Internationalization Toolkit


​A repository of resources for campus internationalization

Looking to jumpstart internationalization? No need to reinvent the wheel.

ACE has collected examples of policies, programs, surveys, and information from participants in the Internationalization Laboratory program and other institutions.

Resources are organized according to the six aspects of the Model for Comprehensive Internationalization, and are provided as models for other colleges and universities as they pursue their internationalization goals.

Articulated Institutional Commitment & Administrative Structure

​This section of the Toolkit includes institutional mission statements and strategic plans that emphasize internationalization as a priority, as well as examples of more specific internationalization plans. Information on forming internationalization committees and assessing internationalization is also available.

 Mission Statements and Strategic Plans

Barna​rd College​

Barnard College aims to educate students about their local community as well as cultivate active leaders and responsible citizens of the increasingly interconnected, global community.

Duke University
Duke University’s strategic plan describes the six enduring themes that describe and define the institution. They are: interdisciplinarity, knowledge in the service of society, centrality of the humanities and interpretative social sciences, internationalization, diversity, and affordability and access.

Juniata College
Juniata College’s mission states that the institution is dedicated to supporting a quality liberal arts experience and to graduate alumni who will provide service and ethical leadership within the global community.

Kalamazoo College
Kalamazoo College envisions that students will learn in a community that is comprehensively internationalized and provides students with multiple experiences for global learning and leadership.

University of Kentucky (2009-2014)
This document aligns the objectives, strategies, and metrics presented in the University of Kentucky’s 2009 Strategic Plan for Internationalization with the five overarching goals of the campus-wide Strategic Plan 2009-2014. Its purpose is to guide decision-making and resource allocation across the Office of International Affairs, as well as in the international arena campus-wide.

 Internationalization Plans

Central Connecticut State University (2010)
This report is the culmination of Central's participation in ACE's Internationalization Laboratory. The document includes an example of international/intercultural competences for CCSU students and a faculty survey on internationalization. The future of internationalization initiatives and the challenges for implementing comprehensive internationalization are also discussed. The report ends with four recommendations for the current internationalization committee.

Indiana University (2015)
The international strategic plan for Indiana University builds on the success of its first international strategic plan (2008) with eight goals  (education abroad, interships, and service learning; student and scholar exchanges; international students; international partnerships and agreements; international development projects; internatinoal network of IU gateways; international alumni; and international education and research).

Juniata College (2009)
The Global Engagement Initiative at Juniata College outlines four areas for improvements in internationalization. They are curricular learning, community learning, experiential learning, and administrative support. The document also addresses concerns regarding funding for internationalization.

Kennesaw State University (2004)
Kennesaw State University’s internationalization priority timeline lists 10 strategic priorities and the action plan for the next year and for the next three to five years for each priority.

Montana State University (2008)
The internationalization plan for Montana State University begins with a brief analysis of the university’s strengths, weaknesses, opportunities, and threats. The document breaks down the goals from the Strategic Vision into sub-goals as appropriate, defines benchmarks to measure progress as needed, and proposes a series of strategies to accomplish the goals.

Seton Hall University (2009)
The Strategic Proposal for Internationalizing Seton Hall University is based on the recommendations of project committees in five areas (Infrastructure, Cultural Initiatives, International Partnerships, Study Abroad, and International Curriculum). Each project group produced a series of strategic goals as well as action steps to meet these goals. This document summarizes the project teams’ efforts as well as attempts to limit the duplication across groups.

St. Catherine University (2010)
St. Catherine's internationalization plan begins by listing six key strengths that exist at the university. The internationalization plan builds on these strengths and puts forth four goals for cultural competence and global perspective, with the intention of developing students' understanding of their place in the world.

University of Kentucky (2009)
The strategic plan for internationalization consists of seven goals for the University of Kentucky along with specific strategies and metrics to measure these goals.

University of North Carolina - Greensboro (2011)​
UNCG's internationalization plan is the work of the university's Internationalization Taskforce. This plan provides specific recommendations to the faculty and administration, calling for changes in infrastructure to enhance international education. Additionally, the plan outlines 18 recommendations for comprehensive internationalization and describes five university-wide student learning competencies that UNCG students should have developed by the time of graduation.

University of Richmond (2006)
The University of Richmond’s strategic goals for international education lists five goals as well as the action steps and assessment plan for each goal.

