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Curriculum, Co-Curriculum and Learning Outcomes

December 30, 1899

 

As a core purpose of higher education, student learning is a critical element of internationalization. An internationalized curriculum and co-curriculum ensure that all students are exposed to international perspectives and build global competence.  Globally-focused student learning outcomes articulate specific knowledge and skills to be addressed in courses and programs.

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General Education Requirements with a Global Component

Binghamton University requires that students pass either an approved third-semester college-level course in one foreign language or an approved second-semester college-level course in two foreign languages. Alternatively, they may complete some other significant activity that requires second-level foreign language proficiency as a prerequisite, such as study abroad in a non-English environment or an internship serving people who can communicate only in a language other than English. 

Baldwin Wallace University
Baldwin Wallace University's undergraduate students must fulfill an "International Studies" requirement as part of the institution's core curriculum. They can fulfill this requirement with foreign language study, study abroad, or other specifically designated courses.

Binghamton University Languages Across the Curriculum
Languages Across the Curriculum (LxC) is a curricular enrichment program that provides Binghamton University students with the opportunity to apply their existing languages skills in courses outside of language departments in languages other than English.

Bowdoin College
Students at Bowdoin College must take at least one full-credit course (or the equivalent) in each of five distribution areas, one of which is "International Perspectives." Courses in the "International Perspectives" area assist students in gaining a critical understanding of the world outside the United States, both contemporary and historical.

Carnegie Melon University - College of Engineering
Carnegie Mellon College of Engineering students are required to take courses in the categories of "Innovations and Internationalization" and "People, Places and Cultures" in order to fulfill the college's general education requirements. Study abroad may substitute for one course in the latter category.

Earlham College
In order to fulfill the "Perspectives on Diversity" component of Earlham College's general education requirements, students must take at least one course that focuses on an area outside of the United States and two foreign language courses. The language requirement can also be fulfilled by demonstrating proficiency via an examination.  

Hunter College
Students at Hunter College are required to fulfill the requirements of the City University of New York's (CUNY) Common Core, which includes a "World Cultures and Global Issues" component. The college's additional "Hunter Focus" requirement includes advanced language study.

Indiana University School of Business
Indiana University's Kelley School of Business requires students majoring in undergraduate business to include 6 credit hours of international study or experience in their program of study in order to meet degree requirements.

Lewis & Clark (College of Arts & Science)
To fulfill Lewis & Clark College's general education requirements, students must take include courses in international studies (8 semester hours), and demonstrate proficiency in a foreign language. Study abroad can be substituted for on-campus coursework in both these categories.

Middlebury College
Middlebury College's distribution requirements include a "Cultures and Civilizations" component. Students must take a course in each of the following four categories: AAL (courses that focus on some aspect of the cultures and civilizations of Africa, Asia, Latin America, the Middle East, and the Caribbean); CMP (courses that focus on the process of comparison between and among cultures and civilizations, or courses that focus on the identity and experience of separable groups within cultures and civilizations); EUR (courses that focus on some aspect of European cultures and civilizations); and NOR (courses that focus on some aspect of the cultures and civilizations of northern America).

Penn State University
As part of Penn State's general education program, students must complete coursework in the domain of "International Cultures." A link to a list of courses across the institution that can be used to fulfill this requirement is provided.

SUNY Albany
The general education program at the University of Albany requires students to take one foreign language course, and one course in the area of "International Perspectives." Study abroad can be substituted for on-campus coursework for the latter category.

Temple University
To fulfill Temple University's general education requirements, students must take one course in the area of "Global World Society," in which they explore societies and cultures outside the United States. These courses take one of two approaches. Some concentrate on a single nation or region, examining in depth its political, social, historical, cultural, artistic, literary, geographic, and/or economic landscape. Others investigate globalization and its effects across nations and regions.

University of Nevada - Las Vegas
The University of Nevada - Las Vegas' general education program includes a "Multicultural and International Requirement." Students must take on 3-credit course designated as "multicultural," and one 3-credit course designated as "international." Courses in the latter category focus on international themes, factors, or information regarding a country (or countries) outside the United States, and may be discipline-specific.

Western Kentucky University
Students at Western Kentucky University must take 3 credits of foreign language, and 3 credits in the category of "World Cultures and American Cultural Diversity." Courses that can be used to fulfill these components of the general education requirement are listed.  

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Institution-Wide Foreign Language Requirements

Binghamton University (SUNY)
Binghamton University requires that students pass either an approved third-semester college-level course in one foreign language or an approved second-semester college-level course in two foreign languages. Alternatively, they may complete some other significant activity that requires second-level foreign language proficiency as a prerequisite, such as study abroad in a non-English environment or an internship serving people who can communicate only in a language other than English.   

