new mission statement in 2000, the Salve Regina faculty was charged with redesigning its undergraduate core curriculum to reflect the commitment to prepare our students to become world citizens as described below.        

A responsible World Citizen is someone who understands and appreciates the diversity of the one human family that extends across the globe. A responsible world Citizen is concerned about the major issues, whether local, regional, national, or global, and keeps informed about them in order to debate them intelligently. Every student will be encouraged to be a responsible World Citizen who is ready to take concrete action that will promote human dignity, social justice, and sustainable global development and is also ready to assume the responsibilities of a citizen in his or her nation.

Institutional Goals for Global Learning

From the philosophy of this new core grew four goals, one of which addresses the concept of World Citizenship. Our students are expected to develop an understanding of their own culture, a knowledge and understanding of cultures throughout the world, a knowledge of Western Civilization and the relationship of the United States to it, an awareness of cultural difference in order to promote the respect and empathy for one another that are essential for dialogue, and a capacity to transcend the inclination to define themselves primarily in terms of group loyalties and identities.

Global Learning in the Curriculum

Going beyond the core curriculum, Salve Regina has developed a number of programs with   global/ international orientation, including a Global Business and Economics major that requires additional foreign language credits and a study abroad experience. In 2005 Salve Regina introduced a new, interdisciplinary International Studies major. “This major requires a full semester or year of study abroad and offers students the opportunity to design an interdisciplinary major tailored to their unique academic and creative interests because the issues and problems confronting our society and world are not defined by disciplinary boundaries or by national borders; understanding comes through the integration of knowledge.” In addition to three required courses in International Studies and a semester abroad, students must also choose two courses from those offered by other disciplines across campus. These courses were recommended by departments because they contained international content. International studies majors are able to select these two courses from the following disciplines: Anthropology, Art, Business, Cultural and Historic Preservation, Economics, Education, English, East Asian Studies, History, Modern and Classical Languages, Philosophy, Politics, Psychology, Religion, Social Work, and Sociology. The International Studies major also offers area studies courses and recruits faculty from different departments to teach them, thus integrating the strengths and expertise of faculty across campus.

Addressing Global Learning Outcomes in the Co-curriculum

 Last year the Office of International Programs merged with a multicultural working group to form the Office of International and Multicultural Programs (OIMP). The mission of this office is to “provide the university community with the opportunity to appreciate and engage in the diversity of cultures.” In addition to housing the International Studies major, the OIMP offers a number of co-curriculum activities which help to supplement the university’s global learning outcomes. We publish the Gatehouse Gazette twice a year to keep people abreast of international happenings on campus, we organize semester and short-term study abroad experiences for our students and faculty, act as a clearinghouse for all international and multicultural events including study abroad fairs, International Education Week activities, Black History Month, Diversity Week, Women’s History Month panels and presentations.  We coordinate with our library to sponsor lectures and the French Film Festival and work with our Student Activities Office to offer Foreign Films throughout the year.

The Pell Center for International Relations and Public Policy was established at Salve Regina by an Act of the United States Congress on September 28, 1996 to honor Senator Claiborne Pell upon his retirement from a distinguished 36-year career in the U.S. Senate. The purpose of the center is to encourage international dialogue to achieve a more peaceful world and to prepare citizens for an informed and active role in local, national, and world affairs.  The Pell Center offers programs that focus on multilateral dialogue for international issues.

The Pell Honors Program is an interdisciplinary honors program that focuses on international relations and public policy. The honors program provides an enhancement of the core curriculum and emphasizes civic responsibility and action. Students participate in an internship or study abroad experience.

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Siena College (NY)

As a liberal arts college, Siena fosters the rigorous intellectual development of its students through a healthy exchange of ideas both inside and outside the classroom.  It provides opportunities to develop critical and creative thinking; to make reasoned and informed judgments; to appreciate cultural diversity; to deepen aesthetic sensibility and to enhance written and oral communication skills...As a Franciscan community...build a world that is more just, peaceable and humane.

Institutional Goals for Global Learning

Goal 1: Develop graduates with the talents to succeed in a modern society... by expanding research opportunities, study tours, service learning and internship opportunities.

Goal 3, Action 2:  Implement multidisciplinary approaches incorporating languages and cultures in the development of global and international perspectives.

Global Learning in the Curriculum

 A multidisciplinary approach that enables students in any discipline to discover their connections with and responsibilities to the rest of the world. This is implemented through an interdisciplinary introductory course, 4 electives chosen from a list of courses offered by 16 departments, a capstone course, a semester study abroad and demonstrated proficiency in a modern language.  The program also encourages the development of travel courses as electives.

Addressing Global Learning Outcomes in the Co-curriculum

The Globalization Studies Program hosts, and co-hosts with other campus organizations and academic departments, several speakers throughout the academic year; co-hosts an annual globalization conference with Concordia University [Montreal, Canada]; and sends students to participate in workshops and conferences dealing with globalization issues.  It also publishes a newsletter highlighting student and faculty activity each semester.

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St. Edwards University (TX)

We conceptualize global understanding as a meta-construct that includes knowledge, skills, and experiences as illustrated in the following model:

Institutional Goals for Global Learning

All traditional undergraduates of St. Edward’s University will have demonstrated a significant increase in global understanding by the time of their graduation.

Global Learning in the Curriculum.

First Initiative: Global Understanding through Cultural Foundations Courses

(Two Required General Education Courses)

To achieve the goal of increased global understanding on the part of all traditional undergraduates, we significantly redesigned two courses in the general education requirement (CULF 3330 and CULF 3331) to focus specifically on international/global history and issues. These required resident courses are taken during the 3rd year by students matriculating at St. Edward’s University as freshmen. Both courses include a substantial co-curricular component documented in the course grade requirements and in the students’ Co-curricular Transcripts:

CULF 3330—HISTORY & EVOLUTION OF GLOBAL PROCESSES:

This course focuses on the history of global economics, global politics and cultural processes from the 16th to the 21st centuries. It explores the evolution of their interrelationships in an increasingly interdependent world. Students must demonstrate an understanding of these issues in order to successfully complete the course. Students will have on- and/or off-campus curricular and co-curricular experiences that contribute to global understanding.