The State University of New York at Buffalo
Titled "The Global Imperative: Making UB an International University", this report shares findings and recommendations of the international strategy task group. Organized under the three headings of student experience, faculty, and institution, the report examines current strengths and weakness in each category and provides recommendations for each.

Xavier University​
Internationalization at Xavier University builds upon the University’s mission and provides a vision for developing, extending and enhancing the range of international initiatives over the next five years. The plan sets priorities and determines initiatives that work best within the overall strategic institutional initiatives.

University of Regina​
This internationalization plan builds on the University of Regina 2015-2020 Strategic Plan include enhancing services and academic supports to assist international and new Canadian students transitioning to Canada, with particular emphasis on English Language proficiency, Canadian culture, and university expectations, as well as fostering international experiences for our students, faculty and staff, including expanding and promoting experiential and service learning opportunities.

 Internationalization Committee Charges

Beloit College (2012)
This document describes the role of Beloit College's Committee on International Education. A list of members is included along with recent achievements of the committee.

Central Connecticut State University (2008)
This document outlines the charge and goals of CCU's participation in ACE's Internationalization Laboratory.

Kalamazoo College
This document contains Provost Mahler's charge to the campus leadership team to participate in ACE's Internationalization Laboratory. The document outlines the team's plan and describes the context for the project at Kalamazoo College.

New Mexico State University (2006)
This is a letter from the Provost, William Flores, to the members of the International Programs Advisory Committee explaining his objective to revisit the mission or the charge of the committee as well as soliciting recommendations on whether NMSU should participate in the ACE Internationalization Laboratory program. 

Northern Virginia Community College (2005)
This is a letter from the Executive Vice President, John Dever, to the members of the Internationalization Task Force writing to appoint them to their position and provide them with the charge of the committee. 

Park University (2007)
This document details the charge of the Internationalization and Multicultural Education Committee at Park University broken down into six objectives.

Princeton University
This webpage describes the purpose of Princeton's Council for International Teaching and Research. The council is responsible for managing resources and investing them in international partnerships.

St. Catherine University (2010-2013)
This document describes the role and responsibilities of the Internationalization Council at St. Catherine University. Membership in and function of the council are also included.

University of Iowa (2010)
This is a website on the Task Force on Internationalization and Diversity at the University of Iowa. It details the charge of the Task Force, members of the organization, and updates on its activities. 

University of Wyoming (2011-2012)
This webpage contains a collection of documents related to UW's participation in the ACE Internationalization Laboratory. Included in these documents is a letter of charge from the provost to UW's Internationalization Laboratory Leadership Team.

 Faculty Surveys About International Activities

Central Connecticut State University
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.

Indiana University
The international activities survey enables the university to categorize examples of international activities. Survey categories include activity type, participants, and travel-related details.

Kennesaw State University
Survey of faculty attitudes about internationalization to determine the effectiveness of international programs at KSU.

New Mexico State University
Survey of department heads about international activities in their departments collected during one-on-one interviews.

Northern Virginia Community College
An example of a faculty survey on internationalization from Northern Virginia Community College.

Portland State University
The report of a survey of Portland State University scholars who participate in international teaching or research activities.

 Assessing Internationalization

Kapiolani Community College Assessing Internationalization Matrix

Kapiolani's matrix for assessing internationalization describes six components of their international education efforts. This is a framework meant to assist in institutionalizing international education or jump-starting a focus group on campus.

Michigan State University and Lansing Community College Report on the Internationalization of Business Schools?
This report focuses on the role of community colleges in international business education. The report concludes with four implications, based on data presented in the paper, for the internationalization of business schools at community colleges.

 Collaborations between International/Global and Diversity/Multicultural Education Units

Alliant International University (CA): Institutional Diversity Plan​

Alliant University’s institutional diversity plan sets forth a definition of a “multi-culturally and institutionally competent institution,” and the values, beliefs, and guiding principles it aspires to in order to become such an institution.  The plan includes desired competencies for students, faculty, and staff.

Wagner College (NY): Center for Intercultural Advancement
The purpose of Wagner’s Center for Intercultural Advancement is to create opportunities for intercultural dialogue, share information about different cultures, and assist with strategic initiatives to internationalize and diversify the campus. The Center provides support for international students and students of color and serves as a resource for information about internationalization and diversity.

Curriculum, Co-Curriculum and Learning Outcomes

​Examples of general education requirements with a global component and foreign language requirements are provided in this section of the Toolkit, along with resources to support course-level curriculum internationalization, and the development of internationalized majors, minors, and special programs. Also included are tools for assessing student global learning, and examples of globally-focused co-curricular programs.

