Global Citizenship for Campus, Community, and Careers: Crossing Borders and Boundaries

October 17, 2019 to October 19, 2019
Hyatt Regency San Antonio
123 Losoya Street
San Antonio, TX 78205

To continue to assert higher education’s role in preparing students for life, work, and citizenship, we must move beyond cursory nods and talking points about global learning in mission statements to a model that fully integrates it into the educational experiences of all students at all institutional types. The urgency of this important shift from the periphery to the center is based on our current contested political and social context, where engagement with the world has become more divisive as some argue that it is unAmerican while others recognize it as essential for today’s and tomorrow’s students. Furthermore, the call for global learning is affirmed by employers, who have identified key skills that are critical for the success of graduates. As advances in scientific and technological innovation impact societal needs, locally and globally, these skills—which are touchstones of effective global learning experiences—will prepare graduates for their first jobs, throughout their careers, and in their civic life and democratic participation. Students should be able to understand how their global perspective fits in with what is happening in the world, and how to navigate global trends and realities that impact individuals all over the world. Through hands-on experiences—like partnering and learning with communities, devising responses to natural and human-influenced disasters, problem solving on global issues, completing globally focused research, or exploring challenges that hinder access to healthcare—students gain competency in tolerance of and engagement with diverse perspectives that are applicable long after they complete their degrees. These rich opportunities connect students with the world locally and globally, in and out of the classroom, within and across majors, and among peers and community members from diverse backgrounds and experiences. Integrating these kinds of transformative experiences for all students requires institutions from all sectors of higher education to be fully committed to ensuring equitable participation in global learning.  


Global Citizenship for Campus, Community, and Careers will explore practical and theoretical approaches to global learning at the course, departmental, and institutional levels. Participants will have opportunities to examine ways to make global learning experiences more inclusive through presentations on assignment design, assessment, learning outcomes, program development, and campus collaborations, with a focus on supporting and guiding students as they move through college and into their career paths. Models from institutions of all types will also highlight a range of practices for ethical engagement with communities and organizations (including nonprofits, corporations, healthcare facilities, and educational centers) in experiential learning, both locally and globally to prepare students for meaningful interactions in their emerging professions, disciplines, and life as community members. The conference will also serve as a forum where strategies for global engagement inside and outside the United States will be discussed along with how different countries approach global learning for community engagement and career preparation. In reflective and action-oriented conversation, the conference will address challenges brought about by the prevailing nationalist rhetoric in the United States, particularly attacks on globalism as unAmerican and the need for our institutions to make undocumented and international students visible in ways that foster belonging.


The conference will focus on key questions about global learning, community engagement, and inclusive excellence:

  • How are institutions moving from strategic planning for internationalization and global learning to offering inclusive global learning experiences for all students across disciplines, majors, and a range of community-based practices? What promising practices have taken institutions from ideas to implementation? What structures can be created or removed to ensure equitable participation?

  • How are institutions creating and implementing interdisciplinary opportunities for meaningful global learning experiences where students can develop and apply professional and civic skills over time? How are faculty encouraged and supported to create new opportunities for collaboration across disciplinary boundaries and institutional silos? What are approaches for connecting community-based experiences within professional programs with those in the liberal arts to foster greater collaboration and alignment of resources across campus?

  • What role does the curriculum play in promoting global learning in a world that is grappling with the rise of nationalism and populism? How does this play out differently in different countries? How should the curriculum encourage fluency in languages other than English and how does embracing multilingualism change the curriculum?

  • How are immigrant (including undocumented) and international students affirmatively included and engaged on campus and in our communities? How can we expand our capacity to support the success of these students and negate marginalization and exploitation?

  • What are examples of powerful pedagogies that support global learning across the curriculum and cocurriculum? How are connections made across programs, units, and departments to emphasize social justice, sustainability, and intercultural engagement to advance student global learning skills and collaborate with educators engaged in complementary work?

  • How are institutions ensuring equitable access to global learning experiences across racial, socioeconomic, gender, financial, and other lines? How often are underrepresented groups of students brought into these experiences and encouraged to participate? What are models that work for all or many students?

  • How might the intersectionality of global learning, service learning, internships, and other community-based high-impact practices (including ePortfolios) be leveraged to achieve greater impact and engagement to increase student success? What dimensions of these experiences should be considered essential for high-quality, high-impact global learning?