Columbia University
In line with its mission to "prepare students to be tomorrow's conscientious and informed citizens," Columbia University requires students to complete the second term of an intermediate language course sequence, or demonstrate proficiency in a foreign language via a proficiency test. 

Connecticut College
Each student at Connecticut College must complete a course in a foreign language at the intermediate level or higher. As an option, students may choose a new language, in which case they must complete a two-semester sequence of the same elementary language. A new language is one in which a student has studied for not more than one full year in secondary school.

Florida International University
All students at Florida International University must fulfill a foreign language requirement, which is based on competency not credit hours.  Students in some programs must fulfill additional language requirements, in addition to those set at the institution level.

Hunter College
Hunter students must fulfill a graduation requirement of intermediate (fourth semester) foreign language proficiency. The requirement of four semesters of language courses or an equivalent combination of college and high school courses is fulfilled only if all four semesters are completed in the same language. Freshman students with no previous study of language are expected to take an introductory language course to satisfy the “World Cultures and Global Issues” requirement.

Salem State University
Salem State requires Bachelor of Arts students to pass a 4th semester (202-level) language course, or any higher level language course.

St. Olaf College
At St. Olaf, Bachelor of Arts students must satisfactorily complete the fourth college semester course taught in the French, German, or Spanish languages, or the third college semester course taught in the Chinese, Greek, Latin, Japanese, Norwegian, or Russian languages, or demonstrate equivalent proficiency.

University of Southern California
Students at USC must pass a Level III language course, or pass an equivalency examination administered by the institution or externally.

Valencia College
To earn an Associate of Arts degree, Valencia College students must complete eight credits (two elementary level courses) in the same foreign language. Students who have completed two years of foreign language instruction in high school are exempt from the requirement.

Wabash College
The Wabash curriculum requires that all students complete an elementary-level two-course sequence in any foreign language offered by the college, or earn a passing grade for any single language course at a higher level. Alternatively, students may take a proficiency exam to demonstrate equivalent competency.

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Institutional Guidance and Resources for Course Internationalization

Indiana University
In this one-page summary, Hilary Kahn from the Indiana University Center for the Study of Global Change explains what makes a course internationalized. Elements addressed include learning objectives, teaching methods, content, and assessment.

Portland Community College
Drawing on sources from various institutions, Portland Community College provides guidelines for faculty on course internationalization. Videos and rubrics are included.

Purdue University
The Center for Instructional Excellence at Purdue University outlines suggestions to help instructors incorporate global issues, activities, and experiences into class content and learning objectives. Integrating international students is a particular focus.

Queen's College (Canada)
Queen’s University provides a comprehensive list of resources related to curriculum internationalization. These include scholarly articles, institutional tools, and examples of learning outcomes.

University of Michigan
The University of Michigan's Center for Research on Learning and Teaching (CRLT) suggests a range of options for internationalizing the curriculum, from tweaking existing courses to developing new international collaborations.

University of Waterloo (Canada)
The Centre for Teaching Excellence at the University of Waterloo (Canada) categorizes approaches to course internationalization as “add-on,” “curricular infusion,” and “transformation.”  Student learning outcomes, content, learning activities, and assessment methods are addressed.

Valencia College
Valencia College’s faculty resource guide, “Internationalizing the Curriculum at Home: Creating Global Citizens Locally” sets forth the institution’s “competencies of a global citizen,” suggests specific classroom activities, and provides a toolkit to help faculty internationalize their courses.

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International Course Designations

Georgia Gwinnett College
Georgia Gwinnett College defines what is considered an internationalized course (i-course) in conjunction with the institution's 2013-2018 Quality Enhancement Plan. A list of verified i-courses at the institution is provided.

Marshall University
Requirements specified for a course to earn the institution's "international" designator. Course content, pedagogical methods and classroom assessments are addressed. 

University of Oregon - Department of International Studies courses
This page provides links to syllabi for courses offered by the International Studies department at the University of Oregon. Examples include: "Perspectives on International Development," "Islam and Global Forces," and "Africa Today." 

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Internationalized Courses

Area Studies

Allegheny College: Contemporary Issues in the MENA Region
Rather than bringing international guest lecturers to campus for just one event, Allegheny College invites them to stay for a week and teach a one-credit mini-course for students. An Allegheny faculty member helps facilitate each course, which encourages faculty-to-faculty connections and lays the groundwork for additional collaborations and longer-term relationships. This is one such course.

