Diversity and Democracy, Summer, 2015
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Summer2015Vol.18No.3

Engaging Global Challenges

Global challenges offer critical opportunities for student learning. This issue highlights the multifaceted ways in which higher education is involving students in addressing the globally complex issues they will encounter throughout their lives. Contributing authors describe possible avenues into this work and raise pressing questions about equity and inclusion in a globally interdependent society.

Table of Contents

From the Editor: Engaging Global Challenges: The Interconnected Effects of Individual Actions

By Kathryn Peltier Campbell, Association of American Colleges and Universities

Engaging Global Challenges

Scales of Global Learning: Prisms, Knots, and a Cup of Coffee

By Hilary E. Kahn, Indiana University

Global Service Learning: Addressing the Big Challenges

By Dawn Michele Whitehead, Association of American Colleges and Universities

More than Bells without Clappers: Students Finding Voice through Civic Engagement with Big Questions

By Francisco Acoba, Robert Franco, Krista Hiser, Kapi'olani Community College; Peter Fiume, Kingsborough Community College; Liz Di Giorgio, Queensborough Community College; Jay Kelly, Raritan Valley Community College; Wendy Kuntz, Kapi'olani Community College; Lori Moog, Raritan Valley Community College; Duane Oakes, Mesa Community College; and Lynn Robertson, Delgado Community College

Engaging Students with Global Challenges across the Curriculum

By Kristin Wobbe and Richard Vaz—both of Worcester Polytechnic Institute

Perspectives

The Physics of Changing the World

By Luke R. Perreault, Worcester Polytechnic Institute

Educating for Religious Pluralism and Inclusive Citizenship

By Reza Fakhari, Kingsborough Community College of the City University of New York and Amnesty International USA

An Equity Lens for Global Education

By Vijay Pendakur, California State University–Fullerton

International and Interdisciplinary Collaboration: Implications for Undergraduate Education

By Harvey Charles, Northern Arizona University and the University at Albany, State University of New York

Campus Practice

Defining Global Learning at Florida International University

By Hilary Landorf and Stephanie Paul Doscher—both of Florida International University

Embracing Disturbances in Learning: The Journey to Global Citizenship

By Nuria Alonso García and Nicholas V. Longo—both of Providence College

Faculty Perceptions on Teaching Sustainability in Undergraduate STEM Curricula

By Catherine L. Fry, American Society for Pharmacology and Experimental Therapeutics; Kelly M. Mack, Association of American Colleges and Universities; Jennifer M. Blaney, University of California, Los Angeles; and Catherine Middlecamp, the University of Wisconsin–Madison

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