CULF 3331—CONTEMPORARY WORLD ISSUES: SOCIETY IN TRANSITION:

This course focuses on significant contemporary world issues as they impact a particular (non-U.S.) area of the world. Students will demonstrate knowledge of global processes including current global economics, global politics and cultural issues as they influence and are changing at least one non-U.S. area in relation to the rest of the world. Students will have on- and/or off-campus curricular and co-curricular experiences that contribute to the understanding of contemporary world issues. This course requires a project in which students will be required to demonstrate global understanding of the impact of global processes including global economics, politics, and cultural issues in this particular region of the world.

Second Initiative: Recognition of Global Understanding through a Certificate The Global Understanding Certificate

The purposes of this initiative are (1) to structure intensive global understanding opportunities and (2) to provide recognition to students for their achievement of elements of the program of learning. In addition, it will strengthen our study abroad opportunities for all St. Edward’s undergraduate students. Students wishing to graduate in the Global Understanding (GU) Program must complete a series of five general education courses with the GU designation; must demonstrate intermediate proficiency in a non-English language as well as competency in intercultural communication; must participate in local, national, and study abroad experiences; and must write and publicly present a senior capstone project related to global understanding. For successful satisfaction of these activities, a student’s transcript will note that she/he has successfully completed the Global Understanding Program. There are currently 27 students in the Certificate Program; the institutional 5 year goal is 200 students.

Third Initiative: Global Understanding through Thematic Programming and Co-curricular Learning Opportunities

The third initiative, Global Understanding through Thematic Programming and Co-Curricular Learning Opportunities is the method by which all students, faculty, and staff at St. Edward’s University will have opportunities to develop some degree of global understanding. Each year a distinct global theme will be identified and a variety of co-curricular activities are planned and implemented to illustrate the theme.

Global Studies Major

The School of Behavioral and Social Sciences has revised an existing major in International Relations. Renamed Global Studies, the major was broaden to include cultural elements and global processes; require foreign language proficiency; require an area of study (including study abroad), and offer thematic tracks in international business or in political economy and international governmental organization. The revised major provides an enhanced academic opportunity for students intensely interested in global issues, and complements the three components of the Global Understanding Program.

Global Understanding Living and Learning Community

The University launched a successful residential Global Understanding Living and Learning Community in Fall 2008, with 13 students completing their semester in the Community. This Community will be continued for upcoming semesters.

Addressing Global Learning Outcomes in the Co-curriculum

See above—Co-curricula activities are integrated into the overall design and implementation of all components of the Global Understanding Initiative. In Spring 2009, we launched a series of co-curricular relational workshops on Healing Racial Wounds and Reconciliation of Abraham Religions that are required for all students registered in the CULF 3330 & CULF 3331 courses.

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St. Louis Community College-Florissant Valley (MO)

We are in the process of refining our definition of global learning for our institution.  Global learning provides our students and community the opportunity to learn about other cultures, languages, global geography and perspectives through infusing international perspectives across our curriculum; providing opportunities for students and faculty to study/travel abroad; bringing international students to our campuses; sponsoring workshops; and faculty/staff/student exchanges.

As for Curricular efforts, we have an ongoing process of internationalizing the campus and course curriculum and adding globalization into specific courses.  For example, one year efforts were made to focus on the Pacific Rim countries and faculty were encouraged to build focus on the cultures of Pacific Rim countries into their course syllabi.

Institutional Goals for Global Learning

Our goals include providing students with the opportunity to explore other cultures and other perspectives from across the globe.  We offer international study programs and are exploring ways to allow more students to participate in these programs.  We also have international student programs that bring students to our campuses and we would like to expand these programs.  The College also encourages faculty to travel abroad, participate in faculty exchanges, and to develop international programs.  We are working on expanding global perspectives across disciplines.  We are revising our global education program and certificate.

We recognize the continued importance of cross-cultural exchange and the need for students to be more conscious of global learning.  We are expanding our ESL program to include students from abroad; this January we are bringing 60 students from Southeast Asia as a cohort to focus on ESL and to experience the cultural exchange.  We are going to focus on learning experiences specific to this region of the United States, such as a tour to Cahokia Mound and a visit to a local farm,

Global Learning in the Curriculum

Our most recent efforts have been in revising our global education certificate program.  We also participate in a Title VI a grant that has provided opportunities for faculty to travel abroad as well as to study specific countries to develop modules to infuse in their curriculum.  We are also beginning work to infuse global education into our general education program.  However, our focus right now with general education is to refine our assessment of student learning outcomes.

We are also working on our study abroad programs to more effectively bring develop the academic aspects of the programming.  Our study abroad program currently provides opportunities for students to study abroad in the following areas:  Turkey, Macedonia, Greece, Costa Rica and our semester-long Canterbury Program in the United Kingdom.  Students who participate in these programs are encouraged to share their experiences once they return to campus.

Addressing Global Learning Outcomes in the Co-curriculum

Our Student Affairs offices across the district host workshops and activities that focus on international issues and cultures.  We also host community discussions and programs on our campuses for the St. Louis area.  The College has also received grant money to bring cultural activities to campus.  And, our campuses have a week of international activities each semester.

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St. Louis Community College-Meramec (MO)

STLCC begins by encouraging scholastic success and social adjustment for students from abroad.  This includes the primary adjustment period when study abroad students arrive to help students, including the new international student orientation and faculty and student expectations.  We also like to keep them busy when they arrive to help them avoid homesickness and feelings of isolation.  A primary goal is to increase integration as much as possible early on because we know that students have a tendency to hook up early with co-cultural others.

As for Curricular efforts, we have an ongoing process of internationalizing the campus and course curriculum and adding globalization into specific courses.  For example, one year efforts were made to focus on the Pacific Rim countries and faculty were encouraged to build focus on the cultures of Pacific Rim countries into their course syllabi.

Institutional Goals for Global Learning

We recognize the continued importance of cross-cultural exchange and the need for students to be more conscious of global learning.  We are expanding our ESL program to include students from abroad; this January we are bringing 60 students from Southeast Asia as a cohort to focus on ESL and to experience the cultural exchange.  We are going to focus on learning experiences specific to this region of the United States, such as a tour to Cahokia Mound and a visit to a local farm,

Global Learning in the Curriculum

Our study abroad program currently provides opportunities for students to study abroad in the following areas:  Turkey, Macedonia, Greece, Costa Rica and our semester-long Canterbury Program in the United Kingdom.  Students who participate in these programs are encouraged to share their experiences once they return to campus.

