Shared Futures: Global Learning and Personal Responsibility

General Education for Global Learning

Curriculum and Faculty Development Network
Participating Institutions

Arcadia University (PA)
Butler University (IN)
California State University-Long Beach (CA)
Carnegie Mellon University (PA)**
Chandler-Gilbert Community College (AZ)
Dickinson College (PA)
Drury University (MO)
Hawai'i Pacific University (HI)
Marquette University (WI)
Mesa Community College (AZ)
Otterbein College (OH)
Stephens College (MO)
United States Military Academy (NY)
University of North Carolina at Chapel Hill (NC)*
University of Wyoming (WY)*
Wheaton College (MA)
Whittier College (CA)
Worcester Polytechnic Institute (MA)**

* UNC and University of Wyoming participated in the network from 2005-2006.
** Carnegie Mellon University and Worcester Polytechnic Institute joined the Shared Futures network in 2006

Arcadia University (PA)
Arcadia University is at a critical crossroads that is likely to bring about substantial changes in the institution’s undergraduate curriculum. The university will seek guidance for its efforts to expand its international initiatives to ones that are more global in nature as well as its efforts to assess the effects of these changes.        
Team Leaders     General Education Model     

Butler University (IN)
Butler University recently adopted a framework for a new core curriculum that requires sweeping changes.  Over the next three years the faculty will engage in course design and pilot-testing, leading to full implementation in the fall 2008 term.  Significant among the curricular changes is an enhanced focus on world cultures and diversity. 
Team Leaders       General Education Model

California State University-Long Beach (CA)
California State University, Long Beach, hopes to develop a coherent global learning focus in General Education for its very large (28,000) and diverse undergraduate student body. Building on the developmental emphasis of the current GE program, the focus wil be on infusing global content across required Foundation courses for first-year students, including the possible reform of existing orientation and self-integration requirements into a two-semester Freshman seminar with a global theme.
Team Leaders       General Education Model

Carnegie Mellon University (PA)
Carnegie Mellon University is committed to creating global citizens who can live, work and flourish in a broad range of contexts.  The university recognizes the need to participate globally and offers its students a rich variety of opportunities to learn about people, institutions and best practices from around the world.  Beginning with the 2006-2007 academic year, the university launched a series of eight “global” courses across its seven colleges, with the intent of building a community of teachers and learners who will share knowledge and experience at the local and global levels.  The University is encouraging the development of courses that stress the interdependence of learning and working communities and the challenges posed by the increasing interconnectedness of the world.

Chandler-Gilbert Community College (AZ)
Chandler-Gilbert Community College, having recently revised its mission to include global engagement, is working to form a coherent vision of global education into its general education program. 
Team Leaders      General Education Model

Dickinson College (PA)
Dickinson College is ideally positioned to serve in a leadership role in discussions about shaping general education for global learning in the 21st century.  The desire to participate in this initiative stems from recent discussions about how to engage our faculty and administrators in a new dialogue regarding ways to discover synergies in the areas of domestic diversity and global education.
Team Leaders       General Education Model

Drury University (MO)
As Drury University's General Education Program moves into its second decade, their focus is centered on improving and refining the approach to global studies. Over the course of this project, the university aims (1) to create a study abroad requirement for all students, (2) re-shape the general education capstone to explore globalization more fully and integrate general education and the major more effectively, (3) develop a content-based assessment program, and (4) find better ways to translate the faculty's interdisciplinary research interests into innovative, general education courses.
Team Leaders      General Education Model

Hawai'i Pacific University (HI)
Hawai‘i Pacific University (HPU) proposes to link three major University initiatives in its participation in the AAC&U network: goals for global citizenship and freshman retention, and curriculum development for a new general education structure. The faculty team will: design a new “Global Citizenship Freshman Seminar” adaptable to discipline contexts, support development of courses by other faculty for the new curriculum, and design appropriate learning assessments fpr defined global learning outcomes.
Team Leaders       General Education Model

