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Shared Futures: Global Learning and Social Responsibility

Campus Examples

Michigan State University Liberal Learning Goals
An example from a General Education for a Global Century participating institution

MSU translates its liberal learning goals into global competencies.

Otterbein Integrative Studies Mission Statement and Goals
An example from Otterbein University

Faculty and administrators at Otterbein University, a participant in in the previous Shared Futures project, General Education for Global Learning, infuses global learning, personal and social responsibility, and diversity across all outcomes for their integrative studies.

Matching Essential Learning to Interdisciplinary Themes
Examples from John Carroll University and Miami University of Ohio

Team leaders from two institutions in AAC&U's Shared Futures: General Education for a Global Century project presented their goals and process in planning and implementing global learning in their campus curriculum at the Conference for General Education and Assessment in Chicago, IL, March 3-5, 2011.

Recommendations of the Global Learning Subcommittee of the NAU Task Force on Global Education
An example from Northern Arizona University

NAU considers the neccessity, the process, the implementation of global learning in the curriculum and co-curriculum, and across the institution.

Global Learning in the Undergraduate Curriculum
News and examples from Carnegie Mellon University’s general education program

As a part of its global learning initiative, CMU has included eight new courses in its undergraduate general education program. These courses are designed to engage students with contemporary, complex global issues and processes, and to facilitate cultural fluency. A variety of academic departments are represented in the courses, making the curriculum interdisciplinary and inclusive.

Who Counts? Math across the Curriculum for Global Learning at Marquette University
The Who Counts grant is provided by the Fund for the Improvement of Postsecondary Education (FIPSE) under the U.S. Department of Education and was given to Marquette University for 2007-2010.

Who Counts sponsors institutions who work to incorporate science, technology, engineering, and mathematics (STEM) into “non-STEM” courses, such as the social sciences and humanities. Interdisciplinary learning is an essential component of a global education.

Teaching Science to Non-Majors: Guiding Questions and Sample Courses
Observations and curricular descriptions from Arcadia University's integrative undergraduate curriculum.

As part of General Education for Global Learning, Arcadia University is working to better integrate science into the general education curriculum. This resource includes discussion questions and examples of specific integrative science courses implemented at Arcadia with the support of Shared Futures.

Curricular and Co-curricular Development in the Departments
Examples of course revisions and faculty development from 11 campuses.

The work of the institutions participating in Liberal Education and Global Citizenship: The Arts of Democracy can inform other efforts to infuse global learning in the curriculum at all types of institutions. The 11 schools participated in a 3-year project to develop faculty capacities to address global issues, diversity issues, questions of justice and equality, and democratic practices and principles in their undergraduate courses.

Developing a Focus on Global Learning in General Education

Campus-based efforts funded by AAC&U.

As part of General Education for Global Learning, AAC&U provided mini-grants to participating campuses to continue to feed course development efforts during the semester. Institutions used these funds to further expand their efforts to integrate global understandings into the many facets of general education. These examples provide strategies for leveraging a small amount of funding into greater initiative to expand and globalize general education.

Speakers and Consultants for Curricular and Co-curricular Development
A list of experts for the Shared Futures network and its participating institutions.

This resource is meant to facilitate access to expertise for educators who hope to develop curricular and co-curricular structures around major global themes.

Professional Learning Communities
Examples of organization and curriculum development by Otterbein College.

Otterbein established Professional Learning Communities to plan, implement, and assess initiatives to broaden the framework for global learning in the general education curriculum.


Models and Assessment Tools

Global Learning VALUE Rubric
A Project of Shared Futures for VALUE

Developed as a part of the Shared Futures: General Education for a Global Century project, the Global Learning Rubric joins the fifteen other rubrics originally created by AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) initiative. This latest rubric measures student learning across four benchmarks within six dimensions of global learning, which include global self-awareness, perspective taking, cultural diversity, personal and social responsibility, understanding global systems, and applying knowledge to contemporary global contexts.To learn more about the rubric's development and intended purpose, review "Developing a Global Learning Rubric: Strengthening Teaching and Improving Learning" by two of rubric's development committee members, Chad Anderson (AAC&U) and David Blair (St. Edward's University), in the summer 2013 issue of Diversity and Democracy.

Global Learning Inventory Framework—A Smart Grid for Global Learning
By Caryn McTighe Musil, AAC&U senior vice president, and Kevin Hovland, AAC&U director of global learning and curricular change

This template is currently being used in AAC&U's Shared Futures: General Education for a Global Century project. The grid is designed to help campus leaders answer questions about the different dimensions of global learning and the pervasiveness of an institution’s attempts to integrate global learning as part of the fundamental fabric of the institution. This matrix was inspired in part by the Campus Diversity Evaluation Project Institutionalization Rubric found in AAC&U’s Making a Real Difference with Diversity: A Guide to Intuitional Change (2007), more fully developed in the Personal and Social Responsibility Institutional Matrix, and adapted to a global context for Shared Futures. Learn even more about the goals, impact, and campus implementation of the Smart Grid by checking out NAFSA's online Live Collegial Conversation - Mapping Global Learning on Your Campus: A Smart Grid to Assess Assets and Gaps featuring Caryn McTighe Musil, one of the authors of the resource.