Addressing Global Learning Outcomes in the Co-curriculum

We track and monitor the success of students who are here from abroad and instruments are in place to identify students who are struggling.  We make facilities such as the Writing and Assessment Centers available to these students and we encourage them to make use of all such facilities.

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St. Olaf College (MN)

St. Olaf College has made a commitment to offering a liberal arts education with a global perspective.  This is implemented through a long-standing and extensive off-campus study program and by a general education curriculum that requires multicultural studies (both global and domestic).  Global learning has also been made a part of many majors and is central to the interdisciplinary work done in several Area Studies departments. Asian and Hispanic Studies are particularly well-developed programs. 

Institutional Goals for Global Learning

The St. Olaf mission statement states that the college “strives to be an inclusive community,”  encourages students to lead lives of unselfish service to others, and “challenges them to be responsible and knowledgeable citizens of the world.”  

Global Learning in the Curriculum

Around 75% of the students at St. Olaf College participate at least once in off-campus study programs.  As a result of participation in these programs, students should gain knowledge and understanding of at least one other region of the world outside of the US, become familiar with global inter-relatedness and particularly with the various ways in which their own (US) society (and personal lifestyle) is interconnected with one or more regions of the world in the past and/or present. These programs are also designed to develop students’ ability to compare and contrast behavioral characteristics of their own culture and another culture, to understand some of the factors that have produced different cultural outlooks and to work effectively with people of different social and cultural backgrounds.  The intention is that students will develop an  interest in other cultures or regions of the world that will take expression in the form of further study or activity after the completion of their off-campus program(s).

In recent years, St. Olaf has increased its efforts to determine whether students are achieving these goals.    It has an Office of Evaluation and Assessment that has encouraged departments to clarify intended learning outcomes and develop ways of measuring achievement.  The assessment of ‘global understanding’ has been one aspect of a Teagle Grant-funded project that St. Olaf has undertaken in conjunction  with Carleton, Macalester and Grinnell Colleges. The St. Olaf participants in this effort decided that there was no one device that could measure all aspects of global understanding.  Various types of assessment will be used, related to on-campus and off-campus study.

 A faculty group also formed on campus last year to develop a working definition of the term ‘global perspective,’  the language that is used in the college’s mission statement.  It reached the conclusion that an education with a global perspective necessitates an interdisciplinary, campus-wide approach to learning.  Different disciplines should come together in an integrated learning process that encompasses the attainment of knowledge, skills and dispositions.  Course work should attend to “the interconnectedness of the human and natural environment and the interrelated nature of events, problems and ideas.”  There is not a single global literacy set to be mastered.  The curriculum needs to encourage the construction of interpretive frameworks and provide opportunities for multiple thoughtful perspectives to emerge The working group also concluded that a process of contextualization and re-contextualization should go on, in which students develop problem-solving skills, formulate categories and frameworks, and then subject these frameworks to careful interrogation and revision after the analysis of empirical case studies and narratives.  It called on the institution to enhance a global perspective by encouraging conversation with diverse stakeholders, developing intentional learning plans and improving assessment.  The faculty group recognized the importance of focusing on cultural understanding as well as language proficiency in the implementation of the college’s foreign language requirement and of encouraging students to develop more intentional plans in relation to their study abroad experiences.   (Some of this language is borrowed from the summary document of the faculty study group.)

Recently the college celebrated a two-year theme focusing on “Global Citizenship.”  Activities, proposed by faculty and students, were funded in order to encourage an examination of various aspects of the college’s commitment to the fostering of a global perspective.

Addressing Global Learning Outcomes in the Co-curriculum

On the co-curricular front, the college sponsors a yearly International Night, which is very well-attended.  The resident international students (and some American friends) prepare performances reflecting the cultural traditions of their countries.  There are also a number of culturally-focused student organizations such as the Asian Cultures Association, the Chinese Culture Club, the Cultural Union for Black Expression (CUBE), Hmong Cultural Outreach, Karibu Association (African interests),  Presente (Hispanic/Latino Organization),  Korean Culture Association, Russian Club, Taiko Drumming Group, Team Tibet and Umlaut (German culture club).   Harambee, the umbrella group for the multicultural organizations sponsors several joint activities each year.   The top musical organizations at the college (choir, orchestra and band) also tour internationally on a regular basis and sometimes take a course prepared to them concerning the countries where they will be traveling.    

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University of Delaware (DE)

Institutional Goals for Global Learning

UD General Education Goal # 10: Develop an international perspective in order to live and work effectively in an increasingly global society

Learning Goals for Study Abroad:

Knowledge

• Understands one's own cultural norms and expectations, as well as the cultural norms and expectations of others;
• Possesses general knowledge of the program region(s) or country/countries

Skills

• Adjusts successfully to life outside of one's own culture;
• Adapts one's behavior to interact effectively with those from the host culture

Attitudes

• Accepts that one's own world view is not universal;
• Appreciates the language, art, religion, philosophy, and/or other human artifacts of the host culture

Global Learning in the Curriculum

Classroom-based curricular initiatives:

• The College of Business and Economics and the Department of Foreign Languages and Literatures (FLLT) within the College of Arts and Sciences recently created a Bachelor of Science in International Business Studies which requires the completion of five foreign language courses above the intermediate level, as well as a semester of study abroad where the foreign language is spoken.

• FLLT also has longstanding joint majors with the Department of Political Science and International Relations in Spanish, French, and German which require a semester of overseas study.

In 2002 the Office of the Provost initiated the America and the Global Community speaker series.  Together with the Department of Political Science and International Relations, CFIS sponsors a second  Global Agenda Speaker Series.  These seminars continue to bring high-profile individuals to campus from government agencies, media outlets, and non-governmental organizations to speak about current international events and global issues.

• Area Studies Programs.  AS programs in East Asian Studies, African Studies, Latin-American Studies, Continental European Studies, and Islamic Studies program.

• Currently about half of the majors at UD have a language requirement.