 General Education Requirements with a Global Component

Binghamton University
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. 

 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.

 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.

 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."

 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.


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.


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.


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. 

Park University Course Planning Document (91 KB PDF)
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. 

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.

 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.


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: World 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 and cultures
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.

Institutional 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

 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.

 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.

 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.

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.”

 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.

 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.

 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 Excellence in Learning and Technology
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.

 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. 

Faculty Policies and Practices​

​This section of the Toolkit includes internationalized tenure and promotion guidelines, as well as examples of programs that promote faculty mobility, including U.S. government programs. There are also examples of faculty-student international research initiatives, and award and grant programs to support faculty mobility and curriculum internationalization. 

 Internationalized Tenure and Promotion Guidelines

Becker College

In their tenure dossiers, faculty are required to include examples of how they have integrated global citizenship into their courses. 

Binghamton University Procedures for Personnel Cases
This procedural document highlights how international perspectives and activities should be incorporated in the areas of teaching, research, and service at Binghamton University.

Clemson University​
This document reviews the Tenure, Promotion and Reappointment (TPR) criteria of Clemson as well as those of a selection of other universities. This review was conducted as part of the Internationalization Task Force (ITF) internal review during AY 2013-2014. Assertions that international activities were either disincentivized by the TPR process and/or discouraged by departmental practices were repeatedly made in the ITF review.

Michigan State University
Department chairs are asked to rate candidates' work in "international studies and programs," if applicable, and are invited (though not required) to comment qualitatively on candidates' contributions in the areas of "international instruction," international community service, international student advising, and efforts to build international competence.  

Oregon State University Criteria for Promotion and Tenure
In its guidelines for how faculty members may achieve tenure, Oregon State explains that international and global issues are part of the faculty's responsibilities and are a factor when considering tenure. In particular, Oregon State stresses internationalization in both teaching and service. 

University of Minnesota Faculty Tenure Policy
This document outlines the faculty tenure and promotion policy at the University of Minnesota, which includes consideration of international experience and activities in the review process, and the need for faculty to establish an international reputation.

University of Minnesota

Rutgers University​

 Programs to Promote Faculty Mobility

California State University San Bernardino Professors Across Borders Program
The Professors Across Borders program supports faculty travel that will help internationalize the curricula, develop study abroad opportunities, strengthen relationships with partner institutions, and develop the professors' international research, presentations, and publications.

CIEE: International Faculty Development Seminars​
For 10 or 11 intensive days on this CIEE program, faculty attend lectures by faculty and experts from prestigious institutions and visit fascinating locations linked to academic content. Participants engage in interactive discussions with international colleagues on a subject that is uniquely relevant to the world today.

IES Abroad: Faculty Development Seminars
IES Abroad offers development seminars for faculty members from the IES Abroad Consortium. Seminars are sponsored by an IES Abroad Center or jointly sponsored by IES Abroad and an overseas or U.S. institution. IES Abroad Faculty Development Seminars are designed to bring together U.S. faculty, international faculty, and local experts for an intellectual exchange of ideas.

Indiana University International Short-Term Visitors Grants
Indiana University's International Short-Term Visitors Grant provides support for travel expenses to bring visitors to IU campuses for events such as conferences, workshops, lectures or performances that explore international topics.

Princeton University Global Scholars Program
Princeton University's Global Scholars Program recruit scholars from outside the U. S. into recurring, multi-year teaching appointments in all disciplines and regional studies programs.

University of Richmond Faculty Seminar Abroad
Faculty members from various schools and departments across the University of Richmond have the opportunity to participate in two and three-week seminars abroad in order to gain new knowledge about a region or country, and participate in a dialogue with their international counterparts.

University of Rochester Visiting Scholars Fund
The University of Rochester's Visiting Scholars Fund aims to recruit underrepresented minority visiting scholars and postdoctoral fellows.

U.S. Government Programs for Faculty Mobility

According to the 2015 CIGE report, Internationalizing Higher Education Worldwide: National Policies and Programs, there are several U.S. federally-funded initiatives that promote and support faculty mobility. Prominent among them is the Department of State's Fulbright program offerings, which includes the Fulbright Visiting Scholar Program, an initiative that welcomes over 800 international scholars from over 100 countries annually to conduct research at sponsoring U.S. institutions. The Fulbright U.S. Scholar Program supports the research and projects of nearly 800 U.S. scholars and professionals to nearly 130 countries annually.

