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Global Learning Outcomes

Many institutions have identified global learning outcomes to identify what a global learner can do. Here are a few examples of global learning outcomes from a variety of AAC&U member institutions.

Dozens of individuals from a variety of disciplines and institutions identified what global learners should be able to do, as part of AAC&U’s Shared Futures: Global and Social Responsibility initiative. Here is the list.

  1. Become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences
  2. Seek to understand how their actions affect both local and global communities
  3. Address the world’s most pressing and enduring issues collaboratively and equitably

Central College

Carnegie Classification: Baccalaureate Colleges: Arts & Sciences Focus

Delaware State

Carnegie Classification: Master's Colleges & Universities: Medium Programs

Florida International University

Carnegie Classification: Doctoral Universities: Highest Research Activity

Hawai'i Pacific University

Carnegie Classification: Master's Colleges & Universities: Larger Programs

John Carroll University

Carnegie Classification: Master's Colleges & Universities: Larger Programs

Kennesaw State University

Carnegie Classification: Doctoral Universities: Moderate Research Activity

Mesa Community College

Carnegie Classification: Associate's Colleges: High Transfer-Mixed Traditional/Nontraditional

Michigan State University

Carnegie Classification: Doctoral Universities: Highest Research Activity

Nebraska Wesleyan University

Carnegie Classification: Master's Colleges & Universities: Medium Programs

Rider University

Carnegie Classification: Master's Colleges & Universities: Larger Programs

Stephens College

Carnegie Classification: Master's Colleges & Universities: Small Programs

University of Maryland

Carnegie Classification: Doctoral Universities: Highest Research Activity

University of South Florida

Carnegie Classification: Doctoral Universities: Highest Research Activity

Utah Valley University

Carnegie Classification: Master's Colleges & Universities: Small Programs 

 

Central College

Outcomes are addressed in two ways--broadly through the integrated learning goal for global citizenship that is supported institution wide, and more specifically in the curriculum through a global perspective component of the core curriculum.

  1. Outcomes for the integrated learning goal for responsible global citizenship are expressed developmentally:

Goal: Develop competencies for responsible global citizenship.

Recognizing, understanding, analyzing, and assessing human dignity requires one to acknowledge and address fundamental and perceived similarities and differences. This ability is critical for successful relationships, roles, and communities in today’s world.

Outcomes for 1st year students

o Each student will become aware of multiple cultural worldviews.

o Each student will be exposed to the concept of difference and privilege.

o Each student will understand the concept of human dignity.

Outcomes for 2nd year students

o Each student will seek opportunities to interact with persons with differing world views.

o Each student will recognize and understand himself/herself as a product of his/her individual culture.

o Each student will understand the necessity of acknowledging human dignity.

o Each student will demonstrate an awareness of global events.

Outcomes for 3rd year students

o Each student will develop the ability to be critically distant from his/her own culture.

o Each student will demonstrate a commitment to human dignity.

o Each student will acknowledge and reflect upon themselves as global citizens.

o Each student will evaluate the roles of systems and structures in creating or perpetuating inequity.

Outcomes for senior students

o Each student will demonstrate his/her sense of commitment to human dignity within the context of their own continuously evolving worldview.

o Each student will engage in actions that promote equitable systems and structures.

  1. Outcomes for the global perspective component of the core curriculum are the following:

Students will

  1. demonstrate a minimum proficiency in a second language.
  2. demonstrate awareness, knowledge, and understanding of international and cultural groups other than their own.
  3. demonstrate an ability to see their own cultural group from a different perspective.
  4. demonstrate an ability to interact ethically and responsibly with local, national, and international communities.

Outcomes 2-4 can be fulfilled through successful completion of coursework or through participation in an approved study abroad program where supporting these outcomes is embedded as part of the design.

Delaware State

Global learning outcomes linked to general education program in the study of Multiculturalism component:

College graduates must understand how to develop and manage human relationships by being able to identify and adapt to the needs, values, expectations, and sensibilities of others. Students must be able to do the following: (a) understand and consider diverse points of view; (b) determine what is appropriate in a given situation given the norms of groups and cultures which provide guidance for acceptable language and behavior; (c) be open-minded about and inclusive of other cultures; and (d) understand different points of view based on gender, ethnicity, race, or national origin.