Out-of-classroom curricular and extra-curricular initiatives: 

• A. In 2003 the Faculty Senate voted to require a Discovery Learning Experience for all  undergraduates at UD.  These three credits may be earned through an internship, service learning, independent study or research, experiential learning, or study abroad.  For the first time, study abroad became linked to a curricular requirement, not because of the courses offered on a particular program, but because of the international experience itself.

• Another opportunity for Discovery Learning is the Imperial College exchange which sends several University of Delaware undergraduate researchers for nine weeks' residence and research assistance in London.

• The Department of Hotel, Restaurant, and Institutional Management (HRIM) has had a unique relationship with the Swiss School of Tourism and Hospitality (SSTH) in Chur, Switzerland, for the past ten years. During this time, over 50 SSTH students and nearly 75 UD students have participated in semester or year exchanges, which, for the SSTH students, lead to a UD Bachelor of Science degree after the completion of three years of study at SSTH. At least two HRIM faculty teach at SSTH annually, and the partners have most recently developed a distance-learning degree program for SSTH alumni with courses taught by UD faculty.

• The University’s Office of Service Learning, created in 2004, awards grants to faculty to develop a service-learning component within a course offered on a study abroad program.  Program directors have thus far received grants for service-learning group projects taking place in Australia, Costa Rica, Ecuador, Fiji, and South Africa. For individual students wishing to participate in international service learning, CFIS established a partnership with an approved provider of international service opportunities. 

• There are almost 30 registered student organizations on campus that are “international” in scope and their interests range from religion, culture and language, to the global environment. 

• Each fall the University sponsors an International Film Series. This fall the series will feature 10 films including the award-winning film from South Africa Tsotsi.  CFIS sponsors one of the films and when possible, it is tied to a study abroad location.

Study abroad initiatives:

Extensive staff and online support from CFIS, as well as generous compensation, have encouraged ever-greater numbers of UD faculty to develop and lead study abroad programs, and the disciplinary breadth of these programs has increased tremendously.  During 2006-2007, almost 100 members of the faculty representing 75% of UD’s academic departments are set to serve as directors overseas, ranging from Animal Science to Physics, from Hotel and Restaurant Management to Education, and from Nursing to Chemical Engineering.  All departments in the College of Business and Economics, and all but one department in the College of Engineering sponsor at least one study abroad program.  The University of Delaware has staff and/or offices in Paris, London, Spain, Italy, Costa Rica and Mexico.

Addressing Global Learning Outcomes in the Co-curriculum

We have an active institution-wide assessment program associated with study abroad.

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University of New Hampshire (NH)

UNH President Mark Huddleston launched a big strategic planning initiative at the beginning of this academic year. Such an endeavor is full of challenges but also of promises. As part of a collective effort that involves every corner of campus, I am a member of a working group (entitled UNH and the World: Advancing a Global Perspective) charged “to make the world part of the university’s organizational DNA.”

This working group is currently proposing ideas that will incorporate ‘global learning’ in the fabric of the education provided at UNH, which is currently not the case. It is not to say that a number of programs and initiatives are not already heading in the right direction, but we can do better. As Director of the CIE, I [Claire L. Malarte-Feldman] chair the International Affairs dual major program, a secondary major which can be added to any primary major offered in one of the 5 schools and colleges of UNH. It is a very rigorous (3 core courses, 4 electives, foreign language proficiency at the 3rd year level, required 8 weeks or more of SA, etc.) and very successful major (over 300 students are enrolled this year).

We are currently conducting a self-study of the IA dual major to broaden the scope of our students’ global learning. The center for Excellence in Teaching and Learning is involved in that work and provide valuable guidance. Our General Education program has a foreign culture requirement, and all BA students must complete a 2 semester-long foreign language requirement. Also UNH’s Hamel Center for Undergraduate Research, besides organizing the largest undergraduate research conference in the nation every spring, offers a very competitive International Research Opportunity Program, which this year will send a dozen of our best undergraduates to conduct research somewhere in the world during the summer of their junior year under the mentorships of a UNH professor and a colleague abroad. Finally a University Committee on International Studies is the place where constructive discussions about learning outcomes in the curriculum happen on a regular basis, involving representatives of all of UNH’s schools and colleges.

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University of Scranton (PA)

We do not have a single institutional definition of “global learning.”  To the degree that there is an institutional definition, it is tied to our cultural diversity requirement, part of our core general education requirements.  However, there is a growing trend toward internationalization at our campus through a variety of initiatives, including increasing the number of students studying abroad, increasing the number of international students enrolled at the university, and increasing the number of faculty-led study abroad programs. 

Institutional Goals for Global Learning

The Associate Provost for Civic Engagement and Academic Mission has drafted priorities and goals related to internationalizing the campus and global learning would be framed by those priorities and goals.  The specific priorities and goals are listed below:

Principles

International activities should be mission-driven:

• Should reflect academic integrity and rigor consistent with the Liberal Arts Tradition as outlined in the Mission
• Should represent our core values as a Jesuit institution
• Should contribute to educating men & women for others
• Should promote understanding and collaboration with “persons from other religious traditions and diverse backgrounds”
• Ideally, will have an explicit justice orientation
• Should integrate civic engagement and service where feasible and appropriate

Components

International activities have the following components:

• Education abroad
• Internationalizing domestic curriculum
• Internationalizing student body
• Strategic partnerships with academic institutions and service providers abroad