 Faculty Awards for International Engagement

Indiana University: John W. Ryan Award for Distinguished Contributions to International Programs and Studies
The Ryan Award honors Indiana University faculty members who have made exceptional contributions to the university's international programs and engagement.

University of Illinois: Sheth Distinguished Faculty Award for International Achievement
This award recognizes a current University of Illinois at Urbana-Champaign faculty member for his/her exemplary accomplishments in teaching, research and public service in the international arena; the award highlights the importance of the international dimensions of the awardees' contributions to his/her discipline or subject matter. The recipient must have contributed in significant ways to strengthening the international dimension of Illinois. 

University of Kansas: George and Eleanor Woodyard International Educator Award
The George and Eleanor Woodyard International Educator Award recognizes KU faculty members who have provided outstanding leadership in international education at KU. The award includes $1,000 in funding for professional activities. 

University of Minnesota: Award for Global Engagement
The University of Minnesota Award for Global Engagement is given to faculty and staff members in recognition of outstanding contributions to global education and international programs at the University or in their field or discipline.

Virginia Tech: Alumni Awards for Excellence in International Outreach, International Research, and International Education
Virginia Tech bestows several awards for international engagement. More information can be found on their website.

 Faculty Grants for International Engagement

Kansas State University: International Incentive Grants
KSU offers grants to promote internationalization of the university. These grants are given to full-time faculty in any discipline. 

University of Kansas: International Grants and Programs
KU provides several grants for international travel, including the International Programs Travel Funds and the International Travel Fund for Humanities Research. 

University of Minnesota: Funding for International Activities
Several grants are available to UM faculty, including those for international travel and the promotion of global scholarship and partnership.

 Faculty-Student International Research Programs

Coastal Carolina University and Universidad San Francisco de Quito: Student-faculty Research Cooperative Program
This initiative is designed to assist in the support of a common research project with undergraduate students that will be carried out as an independent study (or supervised research project) in Ecuador, guided by a faculty member and a faculty colleague.

Community College of Philadelphia: Student-Faculty International Fellowship Program
Community College of Philadelphia's Center for International Understanding offers several Student/Faculty International Fellowship Programs. Students will study a particular country and theme, and then travel to the destination to experience directly the culture and contemporary society. 

Cornell University International Institute for Food, Agriculture, and Development
Cornell's Institute for Food, Agriculture, and Development offers five faculty-student programs that incorporate international engagement into the project.

Norwegian Partnership Program (PPNA) for Collaboration in Higher Education with North America
This program, administered by the Norwegian Centre for International Cooperation in Education and funded by the Norwegian Ministry of Education promotes higher education cooperation between Norway and the US and Canada.

 Curriculum Internationalization Grants

Butler University: Global Initiative Grants for Faculty
In support of Butler University's Strategic Plan initiatives for comprehensive internationalization, the Provost's Office and CGE oversee an annual internal grants program to support faculty development and curricular development activities in international and area studies. Faculty may apply for funding in four categories: foreign language enhancement; area studies enhancement; on-campus course internationalization; and scouting grants for new faculty-led study programs abroad.


The SUNY Center for Collaborative Online International Learning (COIL) fosters curriculum internationalization through initiatives that bring scholars together from various institutions around the world through technology. For example, in 2013 the COIL Center received a grant from Banco Santander - Universidades  to run a multi-year project that supported an increase in faculty exchange between US and Latin American scholars through the course development and online teaching collaborations. ​

 Additional Resources

TIAA Institute​
Paper suggets that it is viable to understand how globlaization is changing the way faculty work in an effort to retool the academic workforce that meets the needs of a changing American economy. 

American Association for the Advancement of Science​
Supported research that assessed the impact of international research collaboration. The case study included five U.S. institutions: Colorado State University, Kansas State University, Michigan State University, University of North Texas, and Washington State University.

CIEE: International Faculty Development Seminars

Student Mobility

​Examples of institution-sponsored education abroad programs are provided in this section of the Toolkit, along with major-specific study abroad guides.  An array of program examples and other resources for supporting international students are also included.

 Institution-Sponsored Education Abroad Programs

Arcadia University First Year Experience
Arcadia University offers a semester-long study abroad program to England or Scotland for first-year undergraduate students. Students are eligible based on academic merit and must be invited by Arcadia to apply.

