Diversity & Democracy, Spring 2011

Current Issue


Global Learning and Scientific Literacy at the Crossroads

Today's students face critical challenges that will require both global knowledge and scientific literacy. This issue of Diversity & Democracy examines the vital learning that can occur at the intersections of these strands of thought, where global learning provides a frame for scientific thinking and science forms the basis of global understanding.

Table of Contents
Featured Topic

By Susan Elrod, executive director of Project Kaleidoscope, and Kevin Hovland, director of global learning and curricular change—both of the Association of American Colleges and Universities (AAC&U)

By Indira Nair, vice provost emerita, Carnegie Mellon University, and chair of AAC&U's Shared Futures Global Learning Leadership Council

By Donna J. Petersen, dean of the University of South Florida College of Public Health and chair of the Undergraduate Public Health Learning Outcomes Development Project; and Christine M. Plepys, project manager for the Undergraduate Public Health Learning Outcomes Development Project, Association of Schools of Public Health

By Jim Zaffiro, professor of political science and coordinator of Global Sustainability Education, Central College

By Lorelle L. Espinosa, director of policy and strategic initiatives, Institute for Higher Education Policy


By Jesse Neikrie, first-year student at Connecticut College

Campus Practice

By Lisa Gentile, associate professor of chemistry, and Kathy Hoke, associate dean of Arts and Sciences, both of the University of Richmond

By Fred Loxsom, endowed chair in Sustainable Energy Studies, and Norma Vivar, technical assistant and outreach specialist, both of the Department of Environmental Earth Science at Eastern Connecticut State University

Research Report

By Kathryn Peltier Campbell

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