Priority areas in each component area

• Education Abroad
• Increase the number of students participating in long- and short-term study abroad opportunities.
• Target: 10% of student body by 2015  Opportunities for expansion: increase participation among students in Kania and Panuska and among male students in all colleges.
• Increase study abroad participation in non-Western European and English-speaking countries, with particular emphasis on China, India, South Korea, Japan, Ecuador, central and southern Africa, the Slovak Republic and the Republic of Georgia
• Target: Double the number of students studying in non Western European countries by 2015 with 2008 as the baseline figure
• Increase the number of faculty-led study abroad opportunities.
• Target: 20 faculty-led study abroad courses per year by 2015
• Increase the number of non-University of Scranton students participating in faculty-led study abroad courses
• Target: 25 non-University of Scranton students enrolled in faculty-led study abroad courses during the 2014-2015 academic year
• Internationalize the domestic curriculum
• Require two semesters of a foreign language or equivalent competency as a graduation requirement—may need to revise Curriculum 2000 requirements to either 15 required hours, with 6 language credits required plus 9 from other areas or keep 12 required hours of which 6 must be met by foreign language credits
• Require 9-12 hours of global emphasis courses.  Will require developing an additional general education designation and the criteria for such designations. 
• Develop global/international competency outcomes in the following areas
• Foreign language
• Features of the global economy
• Non-Western history and political/economic development
• Inter-cultural communication skills
• Create two additional area studies programs, e.g., Asian Studies, Developing Areas, by 2015
• Internationalize the student body
• Increase international student body to 10% of total student population by 2015
• Increase recruitment of students from Latin America, Africa, and Central/Eastern Europe to complement
• representation from Western Europe, Asia and the Middle East
• Hire one additional international student advisor by 2015
• Hire one additional international student recruiter by 2015
• International partnerships
• Develop criteria for international partnerships based on mission complementarity and regional emphasis
• Review existing partnership agreements based on those criteria
• Develop criteria for “strategic partners”, i.e., partner institutions that will receive preference with respect to exchange agreements, dual-degree programs, etc.
• Designate strategic partners based on those criteria
• Develop at least one University of Scranton off-site program by 2015
• Increase faculty and student exchange agreements in Africa, Asia (particularly China, Japan, and Korea), Central and Eastern Europe, and Latin America
• Explore feasibility of establishing a core strategic partnership in India
• Increase the number of University of Scranton faculty participating in faculty exchanges, particularly in Africa, Asia, Central and Eastern Europe, and Latin America

Global Learning in the Curriculum

To date, our global learning has been achieved through the humanities and diversity components of our general education requirements; expanding study abroad, including faculty-led study abroad; hosting weekly intercultural dialogue programs hosted and planned by our international student body; and the development of interdisciplinary majors such as Women’s and Latin American Studies programs (which how have departmental status), Environmental Studies, International Relations, and Justice Studies.  We also have a longstanding co-curricular international service program which is coordinated by our Campus Ministries.

Addressing Global Learning Outcomes in the Co-curriculum

Our most successful program in addressing global learning in the co-curriculum is through our international service program, which sends between 75-100 students/year to service sites in 6 countries.  We also address global learning outcomes through domestic service to immigrant populations in the local area, through student life organized events that address global themes, and through the intercultural dialogue programs organized by the international student club.

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University of the Pacific (CA)

Pacific’s Mission and Vision Document (Pacific Rising 2008-2015) states: “We aspire to prepare leaders who understand, affirm and utilize their global orientation to fulfill our obligation to intercultural understanding in our interdependent world.”

Institutional Goals for Global Learning

Our commitment includes two specifically focused on global learning: # 11 “Cultivate diversity, intercultural competence and global responsibility by ensuring student competencies…and through an innovation process that is currently underway,“ connect our strongest initiatives with national and global partnerships through specific regional programs and new partnerships in the Pacific Rim,  Africa and the Americas.

We have committed that every faculty member, student and staff will be interculturally competent and have a global orientation. We are accomplishing this through formal classes, training and  ensuring it is occurring through innovative assessments

Global Learning in the Curriculum

• Pacific has one of  only six undergraduate, interdisciplinary, four years schools in the United States.  Established 22 years ago, it is the only school that requires all students to study abroad and requires a full semester of cross cultural training before they go and one when they return.  Students can study in over 80 countries.
• Pacific has an innovative Masters of Intercultural Relations (MAIR) graduate degree that is offered in conjunction with the Portland-based Intercultural Communications Institute.  This seven year old program bring students from around the globe twice a year for a limited residency which is followed by continued learning that is enhanced through technology.
• Pacific established the Pacific Institute for Cross Cultural Training (PICCT) four years ago that has as its charge  ensuring that all faculty, students and staff, on all three campuses are interculturally competent. The main campus in Stockton has schools of Pharmacy, Education, Business, Arts and Sciences, Engineering, Conservatory). Law is in  Sacramento Dental in San Francisco.  We offer a variety of training sessions, intercultural needs assessments  and classes in this area.  Five years ago the US Department of Education asked us to put 10 cross cultural training modules on the web.  A few weeks ago that web site-What’s up with Culture--got its millionth “hit.” It is used in many universities in the US, as well as throughout Latin America to prepare students to come to the US.
• Our general education program, called the Pacific Seminars, has one class devoted to global issues.
• We have established three innovative international programs that connect our three campuses:

Global Center for Social Entrepreneurship which has curriculum and experiential components: Three years ago Pacific established a Global Center for Social Entrepreneurship that will begin offering a certificate program in Rwanda and Uganda this summer which will eventually lead to an MA in International Development Social Entrepreneurship. The certificate program will also be offered online to students throughout the world beginning in fall, 2009. Through the Center we fund 8-10 students to work during the summer with international social entrepreneurs. Our Global Center also houses a twenty year old microfinance organization, Katalysis that provides 250,000 women in Central America with small loans.  Pacific student’s interns both in the main office as well as with partner organization in Central America.

Inter-American program:  Covell College was the first program in the US that was taught entirely in Spanish with half of the students coming from the US and the other half from Latin America. We have just inaugurated an Inter-American program that has some of the qualities of Covell College but is adapted for the 21st century needs. The program will certify language and cross cultural competency for working in Hispanic and Latin American cultural environments.  Coursework also includes history, political science and economics.  Overtime, the courses will be offered in Spanish (with three currently offered in a bilingual format)

International Law Program: This new program, which is one of the fastest growing on campus, involves senior law faculty in undergraduate teaching and allows undergraduates to spend time on a law school campus interacting with faculty, practitioners and students. Many of the classes are held on Saturday and move between our three campuses. The program has looked at timely issues such as terrorism, torture and rendition and human trafficking, and also prepares students for international Model UN competitions.

