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: July 2018  

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

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


E-Book: 978 1 62036 362 1 / $25.99
Due: July 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.

Table of Contents:
Foreword by Caryn McTighe Musil

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


Reviews & Endorsements:
“It’s almost impossible to dislodge a strong, long-held belief, however much the facts contradict it. This has been the case with default thinking about how to instill college students with a global consciousness and a more expansive understanding of individuals’ and nations’ responsibilities within a global ecology. For decades, the autopilot response has been ‘study abroad.’ Making Global Learning Universal: Promoting Inclusion and Success for All Students disrupts those assumptions and offers an alternative that is now institutionalized at Florida International University. In FIU’s educational design for universal global learning, students can achieve global learning without a passport. It’s a blueprint that relies on moving minds, not bodies.

[This book] records a remarkable institutional venture, provides extraordinary vision, and bolsters the reluctant to not hold back. The authors offer contemporary theories that undergird this new conception of global learning, the engagement with diversity as foundational, the nuts and bolts of how they proceeded and where they stumbled, the strategies that involved 1200 faculty in 97 different professional development opportunities, and the leadership and infrastructure that have been critical to sustaining momentum. This book has redrawn the map for global learning. The authors not only recognize that the world is not flat, but they reveal that it can be seen, understood, experienced, and engaged with right here on American soil.”
- Caryn McTighe Musil, Senior Scholar and Director of Civic Learning and Democracy Initiatives , AAC&U