Shared Futures: Global Learning and Social Responsibility

Campus Examples

______
Global Learning in the Undergraduate Curriculum
News and examples from Carnegie Mellon University’s general education program

As a part of its global learning initiative, CMU has included eight new courses in its undergraduate general education program. These courses are designed to engage students with contemporary, complex global issues and processes, and to facilitate cultural fluency. A variety of academic departments are represented in the courses, making the curriculum interdisciplinary and inclusive.

_____
Who Counts? Math across the Curriculum for Global Learning at Marquette University
The Who Counts grant is provided by the Fund for the Improvement of Postsecondary Education (FIPSE) under the U.S. Department of Education and was given to Marquette University for 2007-2010.

Who Counts sponsors institutions who work to incorporate science, technology, engineering, and mathematics (STEM) into “non-STEM” courses, such as the social sciences and humanities. Interdisciplinary learning is an essential component of a global education.

_____
Teaching Science to Non-Majors: Guiding Questions and Sample Courses
Observations and curricular descriptions from Arcadia University's integrative undergraduate curriculum.

As part of General Education for Global Learning, Arcadia University is working to better integrate science into the general education curriculum. This resource includes discussion questions and examples of specific integrative science courses implemented at Arcadia with the support of Shared Futures.

_____
Curricular and Co-curricular Development in the Departments
Examples of course revisions and faculty development from 11 campuses.

The work of the institutions participating in Liberal Education and Global Citizenship: The Arts of Democracy can inform other efforts to infuse global learning in the curriculum at all types of institutions. The 11 schools participated in a 3-year project to develop faculty capacities to address global issues, diversity issues, questions of justice and equality, and democratic practices and principles in their undergraduate courses.

_____
Developing a Focus on Global Learning in General Education
Campus-based efforts funded by AAC&U.

As part of General Education for Global Learning, AAC&U provided mini-grants to participating campuses to continue to feed course development efforts during the semester. Institutions used these funds to further expand their efforts to integrate global understandings into the many facets of general education. These examples provide strategies for leveraging a small amount of funding into greater initiative to expand and globalize general education.

_____
Speakers and Consultants for Curricular and Co-curricular Development
A list of experts for the Shared Futures network and its participating institutions.

This resource is meant to facilitate access to expertise for educators who hope to develop curricular and co-curricular structures around major global themes.

_____
Professional Learning Communities
Examples of organization and curriculum development by Otterbein College.

Otterbein established Professional Learning Communities to plan, implement, and assess initiatives to broaden the framework for global learning in the general education curriculum.

Models and Assessment Tools

_____
It Takes a Curriculum: Global Education and Essential Learning Outcomes, AAC&U/AIEA Workshop Presentation
By Kevin Hovland, AAC&U director of global learning and curricular change, Caryn McTighe Musil, AAC&U senior vice president, and Harvey Charles, Vice Provost for International Education at Northern Arizona University

A resource from the 2010 Association of International Education Administrators Annual Conference in Washington, DC. The workshop guided participants in defining global learning, identifying global learning outcomes for their campuses, and discussing some of the promising practices to help achieve those outcomes.

______
Course-level Student Learning Assessment Matrix
By Caryn McTighe Musil, Senior Vice President, Office of Diversity, Equity, and Global Initiatives, AAC&U and Ross Miller, Senior Director of Assessment at Berkeley College in New York and New Jersey

Under AAC&U’s Shared Futures initiative, Musil and Miller developed a matrix for planning and implementing student learning assessments into a course. Sample matrices and ideas to consider are also included with the blank matrix tool.

____
General Education for Shared Futures Survey
By Heather D. Wathington, PH.D, Evaluator and Assistant Professor of Education, University of Virginia

This survey tool, developed in collaboration with the AAC&U’s Shared Futures team, was used to measure how global learning opportunities impacted the ways students think about civic and social responsibility in a global context.

____
Four-Phase Global Education Continuum
By Ann Kelleher, Pacific Lutheran University.

This model used at Pacific Lutheran University maps their four learning objectives (Knowledge and Intellectual Skills, Cultural Knowledge and Skills, Global Perspectives and Personal Commitment) across four increasingly rigorous levels of student engagement.

_____
Developing Criteria for Global Learning Curriculum
An example from Arcadia University.

This resource is adapted from Arcadia University's Global Connections curricular experience, an element of Arcadia's integrative and global undergraduate curriculum.

AAC&U Publications

_____
The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship
Edited by Ross Lewin

Co-published by AAC&U and Routledge, the Handbook is a comprehensive survey of the study abroad and global learning fields. Each chapter provides a critical assessment of the most up-to-date research, theory, and practice by expert academics, senior administrators, practitioners of study abroad, and policy makers. Kevin Hovland and Caryn McTighe Musil of AAC&U contritube a chapter on globalizing the curriculum co-written with Ellen Skilton-Sylvester, Shared Futures team leader at Arcadia University, and Amy Jamison, Michigan State University doctoral candidate. A 40% members discount is available for a limited time.