Webster University Global Internship Exchange
Webster University offers a Global Internship program for both international students studying at Webster and for domestic students wishing to intern abroad. International students are placed in an 8-week program with a company in Missouri while domestic students are placed with companies in Austria, China, Germany, Japan, Mexico, Switzerland, The Netherlands, or the United Kingdom.

 Major-Specific Education Abroad Guides

Bellarmine University
The Bellarmine Curriculum Integration Brochures provide information regarding the best time and most suitable destinations for a student to study abroad in his or her major.

Oregon State University
Oregon State University’s Education Abroad Advising Sheets serve as a guide for students in a specific major to incorporating an international experience into their academic program.  Information about specific program opportunities, scholarships, and timing is provided.

University of Texas at Austin
The University of Texas at Austin created this website to help students plan their study abroad experiences and ensure a coherent academic program. Brochures are provided to address study abroad for specific majors (e.g. government, history, and psychology).

U.S. Government Programs for Student Mobility

A majority of inbound mobility programs are administered by the U.S. Department of State. Their portfolio includes over 50 programs including both short-term and extended stays at U.S. colleges and universities. The Fulbright Foreign Student Program supports graduate study, artistry, and professional development opportunities for selected foreign nationals. More than 50 programs and scholarships supporting outbound mobility from the U.S. are supported by the Department of State, the Department of Education, and the Department of Defense. For example, the Department of Defense and the Institute of International Education collaborate to offer Boren Awards for International Study, which allow U.S. undergraduate and graduate students to study less commonly taught languages and conduct research in world regions considered vital to U.S. interests.

 Student Mobility Research

Study of the Educational Impact of International Students on Campus Internationalization at the University of Minnesota (300.5KB PDF)
Mobility research project documents domestic and international student experiences through interaction within and outside of the classroom. The findings show how domestic and international student interactions can improve learning outcomes for both groups of students.  

Increasing Diversity Abroad: Expanding Opportunities for Students at Minority Serving Institutions (University of Pennsylvania) (3.28MB PDF)
The report examines the lack of diversity in both racial composition and institutional representation for study abroad. Key recommendations focus on helping MSIs increase funding and develop education abroad programs for students and faculty. 

 Short-Term Faculty-Led Study Abroad Programs

The Forum on Education Abroad: Leading Short-Term Education Abroad Programs (PDF) 626 KB 
This guide for leaders of short-term programs (8 weeks or less) is a framework for conversation with all the involved in the organization and delivery of these type of programs. The Forum Standards of Good Practice for Education Abroad describe the expectations institutions should meet.

AIFS Study Abroad: Standards of Good Practice for Customized Faculty-Led Programming  (PDF) 123.14 KB
This guide is modeled on the Forum on Education Abroad’ s Standards of Good Practice.

IES Abroad Faculty-Led & Customized Programs (PDF) 1.7 MB
Third-party study-abroad providers, like IES Abroad, offer their expertise to support institutions with all aspects of faculty-led and customized study abroad programs.

Washington State University - Education Abroad: How to Design a Faculty-Led Program (PDF) 4.05 MB
This document provides WSU departments and professors with the information they need to develop a high-quality study abroad program for their students. To ensure a quality experience for both students and faculty, this handbook guides them through all aspects of a faculty-led program— from creating a budget to preparing to handle an unforeseen emergency.

 Mentoring Programs for International Students

Global Match at Park University (24 KB PDF)
The “Global Match” program at Park University pairs an incoming international student with a faculty or staff member. This document describes the parameters of the program as well as the benefits for both the student and the faculty/staff.

 Online Pre-Arrival Resources for International Students

George Mason University
George Mason’s “International programs and services for new students” webpage is designed for newly admitted international students prior to their arrival on campus.  It includes a welcome message, information about the institution and local community, and checklists of required tasks for students of various visa statuses.

Claremont Colleges - International Place (I-Place)
This page provides pre-arrival information for international students admitted to one of the Claremont Colleges. Topics addressed include orientation schedules, transportation to Claremont, temporary housing, and applying for a visa.

University of California - Los Angeles (UCLA)
This page is designed to familiarize students with the US, Los Angeles, visa issues and regulations, the American classroom, and UCLA campus life.  It also lists the specific tasks required of or recommended for international students prior to their arrival.

 Pre-Departure Orientation Programs in the Home Countries of New International Students

Michigan State University
Michigan State offers pre-departure orientation programs in Shanghai and Beijing.  Topics addressed include communications, academic life, support services, arrival planning, financial concerns and housing issues.  The orientation program is conducted by staff from MSU’s Office for International Students and Scholars, with current MSU students also in attendance to answer questions.

