While there is wide consensus that global learning should be part of all students’ college experience, educators lack a clear understanding of the term and practical path toward achieving this goal. Making Global Learning Universal describes the key components of the process of global learning—diverse perspectives, collaboration, and problems that transcend borders—and how they can be engaged in courses and activities on campus, online, in the local community, and abroad. What’s more, the authors offer a replicable model for leading the process of making global learning universal—a model based on collaboration and the diverse contributions of stakeholders across disciplines and institutional boundaries.

About the Book

Making Global Learning Universal is based upon three guiding principles:

  • Global learning is a process to be experienced, not an outcome to be produced.
  • Global learning requires participation of all students—particularly the historically underrepresented—and cannot succeed if reserved for a select few.
  • Global learning involves more than mastery of a particular body of knowledge, it leads to the production of new knowledge.

This book is a guide for facilitating universal global learning, empowering all students to participate in the development of equitable, sustainable solutions for the world’s interconnected human and natural communities. It describes how a specific change leadership process—collective impact—can enable stakeholders across departments and disciplines to align their goals and activities and utilize universal global learning to achieve inclusive excellence.

Through replicable strategies and examples of practice, this book:

  • Provides a definition of global learning that incorporates diversity, collaboration, and complex problem solving at its core;
  • Offers a comprehensive, customizable leadership model for making global learning universal at any institution;
  • Illustrates how integrative, high-impact global learning can be facilitated through courses across the curriculum, co-curricular activities, and the college access pipeline;
  • Details practical strategies for transformative global learning professional development, student learning assessment, and program evaluation; and,
  • Describes how the aims of inclusive excellence can be reached through universal global learning.
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Global learning is the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders.

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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 Dean for Study Abroad and International Exchanges, UNC Chapel Hill

About the Authors

Hilary Landorf

Executive Director of
Florida International University’s
Office of Global Learning Initiatives

Stephanie Doscher

Director of
Florida International University’s
Office of Global Learning Initiatives

Jaffus Hardrick

Interim President,
Florida Memorial University

Contact the Authors

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