The SAGE Handbook of International Higher Education by In pursuit of knowledge and excellence, it is necessary to make the classroom a global and interactive learning environment. Faculty can increase global learning in their classroom by incorporating international perspectives, discussing global issues related to their subject material, promoting discussion and interaction among students from diverse backgrounds, encouraging international students to share their insights and ideas, and supporting the integration of international students in their classes. Through global learning, students should be empowered to work collaboratively to make a difference both locally and globally as they learn about world issues.
Definition
The Global Learning VALUE Rubric by the Association of American Colleges and Universities defines global learning as: “a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability.” The purpose of global learning is to teach students to be knowledgeable and open-minded citizens that are attentive and accepting of diversity. Consult this rubric to assess global learning outcomes.
The American Council on Education’s Center for Internationalization and Global Engagement has created an Internationalization Toolkit for internationalizing post-secondary institutions. This strategy includes articulating institutional commitment and administrative structure; giving a global component to the curriculum, co-curriculum, and learning outcomes; internationalizing faculty policies and procedures; facilitating student mobility; and forming more partnerships. ACE provides a variety of university examples to illustrate their model. These examples include:
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