Making Global Learning Universal
Promoting Inclusion and Success for All Students

Foreword by Caryn McTighe Musil
Paper: 978 1 62036 360 7 / $32.50
 
Due: June 2018  
 

Cloth: 978 1 62036 359 1 / $95.00
 
Due: June 2018  
 

Lib E-Book: 978 1 62036 361 4 / $95.00 Due: June 2018  
About Library E-Book

 

E-Book: 978 1 62036 362 1 / $25.99
 
Due: June 2018  
 

Publisher: Stylus Publishing
276 pp., 6" x 9"
4 figures & 10 tables
While there is wide consensus in higher education that global learning is essential for all students’ success, there are few models of how to achieve this goal. The authors of this book, all of whom are from one of the nation’s largest and most diverse research universities, provide such a model and, in doing so, offer readers a broad definition of global learning that both encompasses a wide variety of modes and experiences—in-person, online, and in co-curricular activities at home and abroad—and engages all students on campus. They provide a replicable set of strategies that embed global learning throughout the curriculum and facilitate high quality, high-impact global learning for all students.

The approach this book describes is based upon three principles: that global learning is a process to be experienced, not a thing to be produced; that it requires all students’ participation—particularly the underrepresented—and cannot succeed if reserved for a select few; and that global learning involves more than mastery of a particular body of knowledge.

The authors conceptualize global learning as the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders of all kinds. They demonstrate how institutions can enable all students to determine relationships among diverse perspectives on problems and develop equitable, sustainable solutions for the world’s interconnected human and natural communities. What’s more, they describe how a leadership process—collective impact—can enable all stakeholders across departments and disciplines to align and integrate universal global learning throughout the institution and achieve the aims of inclusive excellence.

Providing examples of practice, this book:
• Offers a model to make global learning universal;
• Provides a definition of global learning that incorporates diversity, collaboration, and problem solving as essential components;
• Describes effective leadership for implementation consistent with the attributes of global learning;
• Illustrates integrative, high-impact global learning strategies within the access pipeline, students’ coursework, and co-curricular activities;
• Offers practical strategies for global learning professional development, student learning assessment, and program evaluation;
• Promotes inclusive excellence through universal global learning.

This book is co-published with NAFSA.

Table of Contents:
Acknowledgements
Preface
Foreword by Caryn McTighe Musil
Introduction

Section I: Setting the Stage for Universal Global Learning
1) Defining Global Learning
2) Universal Global Learning, Diversity, and the Practice of Inclusive Excellence
3) Making Global Learning Universal through Collective Impact
4) Resourcing Universal Global Learning

Section II: What Global Learning Looks Like: Mutually Reinforcing Activities
5) Global Learning Professional Development
6) Global Learning Courses at Home and Abroad
7) Global Learning in the Co-curriculum
8) Global Learning in the Access Pipeline

Section III: Sustaining and Expanding Global Learning
9) Student Learning Assessment and Program Evaluation: Shared Measurement Systems
10) Continuous Communication and Improvement

Conclusion
References
Index



Share
Reviews & Endorsements:
"At a moment when terms like diverse, interconnected and global have become, in the authors’ words, ‘politically charged dynamite’, this book argues persuasively that making global learning universal is essential to student success in an increasingly interconnected world. Organized thoughtfully in three sections that include cogent definitions, exemplary promising practices, and assessment and program evaluation, this publication is required reading for those committed to exploring global literacy in the primary, secondary, and tertiary educational sectors."
- Gil Latz, Ph.D., Associate Vice Chancellor for International Affairs, Professor of Geography, and Affiliated Professor of Philanthropic Studies , Indiana University-Purdue University Indianapolis
"From the pioneers of global learning, a much-welcomed guide to this new terrain, written for any postsecondary educator concerned with equity and quality. Landorf, Doscher, and Hardrick offer global learning as an inclusive, participatory process for every student. Unlike traditional international education, global learning dissolves the false binaries of U.S. and global, 'we' and 'other', study abroad and study at-home, so that students learn in and of the world, and not merely about it."
- Heather H. Ward, Associate Director, Center for Internationalization and Global Engagement , American Council on Education