The term Global Learning refers to systematically integrating global and intercultural learning opportunities into the curriculum through the development of global learning outcomes and assessment. Global learning may also include learning abroad experiences that are integrated into the curriculum. Another term for global learning is ‘internationalizing the curriculum’. The focus is on teaching and student learning rather than content and extends across all disciplines and across entire curricula rather than an individual course.
Global learning is the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders. - Landorf, H., & Doscher, S. P. (2015). Defining global learning at Florida International University. Diversity and Democracy.
The U’s mission statement includes: ‘… we engage local and global communities to promote
education, health, and quality of life … ‘ The U strives to provide the most relevant
education for students to successfully participate in a rapidly changing and increasingly
connected global society. Therefore, it is imperative that we design curricula across
all disciplines that will facilitate the development of skills, knowledge, and attitudes
to equip them, as graduates, professionals, and citizens to fully engage in a globalized
world, whether it is at a local, regional, national, or global level.
The Office for Global Engagement (OGE) is offering grants of up to $10,000 for departmental/college or interdisciplinary teams composed of a minimum of three faculty members to improve global learning as part of the Global Learning Across the Disciplines (GLAD) initiative at the University of Utah.
OGE, in collaboration with faculty members participating in the Faculty Learning Community on Global Learning, developed the following guiding principles for global learning at the U:
- Universal: available to all students and not limited to a few
- Moving beyond isolated and optional subjects, experiences, and activities
- Inclusive: addresses and includes all forms of diversity and leverages students’ diverse backgrounds and experiences
- Focused on improving student learning and demonstrating defined learning outcomes
- Transformative: a re-evaluation of one’s assumptions and actions which lead to new ways of thinking and doing
- Shifting the emphasis from institutional accomplishments and inputs/outputs to student learning
- Undertaking the process of integrating global learning in a planned and systematic manner rather than providing occasional references to intercultural and global knowledge
- Providing student experience with, rather than their exposure to, difference
- Collaborative: New knowledge is developed through the exchange and discussion of ideas, perspectives, experiences, etc. to address complex problems
- Focused on examining one’s own beliefs, values, and assumptions.
- Breaking down disciplinary boundaries requiring expertise from various disciplines to address real world problems
- Allowing students to see themselves as agents of change who can work with others to positively shape present circumstances
- Providing students with multiple opportunities to gain global competence throughout their education
- Helping students understand the interrelatedness of the human experience
The Faculty Learning Community on Global and Intercultural Learning (FLC GIL) is open to faculty and staff interested in presentations, discussions, and information sharing regarding GIL. The group meets once a month from noon to 1:30 during the academic year. Lunch and meeting space is provided by the Center for Teaching and Learning Excellence (CTLE). All meetings are held in the Marriott Library, Faculty Center Meeting Space. For the 2018-19 academic year, meeting dates are as follows:
- February 28, 2019
- March 28, 2019
- April 25, 2019
A retreat hosted by the Office for Global Engagement at the Taft-Nicholson Center in Centennial Valley, Montana, September 20 – 23. Eighteen participants were selected through a call for applications. See the agenda, presenters, and coordinators below:
The following are resources for faculty interested in developing a global learning initiative in their department or program:
Funding and Tools:
- Global Learning Across the Disciplines Grant
- AAC&U Global Learning Rubric
- AAC&U Intercultural Knowledge Rubric
- AAC&U Course-level Student Learning Assessment Matrix
- AAC&U Global Learning Outcomes Planning Matrix
- Outcomes of the Civil and Environmental Engineering Department Global Learning Project at the University of Utah
- Global Learning Inspires College-Level Mathematics
For more information and to participate in the Global and Intercultural Learning initiative at the U, please contact Dr. Sabine C. Klahr, Executive Director, firstname.lastname@example.org