_____
Shared Futures: Global Learning and Liberal Education (pdf)
By Kevin Hovland

In Shared Futures, Kevin Hovland, the Program Director for Shared Futures, examines the evolving definitions of global learning in the context of previous reform efforts in the areas of diversity, democracy, and civic engagement. It also illuminates how global learning converges with the most powerful current models of liberal education. This publication is also available in print.

_____
Assessing Global Learning: Matching Good Intentions with Good Practice (pdf)
By Caryn McTighe Musil

Assessing Global Learning is designed to help colleges and universities construct and assess the impact of multiple, well-defined, developmental pathways through which students can acquire global learning. Specific program examples demonstrate how and where curricular and co-curricular learning can be embedded at various levels from individual courses to institutional mission. The publication argues for establishing clear global learning goals that inform departments, divisions, and campus life and suggests assessment frameworks. A sample quantitative assessment survey and several assessment templates are also included. This publication is also available in print.

_____
Globalizing Knowledge: Connecting International and Intercultural Studies
By Grant Cornwell and Eve Stoddard

Published in 1999, Globalizing Knowledge remains a foundational text in all of AAC&U's global initiatives. The authors argue in favor of a synthesis of the parallel movements to "internationalize" and to "diversify" higher education. They examine the constructs, such as diasporas, globalization and positionality, that have come to define the discourse on international studies and diversity, before addressing the implications of this paradigm shift for teaching and learning strategies. The ultimate goal is for students and faculty to "be educated to read back and forth between the local and the global, between multiple forms of identity and difference." This is the key to the development of "interculturally educated citizens" who can recognize the global implications of their relationships and actions.

Web Publications and Resources

_____
Recommendations of the Global Learning Subcommittee of the Task Force on Global Education
An example from Northern Arizona University

NAU considers the neccessity, the process, the implementation of global learning in the curriculum and co-curriculum, and across the institution.

______
Resources for Campus Internationalization
The common portal of the Inter-Association Network on Campus Internationalization (INCI)

INCI is a group of twelve organizations and higher education associations dedicated to campus internationalization. This web portal offers information about each organization as well as links to helpful resources related to internationalization and global learning.

_____
The Carnegie Council for Ethics in International Affairs Top Ten for 2009
A non-profit organization dedicated to promoting morality and ethics in international policy and relations.

The Carnegie Council lists its top ten resources, webcasts, and stories of 2009 according to its viewers. Each item on this list stretches across disciplines and holds significant relevance for global initiatives and our shared futures.

_____
Shared Futures Global Learning Social Network
An online learning community for educators to share resources and collaborate on curriculum development.

The social network is designed to support educators using integrative teaching and learning methods to teach students about complex global questions. It is meant to be a space where colleagues can create and maintain active relationships as they work to infuse global learning into the curriculum and cocurriculum. The site is a clearinghouse for global learning resources, as well as a communication hub for faculty and administrators to share the strategies they have found to be successful in this work.

_____
AAC&U Global Learning Electronic Mailing List
A list serving global learning educators with resources, calls for papers, and opportunities for funding.

The Global listserv is designed as a communication tool for educators looking for opportunities to expand and present their work to a wider audience. The list is used to promote funding announcements, calls for papers, and other ways to further work in cultivating globally aware students. While the Shared Futures Global Learning Network is a more interactive forum for exchange of ideas, the electronic mailing list allows you to hear about timely opportunities related to global learning.

_____
Policy Innovations
A web publication of the Carnegie Council

Policy Innovations highlights a "growing body of innovative scholarship [offering] promising strategies for sustainable development and a fairer globalization." Through a newsletter, podcast, blog, and regular commentary this publication is useful for educators seeking "a forum for pragmatic alternatives to the current global economic order."

_____
New Global Studies
An interdisciplinary, quarterly journal on contemporary globalization

Published by the Berkeley Electronic Press, NGS approaches contemporary global history through multiple lenses, including "the patterns and local effects of economic globalization, global media networks, preservation of the global environment, transnational manifestations of culture, and the methodology of global studies itself." Of particular interest, a piece in the Spring 2009 issue on educating global citizens was written by Shared Futures Global Learning Forum participants from Albright College. Full text of all articles is available freely through an innovative guest access policy.

_____
International Journal of Multicultural Education
A peer-reviewed, open-access journal for scholars, practitioners, and students of multicultural education

IJME is a biannual online journal highlighting research, scholarly articles, and practical ideas for instruction.