Allegheny College: Egypt and the Arab Spring
Another course taught by international guest lecturers

Allegheny College: Middle East Water Management Under Conditions of Scarcity
Another course taught by international guest lecturers

Business & Economics

Duke University: The International Economy, 1850-2010
This course is an introduction to the history of the international economy from the mid-nineteenth century to the present. During the course the role of trade, migration, capital flows as well as of institutions (domestic and international) are analyzed in explaining the development of a global economy.

Utah State University: Applied International Marketing Research
This course is focused on how to conduct marketing/business research ethically and well in an international context. Students develop market research and presentation skills by working on a project for a client. They are expected to develop and maintain an understanding of the global political and economic environment, as well as an understanding of their region(s) of interest.

Education

Craven Community College: Advanced Issues in Early Childhood Education
In Craven county as well as in many other North Carolina counties there is an influx of Karen refugees as well as from other ethnicities from Burma and from other countries such as Vietnam and Iraq in the community childcare centers and school systems. This course was created to generate a cultural awareness of the refugees in that area while covering advanced topics and issues in early childhood. Emphasis is placed on current advocacy issues, emerging technology, professional growth experiences, and other related topics.

New York University: Introduction to Global Education
This survey course offers an introduction to the field of global education and examines key debates about the role of education in national and international society, considering the multiple stakeholders that work to improve education globally, and their diverse interpretations of that mandate. Students examine both K-12 and higher education.

Health

Johns Hopkins University: Adolescent Health and Development
Through lectures, readings, discussion and panels of guest speakers, this course explores a variety of aspects of adolescence and adolescent health, and identifies major public health issues affecting adolescents both domestically and internationally. 

Johns Hopkins University: Global Health
This page provides links to syllabi and other materials for approximately 20 courses in the field of global health.  Examples include “Global Tobacco Control,” Tropical Environmental Health,” and “Urban Health in Developing Countries.”

Rice University: Biomedical Engineering for Global Health
This course provides an overview of contemporary technological advances to improve human health. Students compare and contrast key health issues throughout the developed and developing worlds, use case studies to examine a number of diseases and healthcare technologies, and consider legal and ethical issues associated with developing new medical technologies.

University of Washington: Introduction to Global Health
This course introduces global health by putting its contemporary definition, determinants, development and direction as a field into a broad global context. The course is divided into four core topics: 1) the burden and distribution of disease and mortality; 2) the determinants of global health disparities; 3) the development of global health policies; and, 4) the outcomes of global health interventions.

Literature 

University of North Carolina: Women's Voices: Twentieth Century European History in Female Memory
This course examines twentieth century European history through the lens of the autobiographical writings of six women who grew up in middle class families in Austria, Britain, France, and Germany and wrote about their lives in the first half of the twentieth century.

Politics & Law

California State University: Foundations of Comparative Politics
In this course students use various intellectual or conceptual tools in the field of comparative politics to better analyze, understand and/or explain significant events and processes in various countries and societies throughout the world.

University of Washington: The Politics and Law of International Human Rights
The course examines the international human rights movement in its legal and political context; Focuses on institutions which influence, enable, and constrain the international promotion of human rights.

Social Sciences

Elizabethtown College: International Social Development
This course examines global issues focusing on social issues affecting the Global South. AIDS/health care, modern slavery, refugees, and poverty are among the topics covered. The history and development of these topics, how culture of individual countries or regions affect the development and response, as well as future possibilities for resolution are examined.

New York University: Anthropology of South Asia
This course introduces the cultures and societies of the Indian subcontinent. Topics include caste, kinship, gender, religion, material culture, nationalism, ethnic conflict, globalization, and the South Asian diaspora.

Special Focus

Central Connecticut State University's Faculty Assessment of Internationalization 
This document allows faculty to assess the level of internationalization within their courses to determine their interest in international issues and the level of integration of internationalization into the curriculum.

Design and Communication Technology (IUPUI)
This PowerPoint presentation explains the nature and scope of the Global Design Studio, which is a student-centered distance learning collaboration that focuses on humanitarian projects. There is a section of the presentation that discusses specific Global Design Studio projects.

Internationalizing Interdisciplinary Scholarship and Community (Pace University)
This PowerPoint presentation outlines a plan for partnering with a higher education institution in Brazil to implement Green Mapping, a community mapping project that documents information about sustainable business and cultural awareness. The presentation covers both faculty and student goals. 

Ivy Tech Community College: Technical Graphics
In this course students learn to effectively apply the theory and methods used in technical graphic communications through the use of the skills commonly used by a professional design technician. Globally-focused learning outcomes include recognizing and understanding international drawing conventions, and applying international standards to technical drawings.

Park University Course Planning Document
This is a booklet produced by the Park University Internationalization Task Force and distributed to faculty in the spring of 2007. It gives examples of how different classes have been internationalized at Park. 