Also in the study of the Global Issues component of the general education program:

College graduates should understand that their world is no longer circumscribed by the boundaries of nations and continents. The world is a global community and students should understand and appreciate the pluralism of this global community. Students should be able to demonstrate an understanding of various political and economic systems, and the positive and negative aspects of globalization. 

https://www.desu.edu/academics/university-college/uc-services/general-education

Florida International University

  • Global Perspective: the ability to construct a multi-perspective analysis of issues
  • Global Awareness:  knowledge of the interconnectedness of issues, trends, and systems
  • Global Engagement: willingness to address local, global, international, and intercultural issues

Hawai’i Pacific University

As part of the General Education Program, students will take courses under the themes of Global Crossroads and Diversity and Traditions and Movements that Shape the world.

Under the Global Crossroads and Diversity component:

 Courses explore cross-cultural perspectives and selected concepts that underscore contemporary issues of global concern. Students will develop awareness of cultural practices and traditions in the context of a changing, globalizing world while reflecting on their own values and customs. Students will learn exchange ideas and connect with diverse communities and cultures.

Students successfully completing these courses will obtain the following skills, knowledge, and perspectives:

SKILLS (Mākau Naʻauao):

  • Teamwork – Students will identify best practices for effective teamwork and group dynamics, demonstrate strong interpersonal skills, and contribute in groups and resolve conflicts.

KNOWLEDGE & PERSPECTIVES (`Ike):

  • Historical & Conceptual Perspectives – Students will investigate the major concepts, ideologies, and movements that have molded the development of human societies to interpret the temporal framework of contemporary society.
  • Societies & Cultures – Students will explore cross-cultural perspectives, investigate trends and analyze issues of various communities. They will identify behaviors, thoughts, and perspectives that both distinguish regions, countries, languages and cultures from one another and connect them.

http://www.hpu.edu/_2015-Gen-Ed/Curriculum%20Areas/Global_Crossroads_and_Diversity.html

Under the Traditions and Movement that Shape the World component:

Courses will help students explore the historical development of human societies and important movements and themes which have shaped and continue to influence the world. Students will assess information, ask questions, debate ideas and explain the significance of political, social, scientific, and cultural trends in a historical context.

Students successfully completing these courses will obtain the following knowledge perspectives, and values:

KNOWLEDGE & PERSPECTIVES (`Ike):

  • Historical and Conceptual Perspectives – Students will investigate the major concepts, ideologies, and movements that have molded the development of human societies to interpret the temporal framework of contemporary society.
  • Societies and Cultures – Students will explore cross-cultural perspectives, investigate trends and analyze issues of various communities. They will identify behaviors, thoughts, and perspectives that both distinguish regions, countries, languages and cultures from one another and connect them.

VALUES (Mea Waiwai):

  • Ethical Reasoning and Values – Students will identify, articulate, and evaluate the ethical perspectives of others and themselves.

 http://www.hpu.edu/_2015-Gen-Ed/Curriculum%20Areas/Traditions_and_%20Movements_that_Shape_the_World.html

John Carroll University

Global Competence Learning Outcomes

Definition of Global Competence: Global competence reflects a performance-based developmental process in which learners acquire the knowledge, skills, and attitudes in four dimensions that encompass a range of interactions, beginning with the individual and expanding outward to incorporate the global. These four dimensions are: self and others, interaction, interdependence, and globalization.

Dimension 1: Self and Others

Self-awareness reflects the ability to understand oneself as a cultural being whose beliefs, values, and assumptions shape and are shaped by one’s society and environment; awareness of others reflects the ability to recognize others as similarly complex cultural beings. As the center-most dimension, this set of knowledge, skills, and attitudes focuses on developing a critical understanding of identity construction at the individual and cultural level, cultivating empathy and a respect for others, and extending the boundary of human similarity and difference to include the “other.”