The Ohio State University
Ohio State’s two-day pre-departure orientation program in Beijing and Shanghai provides admitted students the opportunity to meet Ohio State staff and faculty, learn about the Columbus area, and prepare for the cultural and academic changes they will face inside and outside the classroom.  Current OSU students attend to assist with translation and share their experiences with incoming students.

The Netherlands Education Support Office 
The Dutch Higher Education Institution jointly organize their pre-departure sessions in China with the support of the local NESO office and the Embassy of the Kingdom of the Netherlands. During the meeting, future students receive information about studying and living in the Netherlands.

 Student Leader Programs for International Student Orientation

Georgia State University: Volunteer International Student Assistant (VISA) Leaders
Volunteer International Student Assistant (V.I.S.A.) Leaders at Georgia State University are trained to assist with new international student orientation each semester. Their roles include leading small group discussions and helping with course registration. Both American and international students serve as VISA Leaders.

 Ongoing Orientation for International Students

Michigan State University: Life in the United States Dialogue Series

In 2011 the Office for International Students and Scholars (OISS) at Michigan State University began a monthly programming series entitled “Life in the U.S.”  Topics covered include health care, immigration, friendship/dating, college sports, and how to navigate the U.S. workplace.

Old Dominion University (VA): Discover America Program
The Office of Intercultural Relations (OIR) collaborates with the English Language Center at Old Dominion University to organize the "Experience America" series. This program is designed to provide an opportunity for international students to connect with Americans through exploration of topics and activities related to life, society, and culture in the U.S.

 International Student Peer Programs

Oklahoma University: OU Cousins Program
The OU Cousins program was created in 1996 as a way of developing understanding, friendship, and unity among U.S., international, and exchange students at the University of Oklahoma. Through the program, international or exchange students are matched with one or two American students (based on hobbies, majors, and countries of special interest), and participate in monthly programs.

University of Utah: Ambassador Program
International Student & Scholar Services' International Ambassador Program matches globally-minded students who are familiar with the campus and Salt Lake City with incoming international students. Ambassadors help new international students adjust to life at the University and in the U.S. by assisting at international student orientation and welcome events, answering common questions asked by new international students, and providing support during the student’s first semester.

University of Wisconsin-Madison: BRIDGE Program
The BRIDGE (Building Relationships in Diverse Global Environments) international friendship program helps international students connect with U.S. students during their first year to assist with the initial adjustment to the university and to U.S. culture.

Emerson College
The International Student Mentor Program matches first-year undergraduate students and transfer students with undergraduate students at Emerson College. The main goal of the program is to help international students fit in the new academic, cultural and social environment.

Oregon State University
The International Peer Mentoring Program is to help student navigate challenges in academic system, social structure, food and life, etc.

Indiana University-Purdue University Indianapolis
The International Peer Mentor helps new enrolled undergraduate students through their entire first year at IUPU. Activities include field trips, monthly coffee hours, dinners and holiday parties.

Georgia Institute of Technology
The purpose of this award is to honor GT international students who have contributed significantly to the internationalization of the Georgia Tech campus and have demonstrated outstanding leadership skills while at GA Tech.

 Local Friendship or Homestay Programs

The Claremont Colleges: International Place (I-Place) Host Family Program
The I-Place Host Family Program connects new international students with local families for up to five nights during the institution’s New International Student Orientation program.

Langara College (Canada): Langara Homestay Program
The Langara Homestay program gives international students the opportunity to live with Canadian families while they complete their education. The program has placed more than 25,000 students over the past 30 years.

Purdue University: International Friendship Program
Through the International Friendship program (IFP), a community volunteer is matched with an international student or scholar. The volunteer host and student meet regularly during the student’s first semester in the U.S. for dinner, outings, and other activities.

University of Montana: Missoula International Friendship Program
Through the Missoula International Friendship Program (MIFP), both year-long and semester-long "friendship matches" are arranged between international students attending the University of Montana and local residents, called Community Friends. The program does not involve home-stays, just occasional get-togethers.

University of Southern Illinois Edwardsville: International Hospitality Program
The IHP is a friendship program that connects international students with members of the local community. The IHP assigns each student a host family, offers social gatherings, picnics, welcome bags for new international students, some household items, and in special circumstances, emergency housing.