St. Catherine University Guidelines for Internationalized Courses
This document from St. Catherine University provides guidelines for internationalized courses on their campus. Examples are included to help faculty design their courses to include an international component.

SUNY Global Workforce Project
Developed by faculty and staff from the SUNY Levin Institute, SUNY Courtland and the College at Brockport This series of course modules is designed to prepare undergraduate students to compete effectively in the global economy.  The Global Workforce Curriculum consists of ten, six-hour modules: 1) Culture and Human Rights, 2) Demographics, 3) Gender and Globalization, 4) Global Banking and Finance, 5) Global Health, 6) Global Services, 7) Nationalism and State Sovereignty, 8) Sustainability, 9) Technology, and 10) Trade.

Teacher Preparation for the Global Age (Longview Foundation)
This publication shares strategies that are currently being implemented in U.S. schools, colleges, and departments of education to develop globally competent teachers. Examples of global competencies and instructional methodologies are included in this work. 

The Middle Passage Initiative at Barnard College
As a program designed to heal the "rupture in the conversations between Europeans and Africans," the Middle Passage Initiative uses literature to create a dialogue across the Atlantic. The program is supported by the Gilder and Ford Foundations.

Tufts University International Veterinary Medicine Signature Opportunity
The International Veterinary Medicine Program at Tufts University focuses on supporting animal health and the advancement of agricultural systems in developing countries as well as international issues in global health. Students in this program take part in both classroom and field-based educational opportunities. 

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Internationalized Majors, Minors, and Tracks

Area Studies

Augustana College: Scandinavian Studies
Augustana College offers a major and minor in Scandinavian Studies. It is one of the few US colleges and universities to offer a program in Swedish language study, along with Scandinavian literature, film, art, culture, and history.

Indiana University: Near Eastern Languages and Cultures
This undergraduate major is designed to offer an in-depth look at the ways in which modern scholars seek to understand the languages and cultures that have come from the Near East. Students start with basic training in a Near Eastern language (Arabic, Hebrew, Turkish, or Persian). They then select one of two tracks to complete the major: the "culture track," or the "language track."

St. Lawrence University: Canadian Studies
Canadian Studies uses St. Lawrence’s geographical location—its proximity to Ottawa, Canada’s capital, as well other centers nearby—to explore and understand the bilateral relationship between the United States and Canada. 

University of Louisville: Pan-African Studies
The University of Louisville offers both a minor and major in Pan-African Studies, with the latter leading to either a BA or a BS degree. Students are required to take courses in cultural studies/humanities, historical studies, and social studies. 

University of Washington: American Ethnic Studies
The American Ethnic Studies program exposes students to key content, methodologies, and theories in the comparative and interdisciplinary study of African Americans, Asian/Pacific Americans, and Chicanos in the United States. The major includes courses in U.S. history, literature, drama, arts, sociology, political science, and ethnic studies; the minor is focused on diversity.

Business & Management

Northern Arizona University: International Hospitality Management
This program is designed for students who are interested in hospitality, particularly those who have a passion for traveling and working abroad. Students focus on international hospitality and business courses, increase their language proficiency skills, study abroad for one semester, and complete a professional internship in the hospitality industry.

Texas State University: International Business
Texas State's International Business minor is designed to enable students to acquire knowledge and skills that will qualify them for positions with firms engaged in international operations and support services for international trade. Courses in marketing, economics, and business are required; for electives, students may also select from courses in finance, business law, communications, and geography, among other fields.

Engineering

University of Maryland: International Engineering
Students in the A. James Clark School of Engineering at the University of Maryland may earn a minor in International Engineering (MIE) by completing requirements that can include language, culture studies, internationally related studies, international engineering or international engineering-related courses and an engineering abroad experience (work, study or research).

University of Michigan: International Minor for Engineers
To earn an International Minor, engineering students at University of Michigan must demonstrate foreign language proficiency equivalent the fourth-semester level, complete an “Engineering Across Cultures” course and other courses that focus on non-US cultures and countries, and study abroad.

University of Rhode Island: International Engineering Program
In this five-year program, students earn two degrees simultaneously - a BS in Engineering and a BA in Chinese, French, German, Italian, or Spanish. Students also spend a semester studying abroad followed by an internship abroad.

Foreign Language

Clark University: Language, Literature, and Culture
Clark students can major in French or Spanish, or through they Combined LLC major, they can major in more than one language, choosing from among all the languages offered by the institution (including German, Hebrew, Chinese, and Japanese).