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University of Wisconsin-La Crosse (WI)

The student learning outcomes of the general education program at UW-La Crosse include the following Goals:  Personal, Social and Global Responsibility:

Students will be able to:

• Describe how cultural and individual differences have shaped perspectives and contributed to patterns of privilege and oppression
• Explain how values and ideas of cultures have evolved and how patterns of globalization have shaped the modern world
• Recognize and respect different ways of thinking and communicating
• Explain the rationales for cultural behaviors different from one’s own
• Communicate effectively with members of another culture
• Identify diverse moral and ethical perspectives, principles, and systems of evaluation
• Articulate their moral values, the processes they use to make ethical decisions and their perspective on current ethical issues
• Explain how knowledge from various disciplines is essential to individual and societal health and well-being
• Identify their strategies for involvement, leadership and civic engagement
• Analyze the impact their decisions and choices have on themselves and others
• Practice and uphold standards of academic integrity and intellectual honesty
• Articulate how their participation in campus and community events and in the democratic process has made a difference in their lives and the lives of others

Institutional Goals for Global Learning

In 04-05 following a year-long study, the UW-La Crosse Task Force on Academic Initiatives in International Education recommended Strategic Directions for the Internationalization of UW-La Crosse.  The four major goals are to:

• Create a shared institutional identity that embraces internationalization as part of UW-L’s core identity.
• Foster and instill an expectation (rather than a requirement) that all UW-L students, faculty and staff will be engaged in international experiences.
• Develop the infrastructure, support systems, and assessment measures needed to advance the international mission of the university.
• Expand partnerships and avenues of communication that will enhance the international mission of the university.

Actions steps were proposed that would advance the institution’s progress towards these goals and priorities were recommended.  In subsequent years The Select Committee on Internationalization has worked with individuals and units across campus to further determine the feasibility of specific action steps and establish timelines and areas of responsibility.

Global Learning in the Curriculum

UW-La Crosse offers undergraduate degrees in international business, French, German Studies, and Spanish, as well as an international studies minor (with emphases in Latin American, European and Asian).  The university’s Modern Languages Department currently offers courses in Chinese, French, German, Japanese, Spanish, Russian, and Hmong.  The English as a Second Language Institute offers various levels of courses to students and visiting scholars from around the world. 

Last year, more than 400 students went on study-abroad and exchange programs worldwide, and more than 100 faculty, staff and students participate in international programs, lectures, performances, and research abroad.  International internship opportunities are offered in conjunction with study abroad and are available for the summer as well as for the academic year.  Short-term study tours led by university faculty enable students to focus on issues and themes related to specific world regions.  UW-La Crosse is a participant in more than 30 international partnerships that offer a full array of opportunities for the campus community.  UW-La Crosse has established partnerships with education institutions in Argentina, Austria, Australia/New Zealand, China/Hong Kong, Costa Rica, Czech Republic, Denmark, Egypt, France, Germany, Hungary, Ireland, Israel, Italy, Japan, Mexico, Netherland, Norway, Poland, Russia, South Africa, Spain, Sweden, Switzerland, Thailand, and United Kingdom  UW-La Crosse is a member of the International Student Exchange Program (ISEP), Cultural Experiences Abroad (CEA), Academic Programs International (API), Council on International Educational Exchange (CIEE) and Australearn.  All of this programming is centralized through the Office of International Education.

Since 1995, UW-La Crosse has made significant gains in establishing itself as a global university.  It has developed a comprehensive, multifaceted, campus-wide approach to internationalization.  In addition to traditional study-abroad and exchange programs, UW-La Crosse established the Faculty and Staff International Development Fund to support and encourage faculty and staff involvement in international programs.  Faculty can apply for these funds to conduct research, present papers, or participate in international programs that will have a direct impact on their teaching and students.  UW-La Crosse also offers opportunities for faculty to teach at partner institutions.  Each year the university supports undergraduate and graduate international research grants.  The university and student association also provide scholarships to international students and students studying abroad.

UW-La Crosse’s programs for international students and scholars are centralized through the Office of International Education.  The programs include:  International Admissions, International Student Recruitment, International Student Services, International Scholar Services, International Scholar/Special Program Housing, and International Alumni Programs. This year, UW-L enrolled 390 international students from 60 countries.  The goal for the 09-10 academic year is to enroll an additional 100 international students. . The university hosts many leading international scholars from around the world and is an active member of community-based international programs, as well as state, national, and international organizations.  The university is also hosting eleven international scholars/faculty this year from Germany, Spain, Egypt, Korea, Peru and China. 

With regards to internationalization of the curriculum, UW-La Crosse appears to be making significant progress toward becoming a truly global university.  Colleges and departments are realizing that all courses should have an international component.  The number of courses where the international content is 60% or more of the course and, therefore, qualify for inclusion in the International Studies course listing is extensive and includes almost every discipline at the university.  International Studies courses related to study abroad (Orientation to Study Abroad, Study Abroad Practicum:  Journaling, and Cross-Cultural Re-entry from Study Abroad) are either required or are electives in the general education curriculum. 

Addressing Global Learning Outcomes in the Co-curriculum

The following is one example of what is being done in this regard at UW-La Crosse:

The Institute for Latina/o and Latin American Studies was organized in 1974 to call attention to the variety of courses dealing with Latin America.  It promotes contact among professors with Latin American specialties, seeks to respond to student and community groups and presents speakers and other programs.  The UW-L Institute is linked with other Latin Americanists in the UW System via the Center for Caribbean and Latin American Studies at UW-Milwaukee, and works to promote awareness of the Latina/o community in the region.  Activities include Hispanic Heritage Month, Visiting Scholar of Color Program, film and lecture series and the Latin America Cultural Studies Faculty Colloquium.

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Wagner College (NY)

Wagner College is committed to global learning as indicated in its mission statement, “Wagner offers a comprehensive educational program that is anchored in the liberal arts, experiential and co-curricular learning, interculturalism, interdisciplinary studies, and service to society, and that is cultivated by a faculty dedicated to promoting individual expression, reflective practice, and integrative learning.”  Wagner has also defined in its strategic plan the need to further expand the international perspective of the undergraduate curriculum and educational experience.

Global Learning at Wagner is concentrated in an effort to blend the Intercultural and American Diversity requirements that each student must take in order to graduate from the College. 

We have focused our efforts on organizing around global learning by creating opportunities that assist our faculty in gaining knowledge about integrating global issues into their course content.  In order to do so, the January 2008 “Focus on Faculty” professional development series concentrated on conversations around internationalization; by having the Internationalization Action Council provide an overview for the strategic blueprint for the campus; having Dr. Nelly Furman, Director of ADFL (the Association of Departments of Foreign Languages) serve as the keynote; and having faculty learn from one another about how to integrate international issues into the curriculum. 

