2014 Global Learning in College

2014 Global Learning in College

Cross-Cutting Capacities for 21st Century College Students

October 16, 2014 to October 18, 2014
Hilton Minneapolis
1001 Marquette Avenue South
Minneapolis, MN 55403

At AAC&U’s 2013 Global Learning in College meeting, more than 500 participants laid the foundations for a vibrant community of practice sharing insights, opportunities, and challenges. At the 2014 Global Learning in College meeting, participants will continue to articulate a vision of the global learner and will explore efforts to design educational experiences—across the curriculum and in the community—to help students develop the cross-cutting capacities they need.   Domains to be addressed include global knowledge, global challenges, global systems and organizations, global civic engagement,  and global identities.

It does not matter how “internationalized” our campuses or how “globalized” our curricula, if our graduates have not gained the cross-cutting capacities they will need to thrive in the world as we understand it today and imagine it in the future.

  • Can we agree on the kinds of knowledge and skills that global learners need to demonstrate?
  • Do we have a clear vision of what we expect a global learner to be able to do in practice?
  • Do our efforts to develop educational structures and designs under the banner of global learning align with that vision?
  • What kinds of evidence do we have, and what kinds of evidence do we need, to allocate resources in ways that effectively help all students become global learners?

We stand at an important juncture where long-term commitments to addressing the global context of higher education meet sophisticated and concerted efforts to define and assess the outcomes, competencies, proficiencies, literacies, and attributes associated with high-value college degrees.  Can we take advantage of this moment to develop profiles of students who have integrated their educational experiences successfully and become long-term global learners? And with those profiles in mind, can we make the case more effectively for the imperative of global learning outcomes and practices in emerging maps and models for liberal education?