Lewis and Clark College: Foreign Languages and Literatures
This major allows students to pursue the study of any two of the following languages: Chinese, French, German, Japanese, Russian, and Spanish. Students choose a primary and a secondary language, and are also required to take linguistics courses, as well as study abroad for one semester.

Oral Roberts University: Modern Foreign Language Education
The Modern Language Department at Oral Roberts University offers majors in French and Spanish as well as Modern Foreign Language Education (K-12). Minors are available in French, Hebrew and Spanish. All foreign language majors are encouraged to participate in a study-abroad program during their junior year.

Salem State University: World Languages
The world languages minor is a combination of any two languages offered by the department (for example: French and Arabic, Spanish and German, Chinese and Italian), with emphasis on one language in particular in which a student might already have some preparation.

International Affairs/Relations

Drake University: International Relations
The goal of Drake's major in International Relations is to train students for responsible global citizenship and entry into internationally related jobs in business, government, or international public or private agencies. The curriculum is designed to provide greater breadth than is possible by concentration in a single discipline, yet permit sufficiently focused study in international affairs to prepare the student for direct entry into the field of international service or continued post graduate study.

University of Rochester: International Relations
The University of Rochester’s major in International Relations introduces students to the complex world of politics beyond the U.S. and provides them with essential tools for understanding and analyzing it. Drawing on a political science-base, students gain breadth in their understanding of world affairs, but with analytical rigor and depth.

The George Washington University: International Affairs
To complete George Washington University’s minor in International affairs students must prove first year proficiency in a modern foreign language by coursework or examination. In addition to that they must complete courses in Anthropology or Geography, U.S. Foreign Policy, International and Comparative Politics, International Economics, and Regional Foundations.

International Studies

American University: International Studies
American University’s International Studies minor is rooted in the liberal arts and sciences, inherently interdisciplinary, and aimed at helping students think critically and clearly about the most pressing global challenges. 21 credit hours are required.

Bryn Mawr College: International Studies
At Bryn Mawr, International Studies combines applied and theoretical approaches by drawing from disciplines in both the Social Sciences and Humanities. It builds from a core of courses from politics, economics, and ethics, a branch of philosophy, and then incorporates electives from specified tracks that reflect areas of strength in faculty research and teaching. Students may complete a major or minor in International Studies

Boston College: International Studies
An International Studies minor at Boston College is designed as a complement to traditional academic disciplines.  Within the minor, students choose from among five thematic concentrations: international cooperation and conflict, international political economy, development studies, ethics and international social justice, and global cultural studies.

California State University: International Studies
The International Studies Pathway minor at California State encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions.

George Mason University: International/Comparative Studies
Offered through the George Mason University department of Public and International Affairs, the International/Comparative Studies minor increases students' awareness of the regions and current issues of the world on theoretical and practical levels. Students must complete 18 credits in government to complete the program. 

Mississippi State University: International Studies
The minor in International Studies is designed to enhance students' understanding of the global environment in which they are living. Students completing this program will develop knowledge of a foreign language, have experience living in another country, and acquire a general background of different cultures and societies.

Montclair State University: International Studies
The purpose of this interdisciplinary minor is to provide students with an education that broadens their knowledge of the people of the world, international events, and the socio-economic and socio political background to global affairs. To do this, it integrates area studies and the study of international problems viewed from a cross disciplinary perspective.

Santa Clara University: International Minors
Santa Clara offers a minor in International Studies and a minor in International Business. International Studies minors can choose between a thematic emphasis with a focus on a topic (such as poverty and development, international human rights, or peace studies), or an area studies emphasis with a focus on one of the following area studies: Africa Studies, European Studies, Latin American Studies, or Global/ Thematic Studies. The International Business minor provides students with an understanding of the social, economic and political context of international business and the communication skills to effectively participate in a global marketplace.

Virginia Tech: International Studies
The Virginia Tech International Studies majors gain a deeper understanding of the world outside the borders of the United States. Majors can specialize in Security and Foreign Policy, World Politics and Policy, Environmental Studies, Global Development, or International Business.

Wake Forest University: International Studies
Wake Forest's minor in International Studies is designed to expose students to a variety of transregional themes on the one hand, and particular knowledge of specific regions on the other. The program includes a study abroad experience, as well as a capstone project.

Special Focus

Fordham University: Institute of International Humanitarian Affairs
The Institute of International Humanitarian Affairs offers a major and a minor in Humanitarian Studies. The interdisciplinary academic program offers students a comprehensive understanding of issues central to contemporary humanitarian affairs, particularly through the academic lenses of history, sociology, philosophy, theology, political science and international studies. Students examine the global impact of natural and man-made disasters, disease, poverty, conflict, human rights violations, and government and intergovernmental policies on international human communities.