We have created two councils to review what Wagner is currently doing to promote and embed internationalization and diversity into all aspects of the College.  These councils are the Internationalization Action Council and the Diversity Action Council which are co-facilitated by the same faculty member and administrator in order to ensure that the two councils are working together to further the mission of the College.  The councils are made up of faculty, staff, administrators, and students to make certain that all voices are heard.  These councils have drafted strategic blueprints that have been shared with all constituencies including the Senior Staff and Board of Trustees in order to move forward purposefully.

Faculty members are integrating global learning into their disciplines by participating in the “Expanding Your Horizons” (EYH) program which consists of spring courses with a travel component to another country that usually has a civic engagement element.  For instance, we have a chemistry professor who takes students to Bangladesh to study the effects of arsenic in water; an education professor who takes students to Peru to study the educational system, autism, and work in a school; a government and politics professor who takes students to Kenya to look at the effect of HIV/AIDS in an orphanage and community.  These courses also help to internationalize the campus by including staff members in the travel component.  They also serve to continue to strengthen the connection between internationalization and civic engagement, both integral parts of the Wagner mission.

This year, a faculty member will be co-teaching an interdisciplinary course with a professor from Hellenic American University in Athens, Greece titled Cross Cultural Business Communication where 10 students from each school will be meeting on a regular basis through technology; working on a joint project; and then having the Greek students come to Wagner to co-present on the topics.  We are also in the midst of conversations about how to strategically create globalized topics that can be integrated across the curriculum; for example sustainable global health initiatives.

In addition to the curricular strides, Wagner has focused its energies on opening a Center for Intercultural Advancement this past spring. Thus, creating opportunities for social justice dialogues, learning about different cultures, and assisting with the strategic initiatives to internationalize and diversify the campus. The Center serves as a resource place to get information and/or books about internationalization and diversity; a gathering location for formal and informal dialogues; and the place to get information and advising on studying abroad whether through Expanding Your Horizons (EYH) programs or semester long opportunities. In addition, the Center for Intercultural Advancement houses different organizations, including the Diversity Action Council (DAC) and the Internationalization Action Council (IAC).  The Center has focused on bringing programming to the Wagner community as well.  This past semester, they have co-sponsored events with specific classes as well as the Co-Curricular Programs Office such as:  Danielle Allen and her book, Talking to Strangers; director, Raquel Cepeda discussing the Blood Diamond Industry and the Hip Hop Culture; various social justice dialogues; etc.

This past year, the IAC and DAC developed and began training on Intercultural Awareness Workshops. To date, 30 faculty and staff have been trained as facilitators and over 350 students have participated in the workshops.  More of these workshops are planned for the spring semester.  We are also in the midst of conversations that engage our students in discussing co-curricular competencies.

As demonstrated above, Wagner College is grappling with many issues around internationalization and diversity and diligently working to incorporate both of these into the everyday lives of our campus community both in and out of the classroom setting.

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Washington and Lee University (VA)

“Global learning” at Washington and Lee University is meant to encompass curricular and co-curricular activities for students and faculty that will foster inter-cultural learning, promote the ideals of global citizenship and intercultural understanding, and develop both greater self-understanding and appreciation of cultural differences.  Our goal is to make global learning a more coherent and comprehensive segment of each student’s four-year education at Washington and Lee in order to graduate global citizens who will be our alumni.

Our most recent efforts have concentrated on the development of specially designed short-term courses and seminars abroad for Washington and Lee students and faculty, the development of internationally oriented interdisciplinary programs in Environmental Citizenship, Global Stewardship, and Poverty and Human Potential, and a Center for International Education.

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Washington University (MO)

Global learning is defined very broadly at Washington University to include our curriculum and co-curricular activities on campus and abroad, as well as the contributions made by the presence of international students on our campus.  Our mission statement includes the goal of “preparing students with the attitudes, skills and habits of lifelong learning and with leadership skills, enabling them to be useful members of a global society…”  Our undergraduate curriculum, both in Arts and Sciences as well as in our undergraduate Engineering, Business and Art Schools, offer a wide range of internationally focused course offerings ranging from foreign language instruction in fifteen languages to international marketing courses.  Noteworthy are a menu of freshman programs that extend across both semesters of the freshmen year and incorporate a travel component over the spring break or the first few weeks of the summer.  These programs engage our young students in language and history/culture study as they first enter the university in a small class format with our best undergraduate teachers.  As students progress into their sophomore year, they are presented with a great variety of majors and minors with a strongly global focus.  Washington University is especially robust in interdisciplinary programs and many of these undergraduate programs have a strongly international dimension (such as International and Area Studies, Jewish and Near Eastern Studies, African and African American Studies, etc.).  A number of our language programs have also shown impressive growth in recent years, most notably Chinese and Arabic.  In both cases, we have been able to develop additional levels of these languages, and are developing specialized study abroad programs to meet that interest. 

Once students enter their junior year, approximately 1/3 of them will study abroad for at least one semester or a summer.  We have concentrated much of our global learning energy on developing our overseas programs and have almost doubled the number of students going abroad in the last 10 years as well as substantially increased the number of programs.  We currently offer approximately 100 different programs in 50 different countries.  These range from summer language intensive programs to full-year study at foreign universities.  Our most impressive growth has been in WU faculty-led summer programs organized around particular themes (Dance in France or Service Learning in Chile) but we have also seen increased interest in programs outside of Western Europe as increasingly our students are studying in Africa, Latin America and Asia.  Also noteworthy has been the development of study abroad opportunities for Business, Engineering and Art students and increasing numbers of them are traveling abroad to study and engage in summer or semester internships.

Another area of interest has been the promotion of international research, internship and service abroad.  We have developed a number of specific funding opportunities as well as programs to promote these activities.  While some of these are embedded in academic programs (e.g. Village India Program in which our students teach Indian high school students while earning WU credit), others are organized by our co-curricular offices such as Community Service and our Campus Y alternative spring break. 