Dimension 2: Interaction

The dimension on interaction recognizes the increasing need for knowledge, skills, and attitudes required to respond appropriately in situations where people with different cultural experiences interact. These interactions frequently occur at the interpersonal level, but they may also involve an interface with products, practices, and organizations deriving from different cultures and through various media outlets. Whereas the first dimension emphasized the development of a critical apparatus for understanding oneself and others, this dimension is fundamentally interactive and communicative. Successful interactions require learners to apply their awareness of self and other and expand it to develop a more complex and nuanced understanding of human cultures and communication forms. Media facilitate communication across cultural and national boundaries and can challenge identities associated with these boundaries or work to forge global cultural identities. A knowledge of media and the means through which individuals and organizations use media to create, disseminate, and consume messages are therefore central to global competence.

Dimension 3: Interdependence

This dimension adds the element of systems thinking to broaden awareness of the context in which interaction takes place. Interdependence here refers to the reciprocal relationship among parts of a social system and to the relationship between human society and the natural environment. To understand oneself and others, the learner must be able to place the individual within structures that are intertwined, recognizing that changes in one part of the system will result in changes in other parts. This dimension thus identifies knowledge, skills, and attitudes that will develop the learner’s ability to consider the interrelationship of the parts within the whole and to understand issues and events as they relate to larger systems and their power differences.

Dimension 4: Globalization

Given the worldwide systemic interdependence that characterizes human existence today, new knowledge, skills and attitudes are required of the globally competent learner. Globalization is understood in this model as the expansion and complexity of social relations and consciousness across time and space, challenging existing political and ethical borders and boundaries and linking people and phenomena once thought to be unconnected. The global system expands relations with people, media, institutions, activities, and may therefore create shifting forms of human contact and new interdependencies through the multiplication of economic and social networks. Globalization may bring about new widely-shared meanings, values, and understandings of the natural and social worlds. This system results in a broadening of human awareness and consciousness, facilitating new individual and collective norms and identities.

http://webmedia.jcu.edu/mcgregor/files/2013/04/Intercultural-Competence-Learning-Goals-2-April-20131.pdf

Kennesaw State University

KSU’s Quality Enhancement Plan and its Global Engagement Certifications will promote and advance the following global learning outcomes:

• Knowledgeable Global Perspectives: Graduating students recognize and incorporate the diversity, commonalities, and interdependence of the world’s people, nations, and/or environmental systems into their general knowledge, academic specialization and worldviews.
• Effective Intercultural Engagement Skills: Graduating students demonstrate effective and appropriate communication, interaction and teamwork with people of different nationalities and cultures.
• Global Citizenship Attitudes: Graduating students demonstrate respect and support for the common good of the world community, including its diversity, attention to human rights, concern for the welfare of others, and sustainability of natural systems and species

http://curriculum.kennesaw.edu/docs/gened/aac-u-presentation-handouts.pdf

Mesa Community College

CULTURAL AND GLOBAL ENGAGEMENT

Institutional learning Outcome: Encompasses the awareness of cultural systems, events, and creations and an ability to apply this cultural and global awareness to human interaction and expression.

  1. CULTURAL KNOWLEDGE: Identify cultural systems, events, or creations.
  2. GLOBAL INFLUENCES: Identify the global forces that shape culture and subculture.
  3. CULTURAL AND GLOBAL SELF AWARENESS: Analyze and explain the impact of culture and experience on one’s world view and behavior, including assumptions, biases, prejudices, and stereotypes.
  4. CULTURAL AND GLOBAL AWARENESS: Analyze and explain the impact of historical events, perspectives, or cultures on world societies, human interaction and expression, and the natural environment.
  5. INCLUSIVENESS: Demonstrate a willingness and ability to engage with other cultures and global societies.
  6. CULTURAL EXPRESSION: Generate ideas, creations, or models that express the human condition and our relationship with the world around us.

https://www.mesacc.edu/community-civic-engagement/our-purpose/student-learning-outcomes

Michigan State University

Global competencies linked to each student learning outcome.

