AAC&U LEAP Campus Toolkit (AAC&U): an interactive library for campus practitioners and other educators to access concise, useful research narratives, examples of campus work, and assessment instruments. Click “global learning” in the word cloud for promising practices and recent publications from the field.
Baseline Survey of Curriculum Integration in Education Abroad (Forum on Education Abroad): A broad, introductory survey of models of education abroad curriculum integration practices in a range of different institutions, from conceptualization through effective implementation of curriculum design.
Campus-Based Curriculum Development (AAC&U): Efforts for general education were funded by FIPSE through the Shared Futures: General Education for Global Learning project. Provides links to institutions that implemented these programs.
Challenge and Change (NAFSA, 2012). George Mehaffy of AASCU describes the Six challenges lie at the core of the innovative disruption facing higher education: University Model, Structural Model, Funding Model, Cost Model, Business Model and Success Model.
Curricular and Co-Curricular Development in the Departments (AAC&U) : Strong examples of curricular change from the work of the eleven institutions that participated in Liberal Education and Global Citizenship: The Arts of Democracy, a project to develop global citizenship in the undergraduate majors. An issue of AAC&U’s Diversity Digest has resources and reports from the best work of these schools.
Global Learning Inventory Framework—A Smart Grid for Global Learning (AAC&U): The grid is designed to help campus leaders answer questions about the different dimensions of global learning and the pervasiveness of an institution’s attempts to integrate global learning as a part of the fundamental fabric of the institution.
Improving and Assessing Global Learning (NAFSA, 2013) Looking in detail at three varied institutions’ efforts to improve and assess global learning, Madeleine Green draws out the common threads that characterize model practice. The three case studies from Florida International University, Georgia Institute of Technologies and Juniata College are included, giving a comparison of their approaches to framing outcomes and using these for ongoing improvement.
Integrating Global Learning in Science Courses (AAC&U): A special issue of Diversity Digest focuses on integrating global learning in science courses. Additional guidance can be found at Teaching Science to Non-Majors, guidelines created by faculty in the Shared Futures project.
Internationalization in Action: Internationalizing the Curriculum (ACE): These four installments of Internationalization in Action (IIA) take an in-depth look at curriculum internationalization at four levels: individual courses, academic program components (majors, minors and certificates), degree programs and disciplines as a whole.
Internationalization of Curriculum Presentation (AIEA): Betty Leask, Associate Professor in Internationalization of the Curriculum at the University of South Australia.
Internationalizing the Curriculum Series (NAFSA, 2014): Resources from NAFSA’s colloquia on teacher education; business, legal, medical and public health education; general education; internationalizing STEM, and sustainability.
Internationalizing Teacher Education: Resources from NAFSA’s 2010 Colloquium(NAFSA, 2010): Resources from NAFSA’s second annual colloquium on internationalizing teacher education. Includes presentations on Preparing Globally Competent Teachers; using campus, community and tech resources; and a case study of the University of Maryland.
Internationalization of Teacher Education: Three Case Studies(NAFSA, 2010): Profiled institutions have made great strides in the internationalization of teacher education, ranging from student teaching abroad to making international experiences accessible to all teacher candidates tocomprehensive institutional infrastructure to promote internationalization.
Internationalizing Teacher Education (NAFSA, 2009): These resources, including handouts and video, from the 2009 NAFSA Conference Colloquium on Internationalizing Teacher Education cover subjects such as “Preparing Globally Competent Teachers” and “What Does an Internationalized School Look Like.”
MyCAP: My Cultural Awareness Profile (NAFSA, 2011): MyCAP is a cultural awareness self-reflection tool for use by and with preservice teachers. The tool is part of a series of professional development opportunities and materials encouraging internationalization of teacher education.
Shared Futures Online Social Network (AAC&U): AAC&U has created an online learning community for educators to share resources and collaborate on curriculum development. The social network is designed to support educators using integrative teaching and learning methods to teach students about complex global questions. The site is a clearinghouse for global learning resources, as well as a communication hub for faculty and administrators to share the strategies they have found to be successful in this work.
Diversity and Democracy, Volume 14, Number 2 (AAC&U): This issue focuses on the importance of scientific literacy in global and interdisciplinary contexts and features promising campus practices from AAC&U member institutions.
Diversity and Democracy, Volume 14, Number 1 (AAC&U): This issue focuses on educating students for personal and social responsibility in a diverse nation and interdependent world. Diversity and Democracy is published three times a year.
Diversity and Democracy: Civic Learning for Shared Futures(AAC&U): Highlights of innovative general education work from the General Education for Global Learning network. Useful examples for institutions interested in global learning in the curriculum.
Global Learning: Defining, Designing, Demonstrating (NAFSA & AAC&U, 2014): The publication aims to provide a definition and rationale for the term global learning, as well as related student learning outcomes in an effort to help campus practitioners work together more effectively.
Internationalization of Teacher Education: Three Case Studies (NAFSA, 2009): Teacher education programs designed to help teachers adopt a global perspective and transfer it to their K–12 students are profiled, including Indiana University, University of San Diego and University of Maryland.
Mapping International Joint and Dual Degrees: U.S. Program Profiles and Perspectives (ACE, 2014): This study explores international joint and dual degree programs administered by U.S. colleges and universities. Topics include program characteristics and policies, academic focus areas, partner locations, and programmatic challenges, as well as the role of joint and dual degree programs in broader institutional strategy and planning.
Shared Futures: Global Learning and Liberal Education (pdf) (AAC&U): Evolution of global learning in the curriculum and as an essential element of a liberal education is chronicled in this monograph.
Study Abroad in U.S. Business Management Education (NAFSA, 2012) Internationalization is exerting a powerful influence on business and management education, and this paper examines emerging trends, based on four business and management institutions: University of Chicago Booth School of Business, Duke University Fuqua School of Business, UCLA Center for International Business Education and Research, and Kennesaw State University and the Coles College of Business.
Publications for Purchase
International Joint and Double Degree Programs: Prospects and Challenges [Webinar] (AIEA, 2013). Drawing upon recent research, this webinar provides an update on the status of international joint double/dual degree programs. Jane Knight and Philip Altbach offer their perspectives on how these collaborative academic degree programs have evolved and reflect current trends in internationalization.
Where Faculty Live: Internationalizing the Disciplines (2006) (ACE) This publication explains how curriculum-based, internationally oriented learning outcomes prepare students for life in a globalized world.
2009 Shared Futures Global Learning Forum (AAC&U): An invitational forum on the future of global learning in general education and throughout the curriculum. While participation is by invitation only, institutions that can demonstrate leadership in developing global learning in the curriculum are encouraged to inquire.
Sustainability: Place, Responsibilities, and the Curriculum (AAC&U): A full-day symposium to be featured at the 2009 AAC&U Annual Meeting.
Programs & Institutes
Shared Futures: General Education for a Global Century Call for Participation (AAC&U): Thiscurriculum and faculty development project seeks to redefine and reinvigorate general education by focusing its attention on global interdependence, American pluralism, social responsibility, scientific literacy, and integrative inquiry through high-impact, interdisciplinary learning.
The Fulbright International Education Administrators Program (Institute of International Education): are designed to introduce administrators to the society, culture and higher education systems of three countries.
Internationalization Collaborative (ACE): The Collaborative is a forum for teams of faculty and administrators to share ideas and help one another in internationalization of the curriculum, including foreign language programs.