At the graduate level, our university has committed considerable effort, including the direct involvement of our Chancellor, in the McDonnell International Scholars Academy.  This program has identified 24 international partner universities from which we recruit talented graduate and professional students and with which we establish joint research and scholarly initiatives.  We currently, for example, are working on an initiative on energy and environment that is focusing on renewable energy research.  We are currently planning an undergraduate component of this initiative, with the emphasis on sending our most talented students to study abroad at our partner universities.

The challenges going forward include a review of our general education requirements.  Currently, WU has no language requirement although we ask for students to complete the equivalent of 3 classes in Language and Arts (also includes performance arts, film studies, linguistics, etc.).  Students also must complete a Cultural Diversity course and a Social Differentiation course.  Many believe that these requirements are too slim and will not prepare our students for the global world they will need to engage and we are currently debating strengthening the expectations for language study, study abroad and international coursework of various sorts.  A committee is currently reviewing these issues and will likely present a new plan to the broader faculty late in the spring of 2009.

The university has recently completed a strategic planning exercise and the expansion of our international initiatives is high on the agenda.  One of the four underlying themes of the plan for Arts and Sciences, for example, is globalization “which implies an internationalization of our curriculum, establishing programs outside the classroom and cultivation human resources.”  The challenge remains to meet this priority with a strong and varied set of academic programs here and abroad.

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Wheaton College (MA)

The Wheaton curriculum reflects the bold commitment of the faculty to transform the lives of students to change the world. An ultimate objective of this commitment is to prepare students to be effective global citizens: to understand, to negotiate, and to contribute to a sustainable world. In a sustainable world, the needs of the present are met without compromising the needs of future generations. A sustainable world is comprised of a flourishing environment, a strong economy, and social and cultural well-being.

Institutional Goals for Global Learning

Knowledge Essential for Global Citizenship

Wheaton students will develop an understanding of…

• The interconnectedness of knowledge among the sciences, social sciences, and the humanities
• The intersection of race, ethnicity, gender, sexuality, class and religion in shaping human experience
• The increasing interdependence between the global and the local
• Culture as central to identity, social relationships, and modes of understanding
• The impact of human actions of global processes, systems, and sustainability
• The physical and biological functioning of the earth

Skills Essential for Global Citizenship

Wheaton students develop their abilities to…

• Understand actions and beliefs from cultural perspectives
• Communicate and interact effectively across cultures
• Understand implication of individual and community actions of global sustainability
• Make reasoned decisions in the context of ambiguous data or uncertainty
• Use technology for deepening knowledge
• Use scientific theory and data analysis
• Be effective change agents in support of global sustainability

Global Learning in the Curriculum

Wheaton’s overall approach is to focus on curriculum transformation by integrating global perspectives (as well as dimensions of diversity) throughout the curriculum, including the sciences. Further, our students take Connections (sets of linked courses) instead of the standard distribution requirement as the core of their Gen Ed. More than a third of Connections include courses focused on global issues.

Addressing Global Learning Outcomes in the Co-curriculum

Wheaton has used the Shared Futures Global Survey (as pre-test and post-test) in a number of courses including newly transformed science courses. More broadly we are in the process of evaluating our whole new (as of the class of ’07) curriculum through institutional surveys and focus groups, with special attention to diversity, global and interdisciplinary Connections.

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Whitman College (WA)

I would be happy to share with colleagues at the forum the process through which we generated a fairly large faculty interest across disciplines for our global studies initiative and the process of writing the Mellon grant. Since we are just starting on this process, and doing so much later than most other institutions, I have several questions for our colleagues from other institutions (see below). We are not particularly interested in creating a global studies major, but in globalizing our curriculum more broadly across campus and to make that sustainable after the three year grant runs out, primarily by generating enough interest and institutional commitment in these first three years. We hope to make the Global Studies Director position a permanent one (half-time as in its current form or perhaps full-time in the future), staffed for three-year terms by a faculty member. 

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Whittier College (CA)

Whittier College prepares students to solve problems and communicate ideas in an increasingly complex and interdependent world community. It does this through its emphasis on cultural perspectives and the importance of connections between different fields of knowledge.  We define global learning as 1) Developing the capacity to entertain multiple perspectives and interpretations and 2) Developing an understanding of the connections between oneself and other global citizens in relation to physical, historical, and cultural contexts.  We have been exploring how global learning can connect to the College’s long-standing commitment to and support of [domestic] diversity.   We want to use the multi-ethnic, international community settings in Los Angeles to both engage our students with cultures different than their own, while giving them a sense of global interconnections.

Whittier College uses its Liberal Education Program, Majors and Interdisciplinary Programs, study abroad opportunities, and an emphasis on using Los Angeles as a “learning laboratory” to achieve the following goals:

• An understanding of how other countries and societies interpret U.S. values
• An understanding of how the U.S. interprets the values of other countries and societies.
• An understanding of how individual choices affect or influence other societies and countries
• An understanding of how individual consumption impacts the world’s ecological system, cultural values, cultural evolution, and economy.

In order to achieve these goals, Whittier College has focused on encouraging the development of courses that include a global perspective in its Liberal Education program including courses satisfying First Year Writing, Science and Society, and Cultural Perspective requirements.  These requirements are specifically designed to meet the student outcomes for global learning.  The following table compares the percentage of courses with global content for each of these requirements.

Whittier College also offers interdisciplinary programs and majors such as Global and Cultural Studies, Environmental Science, and Environmental Studies which emphasize our global learning goals.  At least seven majors offer courses that include a study abroad component during our January term.  These courses often involve a Fall preparation course, followed by the abroad experience.  Students have done or will do ecological research in South Africa and cultural research in Mexico, France, Spain, China, Ireland, Greece, Rome, Argentina, Chile, and Morocco.  In addition, the Globalization and the Environment course includes a spring break trip to get a firsthand look at agricultural production in Costa Rica in the spring of 2009.  The “International Classroom” is an important alternative to traditional study abroad programs for Whittier College student population. 

As one of the most ethnically diverse liberal arts colleges in the U.S., much of our attention has been on the culturally rich heritage of our students and of the surrounding communities.  The Dean of Students and her staff have establish five major goals for co-curricular programming, one of which is how the program impacts appreciation of and knowledge about diversity.  Each unit, over time, will assesses whether the activity achieves student learning about diversity.  As we expand exchange programs with institutions in China, Mexico, and other areas, we anticipate greater attention to global learning.  

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