Analytical Thinking – Global competency:

  • Understands the complexity and interconnectedness of global processes —such as environment, trade, and human health — and is able to critically analyze them, as well as compare and contrast them across different cultures and contexts.
  • Synthesizes knowledge and meaning from multiple sources to enhance decision - making in diverse contexts.
  • Uses technology, human and natural capital, information resources, and diverse ways of knowing to solve problems

Cultural Understanding – Global Competency:

  • Understands the influence of history, geography, religion, gender, race, ethnicity, and other factors on their identities and the identities of others.
  • Recognizes the commonalities and differences that exist among people and cultures and how these factors influence their relationships with others.
  • Questions explicit and implicit forms of power, privilege, inequality, and inequity.
  • Engages with and is open to people, ideas, and activities from other cultures as a means of personal and professional development.

Effective Citizenship-Global Competency:

  • Develops a personal sense of ethics, service, and civic responsibility that informs their decision - making about social and global issues.
  • Understands the connection between their personal behavior and its impact on global systems.
  • Uses their knowledge, attitudes, and skills to engage with issues that address challenges facing humanity locally and globally.

Effective Communication – Global Competency:              

  • Recognizes the influence of cultural norms, customs, and traditions on communication and uses this knowledge to enhance their interactions across diversity.
  • Employs a proficiency in a second language and understands how language relates to culture.
  • Uses observation, conflict management, dialogue, and active listening as means of understanding and engaging with different people and perspectives.
  • Communicates their ideas and values clearly and effectively in multiple contexts, with diverse audiences, and via appropriate media and formats.

Integrated Reasoning-Global Competency:

  • Understands their place in the world relative to historical, geopolitical, and intellectual trends, including the geographic, socio-cultural, economic, and ecological influences on these trends.
  • Perceives the world as an interdependent system, recognizing the effects of this system on their lives and their personal influence on the system.
  • Frames, understands, and acts upon their judgments from multi-disciplinary perspectives and worldviews.
  • Understands how different disciplines contribute to knowledge of global processes, such as those related to health, food systems, energy and other areas.
  • Understands the cultural, disciplinary, and contextual role, potential, and limits of problem-solving techniques and that cultures and disciplines conceptualize data, methodologies, and solutions differently.

https://msu.edu/~freshsem/LLG%20%20GC%20combined%20table.pdf

Nebraska Wesleyan University

Global Learning Outcomes

•Students will deepen their understanding of the nature of power and privilege, and resulting
 inequalities;

•Students will explore the relationship between historical forces and current social conditions
 regarding cultural diversity;

•Students will explore diversity by integrating and synthesizing viewpoints and perspectives from
 a variety of disciplines;

•Students will expand their awareness and sensitivity to how similarities and differences in
 behavior and cultural practices impact social life across the world;

•Students will gain tools and resources to challenge ethnocentric thinking.

Rider University

Rider University will graduate globally literate students who:

1.engage in other cultures

2.communicate effectively in cross-cultural environments

3.are sensitive to commonalities and differences within and among cultures

4.understand multiple cultural perspectives

5.are knowledgeable about global forces, human and material

6.contribute responsibly to humane and positive change

http://www.rider.edu/files/intl-internationalization_strategic_plan.pdf  (page 11)

Stephens College

As part of the liberal arts program students will gain the following skills:

GLOBAL FOCUS

Understand human behavior in a social and global context by:

  • Developing the competency to see the world from multiple perspectives
  • Identifying theories of human behavior and motivation
  • Analyzing how globalization affects contemporary societies
  • Applying investigative techniques common to the social sciences

INTERCULTURAL

Gain a comparative knowledge of the world’s peoples and cultures by:

  • Identifying and explaining the differences between one’s own cultural, theoretical and historical standpoints and those of others
  • Demonstrating knowledge of historical, social and geopolitical factors that shape human diversity

https://www.stephens.edu/academics/liberal-arts/learning-outcomes/

University of Maryland

As part of the General Education Curriculum:

Courses in Understanding Plural Societies must address at least 4 of the 6 Learning Outcomes.