Marquette University (WI)
Marquette University seeks to transform the Core’s disciplinary structure into a program that integrates knowledge within a global context.  The project leaders will establish interdisciplinary learning communities of faculty engaged in teaching and scholarship on global issues, including faculty from mathematics, nursing, engineering and business, that are highly relevant to addressing global issues but have not been adequately integrated into overarching general education goals.
Team Leaders       General Education Model

Mesa Community College (AZ)
MCC’s focus on global issues begins with its mission statement and college strategic plan, both of which speak directly to preparing learners for a diverse global society.  MCC wishes to explore how to more explicitly define student learning outcomes for global competence, assess these outcomes, and provide faculty development which will lead to interdisciplinary approaches and new curricula for global learning. 
Team Leaders       General Education Model

Otterbein College (OH)
Otterbein College is ready to imagine a general education curriculum that explores and encourages what Martha Nussbaum calls the ‘cosmopolitan ideal,’ an enriched model of  citizenship that acknowledges the centrality of one’s obligations to communities both local and global.  In order to allow for the development and promotion of ‘world-mindedness,’ the college seeks to redefine and redirect the mission of its core curriculum in Integrative Studies.
Team Leaders       General Education Model

Stephens College (MO)
Stephens College has in the last two years made revolutionary changes in its general education program, designing and implementing a new women-centered, globally-oriented, interdisciplinary Liberal Arts Program organized around multi-year Learning Communities. As part of the Shared Futures project, they hope to successfully continue the process begun, as well as serve as a change-model for other institutions, especially other small colleges, trying to make similar changes.
Team Leaders       General Education Model

United States Military Academy (NY)
The United States Military Academy (USMA) must afford its students a broad liberal education designed to develop versatile, creative, and critical thinkers. The USMA's most pressing need within the next 12 months is to identify ways in which their students’ global learning experiences are better connected and further integrated throughout the curriculum. As a participant in this project, USMA offers a comprehensive, well-established framework for managing and evolving curricular change. 
Team Leaders       General Education Model

University of North Carolina at Chapel Hill (NC)
The process of implementing and assessing the new curriculum, "Making Connections,” provides the University of North Carolina at Chapel Hill an enviable opportunity to gauge the effectiveness of the new requirements structure and to measure graduates’ abilities to act as informed, capable, and purposeful global citizens.  Members of the leadership team have identified several discrete and measurable goals that they wish to pursue for the duration of the program, and they are eager to carry out their plan within the context of an inter-institutional conversation in which participants can relate common experiences, compare curricular strategies, and share acquired wisdom. 
Team Leaders       General Education Model

University of Wyoming (WY)
The current global awareness component of the University Studies Program (USP) is embedded in a wide range of courses across the  curriculum, indicative of the interest of UW faculty and reflecting the commitment to internalization of curriculum in the UW Academic Plan. Critical to UW is the assessment of global awareness and the development of a coherent theme of global citizenship advanced by the USP curriculum.  The USP underwent a major revision in 2003 and continues to evolve into an effective and forward-looking leader in undergraduate education at UW.
Team Leaders       General Education Model

Wheaton College (MA)
Wheaton College is poised to build on the existing curricula and institutional architecture to develop global learning goals and an appropriate evaluation plan based on the general education curriculum. The institution anticipates that by summer, 2008, it will have agreed on global learning goals, developed an evaluation strategy and identified additional resources to support faculty in transforming the curriculum.  Wheaton College hopes that by 2010, more than 75% of our faculty will be teaching with global learning goals in mind and a significant percentage of courses in all three major academic divisions will reflect global perspectives. 
Team Leaders       General Education Model

Whittier College (CA)
Whittier College has chosed to focus on infusing global perspectives into these elements of the new curriculum:  the four-course requirement for Cultural Perspectives, first-year linked courses, and the science and society requirement.  Also important is developing and refining measures to assess student learning outcomes.  The new curriculum specifies clear, measurable objectives for each requirement, and faculty began this summer to develop rubrics, portfolio structures, questionnaires and other measures to directly assess student learning outcomes. 
Team Leaders       General Education Model