 Language Exchange Programs

Central Wyoming College
Through the Language Exchange Program, an ESL student is paired with a native English speaker from the local community to practice English outside of class, while teaching the other partner his or her native language. Pairs go through a one-hour training, then arrange their own meetings going forward.

Georgetown University (DC)
The Georgetown University Language Exchange Program (LEP) is a free service provided by the Office of Global Services (OGS) to connect individuals who wish to practice and improve their foreign language speaking skills. Participants volunteer their services, and the Office of International Programs facilitates the introductions.  

University of Pennsylvania
The conversation Partners program is a free program that coordinates language exchange between English Language Program (ELP) students and domestic English-speaking Penn students, staff, or faculty over the course of an academic semester.  The program provides the opportunity for participants to practice their foreign language skills while engaging in cross-cultural exchange.

University of Washington
The University of Washington Language Exchange Program matches English learners with fluent English speakers for conversational exchange. Fluent English speakers can also volunteer to serve as an in-class facilitator in a UW Intensive English class.

 International Student Leadership Conferences

James Madison University: International Student Leadership Conference
Hosted and sponsored each year by James Madison University and Eastern Mennonite University, the International Student Leadership Conference includes approximately 250 participants from 65 countries and 23 institutions.  Its purpose is to provide a venue for participants to explore and share different leadership concepts in a global context

Mesa Community College: Global Leadership Conference
During Mesa Community College’s global leadership conference students learn about other cultures, discover intercultural communication strategies, practice conflict resolution, recognize different leadership styles across cultures, and explore global sustainability concepts. The event is open to students enrolled in the Maricopa Community Colleges system.

 International Student Advisory Boards

College of William & Mary (VA)
The purpose of the International Student Advisory Board (ISAB) at the College of William & Mary is to provide advice to the International Student, Scholars and Programs (ISSP) office on issues that are important to international students and that impact the international student experience on campus.

Old Dominion University​
The International Student Advisory Board (ISAB) at Old Dominion University provides counsel and constructive feedback concerning the general effectiveness of international programs and services offered by the Office of Intercultural Relations (OIR) and other university departments. 

Southern Illinois University Edwardsville
The International Student Council (ISC) serves as a representative body to address all matters impacting international students at Southern Illinois University Edwardsville (SIUE).

 International Student Awards

Michigan State University: International Leadership Awards
The International Leadership Awards recognize International Students Association affiliated organizations and individuals who have displayed outstanding leadership in internationalization of student life at Michigan State University. 

Purdue University: Martin C. Jischke Outstanding International Student of the Year Award
The Martin C. Jischke Outstanding International Student of the Year Award is presented annually to honor a Purdue international student who has helped the University welcome and connect people of all cultures.

 Community Service Opportunities for International Students

North Carolina State University: ISSERV
ISSERV (International Students & Scholars Engaged in Reaching out & Volunteering) is a program designed to encourage North Carolina State University’s international students, scholars and family members to volunteer in the Raleigh community.

Purdue University: Boiler Out Volunteer Program​
The Boiler Out Volunteer Program at Purdue University provides students with community service projects that reflect its three core values of outreach, understanding, and teamwork. International students, American students, and community members work together as volunteers in a variety of settings.

Collaboration and Partnerships

​This section of the Toolkit includes examples of partnership programs and sample agreements. Documents related to global engagement planning and policies are also included, as well as resources for tracking partnerships and agreements.

 Examples of Partnership Programs and Agreements

Grand Valley State University
Grand Valley State's Padnos International Center provides a partnership development guide along with a list of existing international partnerships.

International Partnerships: Guidelines for Colleges and Universities
Examples from an ACE publication that describes the fundamentals of planning, developing, and implementing international partnerships.

Michigan State University
Michigan State University has issued guidelines for writing an MOU/MOA with international partners. This website also contains a searchable database of MSU's international agreements.

Princeton University
This is Princeton University's official template for writing international memoranda of understanding.

University of California - Riverside
UC-Riverside lists its international agreements policy on this website.

University of Minnesota
Guidelines and sample documents for international partnerships are listed on the University of Minnesota's Global Programs and Strategy Alliance website.

University of Nebraska - Lincoln: Faculty Exchange
This is the University of Nebraska-Lincoln's template for faculty exchange agreements.

Indiana University
The Office of International Partnerships at Indiana University has worked closely with IU General Counsel and other administrative offices to develop agreement templates. These templates are intended to help IU faculty and staff get started with the drafting process.