On completion of an Understanding Plural Societies course, students will be able to:

• Demonstrate understanding of the basis of human diversity and socially-driven constructions of difference: biological, cultural, historical, social, economic, or ideological.
• Demonstrate understanding of fundamental concepts and methods that produce knowledge about plural societies and systems of classification.
• Explicate the policies, social structures, ideologies or institutional structures that do or do not create inequalities based on notions of human difference.
• Interrogate, critique, or question traditional hierarchies or social categories.
• Analyze forms and traditions of thought or expression in relation to cultural, historical, political, and social contexts, as for example, dance, foodways, literature, music, and philosophical and religious traditions.
• Use a comparative, intersectional, or relational framework to examine the experiences, cultures, or histories of two or more social groups or constituencies within a single society or across societies, or within a single historical timeframe or across historical time.
 

Courses in Cultural Competence must address at least 3 of the 5 Learning Outcomes. Learning Outcomes in bold are required.

On completion of a Cultural Competency course, students will be able to:

• Understand and articulate a multiplicity of meanings of the concept of culture.
• Explain how cultural beliefs influence behaviors and practices at the individual, organizational or societal levels.
• Reflect in depth about critical similarities, differences, and intersections between their own and others’ cultures or sub-cultures so as to demonstrate a deepening or transformation of original perspectives.
• Compare and contrast similarities, differences, and intersections among two or more cultures.
• Effectively use skills to negotiate cross-cultural situations or conflicts in interactions inside or outside the classroom. 

http://www.gened.umd.edu/about-gened/aboutgened.html  Click Learning Outcomes

University of South Florida

USF defines global learning within the context of global citizenship. Specifically, we define a global citizen as someone who engages meaningfully and effectively with diverse people, places, events, opportunities, and challenges. Our student learning outcomes for the Global Citizens Project are divided into cognitive and affective/conative domains (see below) and grouped into three broader competencies (global awareness, global responsibility, and global participation) in our conceptual framework found at http://www.usf.edu/gcp/being-a-global-citizen/index.aspx.

The following behavioral indicators can be used by students, faculty, and staff to assess the degree to which students are achieving Global Citizens Project objectives:

Self-Awareness

  • define personal values and beliefs
  • explore how one's worldview is shaped by personal values, identity, cultural rules, and biases
  • evaluate congruency between values and actions
  • recognize differences in people's values, beliefs, attitudes, and behaviors
  • recognize common human experiences

Willingness

  • participate in community service that strengthens communities and improves lives
  • participate in research that strengthens communities and improves lives
  • participate in a study abroad program that strengthens communities and improves lives

Practice

  • evaluate the impact of individual choices on local and global communities
  • actively communicate to prevent or resolve conflict
  • use appropriate language and communication methods that consider others' points of view and respect differences
  • develop relationships with others from different cultural backgrounds

Knowledge

  • identify and describe major global issues
  • describe multiple dimensions of global/cultural systems
  • recognize that cultural systems experience historical and geopolitical processes differently
  • recognize that global issues and systems are experienced differently at local scales

Analysis

  • analyze cultures as complex systems shaped by relations of power and interdependence
  • analyze global issues and challenges, their histories, and impacts
  • compare and contrast the impact of historical and geopolitical processes on cultural systems
  • compare and contrast how global issues and systems are experienced at different scales

Synthesis

  • synthesize different types and sources of information to assess global/cultural issues or situations
  • incorporate multiple perspectives into decision making when addressing global/cultural issues or situations
  • assess local and/or global impacts of planned actions when addressing global/cultural issues or situations
  • weigh options/planned actions and/or formulate possible solutions when addressing global/cultural issues or situations
  • communicate ideas and information to diverse audiences

http://www.usf.edu/gcp/being-a-global-citizen/index.aspx

Utah Valley University

Essential Learning Outcomes - Stewards of Place:
A student will demonstrate stewardship of local, national, and global communities by cultivating awareness of: interdependence among those communities;
issues within those communities; and organizations and skills that address such issues.
 

Objectives of Global/International requirement :
• To analyze and evaluate global or intercultural issues.
• To discuss stereotypical cultural conceptions and recognize the complexity and variety of different cultural groups.
• To evaluate how one's own cultural rules and biases compare and contrast with those from different cultures.

 

https://www.uvu.edu/catalog/current/policies-requirements/essential-learning-outcomes.html; https://www.uvu.edu/cgie/gi/