It Takes a Curriculum: Global Education and Essential Learning Outcomes, AAC&U/AIEA Workshop Presentation
By Kevin Hovland, AAC&U director of global learning and curricular change, Caryn McTighe Musil, AAC&U senior vice president, and Harvey Charles, Vice Provost for International Education at Northern Arizona University

A resource from the 2010 Association of International Education Administrators Annual Conference in Washington, DC. The workshop guided participants in defining global learning, identifying global learning outcomes for their campuses, and discussing some of the promising practices to help achieve those outcomes.

Course-level Student Learning Assessment Matrix
By Caryn McTighe Musil, Senior Vice President, Office of Diversity, Equity, and Global Initiatives, AAC&U and Ross Miller, Senior Director of Assessment at Berkeley College in New York and New Jersey

Under AAC&U’s Shared Futures initiative, Musil and Miller developed a matrix for planning and implementing student learning assessments into a course. Sample matrices and ideas to consider are also included with the blank matrix tool.

Global Learning Course Assessment Survey
By Heather D. Wathington, PH.D, Evaluator and Assistant Professor of Education, University of Virginia

This survey tool, developed in collaboration with the AAC&U’s Shared Futures team, was used to measure how global learning opportunities impacted the ways students think about civic and social responsibility in a global context. Survey includes pre-test and a post-test to gauge students' growth during a particular course or program.

Four-Phase Global Education Continuum

By Ann Kelleher, Pacific Lutheran University.

This model used at Pacific Lutheran University maps their four learning objectives (Knowledge and Intellectual Skills, Cultural Knowledge and Skills, Global Perspectives and Personal Commitment) across four increasingly rigorous levels of student engagement.

Developing Criteria for Global Learning Curriculum
An example from Arcadia University.

This resource is adapted from Arcadia University's Global Connections curricular experience, an element of Arcadia's integrative and global undergraduate curriculum.


AAC&U Publications

Global Learning: Defining, Designing, Demonstrating (pdf)
By Kevin Hovland

This joint publication of AAC&U and NAFSA: Association of International Educators offers a definition and a rationale for global learning, a term widely used but with differing meanings across higher education. In addition to defining global learning, this publication provides examples, tools, and methods for designing educational experiences and demonstrating that those experiences actually help students achieve global learning outcomes while simultaneously allowing students to demonstrate competencies, i.e., apply knowledge, skills, and perspectives to projects that signify their development as global learners.

The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship
Edited by Ross Lewin

Co-published by AAC&U and Routledge, the Handbook is a comprehensive survey of the study abroad and global learning fields. Each chapter provides a critical assessment of the most up-to-date research, theory, and practice by expert academics, senior administrators, practitioners of study abroad, and policy makers. Kevin Hovland and Caryn McTighe Musil of AAC&U contritube a chapter on globalizing the curriculum co-written with Ellen Skilton-Sylvester, Shared Futures team leader at Arcadia University, and Amy Jamison, Michigan State University doctoral candidate.

Shared Futures: Global Learning and Liberal Education
By Kevin Hovland

In Shared Futures (2006), Kevin Hovland, the Program Director for Shared Futures, examines the evolving definitions of global learning in the context of previous reform efforts in the areas of diversity, democracy, and civic engagement. It also illuminates how global learning converges with the most powerful current models of liberal education. This publication is also available in print.

Assessing Global Learning: Matching Good Intentions with Good Practice
By Caryn McTighe Musil

Published in 2006, Assessing Global Learning is designed to help colleges and universities construct and assess the impact of multiple, well-defined, developmental pathways through which students can acquire global learning. Specific program examples demonstrate how and where curricular and co-curricular learning can be embedded at various levels from individual courses to institutional mission. The publication argues for establishing clear global learning goals that inform departments, divisions, and campus life and suggests assessment frameworks. A sample quantitative assessment survey and several assessment templates are also included. This publication is also available in print.

Globalizing Knowledge: Connecting International and Intercultural Studies
By Grant Cornwell and Eve Stoddard

Published in 1999, Globalizing Knowledge remains a foundational text in all of AAC&U's global initiatives. The authors argue in favor of a synthesis of the parallel movements to "internationalize" and to "diversify" higher education. They examine the constructs, such as diasporas, globalization and positionality, that have come to define the discourse on international studies and diversity, before addressing the implications of this paradigm shift for teaching and learning strategies. The ultimate goal is for students and faculty to "be educated to read back and forth between the local and the global, between multiple forms of identity and difference." This is the key to the development of "interculturally educated citizens" who can recognize the global implications of their relationships and actions.


Web Publications and Resources

Resources for Campus Internationalization
The common portal of the Inter-Association Network on Campus Internationalization (INCI)

IINCI is a group of twelve organizations and higher education associations dedicated to campus internationalization. This web portal offers information about each organization as well as links to helpful resources related to internationalization and global learning.

Shared Futures Global Learning Social Network
An online learning community for educators to share resources and collaborate on curriculum development.

The social network is designed to support educators using integrative teaching and learning methods to teach students about complex global questions. It is meant to be a space where colleagues can create and maintain active relationships as they work to infuse global learning into the curriculum and cocurriculum. The site is a clearinghouse for global learning resources, as well as a communication hub for faculty and administrators to share the strategies they have found to be successful in this work.

AAC&U Global Learning Electronic Mailing List
A list serving global learning educators with resources, calls for papers, and opportunities for funding.

The Global listserv is designed as a communication tool for educators looking for opportunities to expand and present their work to a wider audience. The list is used to promote funding announcements, calls for papers, and other ways to further work in cultivating globally aware students. While the Shared Futures Global Learning Network is a more interactive forum for exchange of ideas, the electronic mailing list allows you to hear about timely opportunities related to global learning.