Georgia Tech: International Plan
Georgia Tech's International Plan is a four-year undergraduate academic program aimed at developing the global competence of students within the context of their majors. Currently integrated into 27 of Georgia Tech's undergraduate majors, the program requires students to engage in a minimum of 26 weeks of international experience (work, research, or study), to develop proficiency in a language other than English, and to take internationally-oriented coursework.

John Jay College: International Criminal Justice
John Jay’s major in International Criminal Justice introduces students to the nature and cause of crime at the international level and to the mechanisms for its prevention and control. This major is intended to equip students with the knowledge and skills needed for careers in which the globalization of crime plays an important role.

Rutgers University: Labor Studies & Employment Relations with a concentration in "Work, Globalization, & Migration"During their coursework to complete this concentration in Work, Globalization, and Migration, students learn how citizens and public policymakers work to protect labor standards in an ever more global economy, examining how other nations have maintained good jobs in open economies.

 

Institution Snapshot: University of Minnesota

As a major research institution with a strong global focus, many majors and minors at the University of Minnesota require or offer courses that address international topics within the discipline. Below is a snapshot of such courses for a sample of UMN departments. Links are provided to program descriptions – more information about individual courses is available on the program description pages.

Major Internationally-Focused Course(s)
Apparel Design Fashion, Design, and the Global Industry
Child Psychology Introduction to the World of Social Work: A Global Perspective
Mortuary Science Death and Dying Across Cultures and Religions
Youth Studies International Youth Work
Agriculture and Food Business Management Global Trade and Policy
Understanding the International Environment of Firms: International Business
International Finance
Housing Studies Housing in a Global Perspective
Introduction to the World of Social Work: A Global Perspective
Environment, Global Food Production, and the Citizen
Science and Policy of Global Environmental Change
Geography of Environmental Systems and Global Change
 
 

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International and Global Learning Certificates

Appalachian State University: Global Connections Certificate
The Global Connections Certificate is an undergraduate certificate administered through the Global Studies program and available to all Appalachian State University students. The certificate will include 15-21 hours of course work, study abroad, and at least 40 hours of community service.

Kennesaw State University: Global Engagement Certification
Global Engagement Certification is an initiative designed by the faculty and staff of Kennesaw State University to recognize students’ achievements in global learning. To earn the certification, students must complete internationally-focused coursework, demonstrate foreign language proficiency, and study abroad. The program is available to both undergraduate and graduate students.

North Carolina State University: Global Perspectives Certificate
The goal of the Global Perspectives Certificate is to recognize students for their international studies and activities, and encourage students to continue their global interests both overseas and within the U. S. To earn the certificate, students participate in internationally focused courses and co-curricular activities, complete 10 hours of volunteer work, study abroad, and produce a final project.

University of Alberta (Canada): Certificate in International Learning
University of Alberta’s Certificate in International Learning is an embedded certificate program for undergraduate students.  Requirements are flexible, and allow students to earn the certificate through various combinations of study abroad, living in the international house on campus, participating in co-curricular activities, volunteering, and demonstrating foreign language competency. Students also complete a capstone project.

University of Illinois at Chicago: Global Learning Community Campus Certificate
The University of Illinois’s Global Learning Community (GLC) program gives incoming freshmen the chance to fulfill many of their general education requirements by taking courses about different regions of the world and issues that are global in scope.

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Internationally-Focused Co-Curricular Programs

The Claremont Colleges: I-Place Events
The Claremont Colleges’ I-Place (international students’ office) organizes weekly, monthly and annual events to engage international students and promote interactions around international topics and themes. There is an International Festival and the International Autumn Gala, as well as “monthly socials” and “lunch and conversation” gatherings.

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Globally-Focused Student Learning Outcomes and Competencies

American University Learning Outcomes
Among American University’s student learning outcomes is “cultural competency,” i.e. “Graduates will live and work effectively in a global and multicultural world by respecting and understanding different opinions, perspectives, and experiences. They will demonstrate appreciation of diverse cultures and viewpoints.

Becker College Global Learning & Student Outcomes
Becker College’s Global Learning and Student Outcomes are intended to guide curricular, co-curricular and extra-curricular initiatives and activities.  They address “global perspectives,” “intercultural communication and cross-cultural adjustment skills,” and “social justice and sustainable development.”

Chaffey College Global Awareness Rubric
This rubric presents a “profile of a globally aware student,” and defines key indicators to assess student progress towards this profile.  Indicators are separated by level, from “novice” to “advanced.”

George Mason University Patriot Experience: Global and Multicultural Competency
George Mason students learn to understand ways in which they can assess and solve problems based on their self-awareness and attained cultural knowledge.