Oregon State University​
To formalize international collaboration efforts, the Division of International Programs works with colleges and departments to develop and track international agreements. Staff in IP are available to assist in guiding students through the process of establishing an international agreement.

  Global Engagement Planning Process and Policies

Grand Valley State University: Establishing an International Partnership
This website lists three models for international partnerships as defined by the Grand Valley State University Padnos International Center. From this webpage you may view GVSU's current partnerships and access their partnership development guide and sample international agreement.

Indiana University Policy on Offshore and Cross-Border Programs
This document outlines Indiana University’s policy regarding the approval of cross-border programs, which include branch campuses, offshore academic programs, overseas university centers or offices, and distance education programs. The purpose of the policy is to protect the interests of IU as well as those of the students, faculty, and staff who participate in these programs.

University of California, Los Angeles: Policy on University International and Exchange Agreements
This policy document defines types of agreements, required approvals, responsibilities, and procedures related to university exchange programs.

University of Cincinnati Flowchart for Creating International Articulation Agreements
This flowchart details the University of Cincinnati’s process for creating international articulation agreements. Sample documents include an articulation agreement, course equivalency table, possible sequence of courses, and a transfer guide.

University of Tulsa: International Partnerships Guidelines
This document outlines the different types of international agreement that the University of Tulsa would approve through an outlined process.

 Tracking International Partnerships and Agreements

Duke University
Built to facilitate communication, encourage collaboration and enable the sharing of resources by faculty, staff and students here at Duke, this interactive map allows visitors to see country specific information on program, unit and school activity; partnerships and agreements; faculty areas of interest; traveler and alumni information as well as highlighting activity in a specific country. Those countries marked by increasingly darker shades of blue represent a higher proportion of Duke activity.

Indiana University: Registry of Partnership Agreements
This is a database that lists IU’s international exchange agreements. Each partner institution is listed with contact information, a description of the agreement, and the activities taking place under the agreement.

North Carolina State University: Database of International Connections and Expertise (DICE)
In addition to listing partner institutions and countries with affiliations to North Carolina State University, this searchable database also includes internationally connected faculty and staff.

Oklahoma State University​
This is a list of international institutions with which OSU has an active agreement. Agreement types consist of general Memoranda of Understanding and Activity Agreements for specific services or projects such as study abroad activities, cohort and twining agreements, etc.

University of Cincinnati: Online System for Managing International Collaboration (UCosmic)
This is the online portal for managing international collaboration at UC. The website includes a searchable database, as well as lists of international institutional agreements, education abroad programs, faculty international activity, and study organizations with an international focus.

University of Delaware
This website contains a database of the University of Delaware's ongoing global partnerships.

University of Minnesota
The University of Minnesota's website lists current formal partnerships and guidelines for establishing a partnership.

University of North Carolina at Chapel Hill
This database enhances and streamlines access to information on the international expertise of faculty at the University of North Carolina-Chapel Hill. It is free of charge and available to faculty, students, and the general public.

Higher Education for​ Development (HED)

An ACE affiliated program that worked in close partnership with the United States Agency for International Development (USAID) to link U.S. institutions with international partners and individuals through field work, exchanges, and joint research projects. Program operations ceased in FY 2015 when the USAID contract ended. ​

 Partnership Director Job Descriptions

Clemson University
Clemson University
Partnership Director Description
Indiana Univeristy
Indiana Univeristy
Partnership Director Description
The Ohio State University
The Ohio State University
Partnership Director Description

 Other Resources on Partnerships

Agencies and Associations in the U.S.
The organizations listed in this document are a few of the many possible sources of contacts and information when creating and engaging with international partnerships. The list includes groups specific to a geographic region, national associations of higher education institutions, and organizations focused primarily on international education and exchange.

Funding Sources
This document contains a list of organizations and government agencies that offer resources for the development of relationships between institutions. Some programs offer opportunities for individual study, teaching, or research abroad; and others provide funding for cooperation at the department or institution level.

Useful Publications
This document contains a list of publications that contain useful information for higher education institutions engaging with partners abroad. The inventory includes directories of colleges and universities abroad, guides for integrating partnerships into a campus-wide internationalization plan, and reports on international student mobility and international development projects.

 Model for Comprehensive Internationalization

ACE's model is a strategic, coordinated process that aligns and integrates policies, programs, and initiatives to position institutions as more globally oriented and internationally connected.
Explore the Model