Global learning, which was once synonymous with “study abroad,” is now defined by the VALUE rubrics as “a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people's lives and the earth's sustainability. This issue of Peer Review examines the role of global education in fostering local and global civic engagement.
Educating students to be responsible, informed, and engaged citizens in their workplaces and the larger community should be an expected goal for every major. Supported by a grant from the Endeavor Foundation, this issue of Peer Review highlights different departmental and disciplinary designs that incorporate learning for civic and social responsibility into the requirements and pedagogy of a student’s major. Instead of civic-free zones, majors can provide space for educating for democratic engagement while deepening disciplinary learning.
This issue features the AAC&U Faculty Collaboratives project, which has created a large-scale, sustainable network of resource and innovation hubs and a curriculum for faculty professional learning in and across the ten LEAP States, with outreach to four additional states.
Since 1970, bachelor degree attainment among students from wealthy families nearly doubled, but it has barely changed for those from the poorest families. Sponsored by Strada Education Network and Great Lakes Higher Education Corporation & Affiliates, this issue details the action plans from thirteen institutions for enhancing student success and academic achievement, especially among underserved populations of low-income, first-generation and minority students, as well as adult learners.