Georgia Gwinnett College Student Learning Outcomes
Georgia Gwinnett's student learning outcomes focus on understanding and navigating cultural differences, and developing intercultural skills. 

Kalamazoo College
Kalamazoo College’s internationally-focused student learning outcomes include: “Be proficient in at least one second language,” and “Be able to engage in various cultural contexts in informed, meaningful, responsible, and respectful ways.”

Texas Christian University Learning Outcomes and Student Action Steps
TCU has set forth a globally focused “competency” for students: “TCU graduates will demonstrate knowledge of trends, issues, and opportunities that impact the global community.” Within this, there are two globally-focused student learning outcomes defined, along with “student action steps” needed to fulfill them.

University of Minnesota - Duluth Global Engagement Student Learning Outcomes
Developed as part of its participation in ACE’s Internationalization Laboratory, the University of Minnesota Duluth’s “Global Engagement Student Learning Outcomes” are composed of key knowledge, skills, and attitudes. Examples include: “exhibit knowledge of current global issues, processes, trends and systems,” and understand cultural differences and acknowledge cultural ambiguity.”

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Associations: International Sections

American Accounting Association (AAA); International Accounting Section
The AAA International Accounting Section's mission is to promote thought leadership in international accounting related issues by providing an international gateway to facilitate, explore, and disseminate international accounting information and scholarship.

American Historical Association - Internationalizing Student Learning in History
This report addresses both the general challenge of internationalizing general education history survey courses (world history, Western civilizations, and U.S. history) and the particular challenge presented by the American history survey. The first section identifies the themes, skills, and outcomes that are applicable to all three of the general education history surveys. The second section focuses on the American history survey, offering specific recommendations for internationalizing it curriculum.

American Society for Cell Biology (ASCB): International Affairs Global Outreach Programs
The objectives of the International Affairs Committee (IAC) are to serve ASCB’s international members and enhance their engagement in the Society, to reach out to international colleagues to promote scientific exchange, to contribute to building capacity in cell biology worldwide, transcend the complex political issues facing the world today, and set an example of how to cooperate productively, sharing ideas, and creatively moving forward.

American Sociological Association (ASA): Section on Global and Transnational Sociology
The ASA’s Section on Global and Transnational Sociology aims to provide an intellectual home for the many scholars working and/or teaching in global and transnational sociology areas. The section provides research resources, sponsors awards, and publishes a regular newsletter on topics of relevance for the field.

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Global Learning Assessments (non-institution based)

AAC&U Intercultural Knowledge VALUE Rubric
AAC&U’s VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the U.S. through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The “Intercultural Knowledge” VALUE rubric articulates learning outcomes related to cultural self-awareness, knowledge of cultural worldview frameworks, empathy, communication, curiosity, and openness.

Global Competence Aptitude Assessment (GCAA)
The GCAA provides targeted metrics for the global knowledge, attitudes, and people skills necessary for effectiveness in the global economy and society. Administered on-line, the instrument is scored immediately and provides real-time individual reports and group aggregate data upon a study completion.

Global Perspective Inventory (GPI)
The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values.

Intercultural Development Inventory (IDI)
The Intercultural Development Inventory® (IDI®) assesses intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. The Intercultural Development Inventory is a 50-item questionnaire, available online and in a paper-and-pencil format that can be completed in 15–20 minutes.

The American Council on the Teaching of Foreign Languages Oral Proficiency Interview (OPI)
The ACTFL Oral Proficiency Interview, or OPI, assesses how well a person speaks a foreign language.  It is a live 30-45-minute conversation, taking place over the phone, between a trained, certified ACTFL tester.  The procedure is standardized in order to assess global speaking ability, measuring language production holistically by determining patterns of strengths and weaknesses. 

The Beliefs, Events, and Values Inventory (BEVI)
The Beliefs, Events, and Values Inventory (BEVI) is designed to help individuals 1) understand better what they believe and value about themselves, others, and the world at large and 2) reflect upon how such beliefs and values may - or may not - be conducive to learning, personal growth, relationships, and the pursuit of life goals. 

The National Survey of Student Engagement (NSSE) Optional "Global Learning" Module
NSSE’s Global Learning module assesses student experiences and coursework that emphasize global affairs, world cultures, nationalities, religions, and other international topics. The module is appended to and complements items on the core NSSE questionnaire about student experiences with people from different backgrounds, course emphasis on integrative and reflective learning, and participation in study abroad.

U.S. Department of Education: Foreign Language and Area Studies (FLAS) Tracking Report
In 2015, the Department of Education's International and Foreign Language Education (IFLE) office released a report that tracked the post-graduate career trajectories of former Foreign Language and Area Studies (FLAS) fellows. The study tracked former FLAS fellows who graduated in 2010, 2011, and 2012.

