Key questions for in-person and virtual discussions
What does this mean for students? What does it mean in a course?
What are the benefits to the students?
Which of our students have access to now? Who do not? How to broaden?
What curricula or approaches do we have already that fit with the idea of world learning?
In what ways can world learning allow students to connect multiple disciplines? Multiple courses? Multiple intelligences?
What are the benefits to the faculty?
What are the cons?
Some models from other Universities, or resources to consider:
Clemson’s Global Learning Task Force last year created a framework of global competency outcomes. This is a tool for articulating language around global learning in many different areas of the University’s curriculum. (File: Clemson_Global_Competency_Outcomes)
Clemson’s definition of global learning: global learning is the education process (curricular, co-curricular, research, outreach, and learning) through which students acquire and apply global competency outcomes.
Virginia Tech has “Intercultural and Global Awareness” as an Integrative Outcome for all students as part of general education(https://www.pathways.prov.vt.edu/showcase.html). These courses use the following indicators of student learning:
Identify advantages and challenges of diversity and inclusion in communities and organizations.
Interpret an intercultural experience from both one’s own and another’s worldview.
Address significant global challenges and opportunities in the natural and human world.
The University of Kentucky has four student learning outcome areas, and one is: “Students will demonstrate an understanding of the complexities of citizenship and the process for making informed choices as engaged citizens in a diverse, multilingual world.” They take two courses in this area, including one in the area of “Global Dynamics.” (http://www.uky.edu/registrar/content/uk-core)
The U.S. Department of Education has created a framework for global and cultural competency. It covers different areas of learning from early childhood through post-secondary education and careers. The descriptions can serve as a guide for what we mean when we say global learning. (DeptEd_GlobalFramework)
The Association of American Colleges & Universities (AACU) embarked on a large project in the last decade to make transparent the aims and promise of undergraduate education. The creation of the VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics provides Universities with a tool to think about undergraduate learning in a variety of fields – https://www.aacu.org/value-rubrics. Components that connect to the idea of global literacy:
Perspective taking, Cultural diversity, Understanding global systems, Applying knowledge to contemporary global contexts (from Global_VALUE rubric)
Knowledge of worldviews, Verbal and nonverbal communication (from Intercul_Knowledge_VALUE rubric)
**Note: The VALUE rubrics are a good tool for assessment, but Clemson is not there yet! For now, please view these as a resource to see how learning is articulated in this broad area of global literacy.
Please come to an in-person discussion and/or provide your responses and feedback and thoughts in the comments feature at the bottom of this page.