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Curriculum and Course Design Workshops and Programs

Association of American Colleges and University (AAC&U): General Education for a Global Century Program
The General Education for a Global Century program is a curriculum and faculty development project of the Shared Futures: Global Learning and Social Responsibility Initiative and the Liberal Education and America's Promise (LEAP) initiative. With the goal of developing comprehensive, globally-focused general education programs, AAC&U facilitates and coordinates faculty interactions within and across campuses through a summer institute, topical workshops, and a social networking website.

Florida International University: Office of Global Learning Initiatives
The Office of Global Learning Initiatives at Florida International University (FIU) conducts professional development workshops for faculty who are developing or revising courses for Global Learning (GL) designation and faculty teaching GL-designated courses. Participants explore FIU’s global learning outcomes, authentic assessments, active learning strategies, and multi-perspective content that can be implemented in courses and activities across the curriculum and co-curriculum.

Indiana University-Bloomington: Institute for Curriculum and Campus Internationalization
Indiana University-Bloomington's four-day Institute for Curriculum and Campus Internationalization workshop is open to faculty, staff and administrators from institutions around the world. Topics covered include innovative pedagogies, teaching and assessment of global learning objectives, and comprehensive internationalization more broadly.

Indiana University-Bloomington: Internationalization Collaborative Across Bloomington (ICAB)
Indiana University Bloomington and Ivy Tech Bloomington are engaged in a four-year collaboration to develop faculty learning communities that will work toward designing global learning experiences for all students. The Internationalization Collaborative Across Bloomington (ICAB) brings together faculty and staff from both campuses to share ideas, pedagogies, and expertise.

NAFSA: The Association of International Educators: Internationalizing, Teaching, Learning, and the Curriculum Network
NAFSA: The Association of International Educators sponsors several “professional networks” focusing on various areas of international education, one of which is the "Internationalizing Teaching, Learning, and the Curriculum Network." NAFSA members have access to on-line resources and discussion forums.

Thompson Rivers University (Canada): Centre for Student Engagement and Learning Innovation
The Centre for Student Engagement and Learning Innovation at Canada's Thompson Rivers University offers a four-day intensive workshop on “Interculturalizing the Curriculum” to help faculty members enhance culturally responsive teaching strategies and incorporate intercultural perspectives in curriculum.

University of North Carolina: World View
World View brings together university faculty, regional experts, and global educators from across the country, and organizes professional development opportunities including seminars and symposiums, workshops, online courses, on-site sessions, and study visits abroad. During these programs, participants develop global knowledge and skills in order to integrate global education into all areas of the curriculum.

Purdue University's Center for Instructional Excellence
Purdue University's Center for Instructional Excellence administers the Global Learning Faculty and Student Development Program, which is designed to assist Purdue instructors in integrating global issues, activities, and experiences into class content and learning objectives.

SUNY Center for Collaborative Online International Learning (COIL)
The SUNY Office of International Programs (OIP) joined with Purchase College to create the SUNY Center for Collaborative Online International Learning (COIL). The mission of the Center is to develop more online courses with an international dimension throughout the SUNY system.

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International Living-Learning Communities

Georgia Tech: I-House
I-House is a residential community for students interested in international politics, global trends, intercultural exchange, and foreign languages, literatures, films, and foods. Residents are required to serve on at least one intentionally-focused event planning committee.

Indiana University: Global Village
The Global Village Living-Learning Center welcomes 150 students each year with diverse international interests, experiences, and aspirations. 

Northern Arizona University: International House
The mission of the Northern Arizona University International House is to facilitate a living environment that provides international learning experiences for students and enhances their understanding of global nations and cultures. The International House achieves this mission through daily interaction of residents in the International House community and events and education focused on global learning.

Pomona College: Oldenborg Center for Modern Languages and International Relations
The Oldenborg Center for Modern Languages and International Relations at Pomona College was founded to provide students with a living experience of international education. Each year, around 129 students choose to live in foreign language sections that are devoted to programs focusing on six cultures and languages - Chinese, French, German, Japanese, Russian, and Spanish.

University of Illinois: Global Crossroads
Global Crossroads is a living-learning community for students who are interested in world events, are planning a future that includes international work/service, or want to learn about different cultures.

Virginia Commonwealth University: VCU Globe
VCU Globe is a global education living-learning community that prepares students to navigate within and between global communities at home and abroad and in professional and personal contexts. Students expand their knowledge, identity, and impact as global citizens, and develop their leadership skills in global education and in their academic majors.  

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