Global learning: defining, designing, demonstrating

Global learning is a term widely used across higher education, yet higher education faculty, staff, and practitioners do not always agree about what it means. The goal of this publication is to provide a definition and rationale for the term. By exploring how the term and the ideas behind it are evolving, global learning is placed in the context of several important overlapping higher education change efforts. This publication is organized into three sections corresponding to three important and closely related steps that campus leaders are taking at institutions across the country and around the world: (1) defining global learning and a set of associated student learning outcomes or competencies; (2) designing educational experiences through which students gain competence and meet those outcomes; and (3) demonstrating that those experiences actually help students achieve global learning outcomes, while simultaneously creating projects and assignments that allow students to demonstrate competencies - that they can apply the knowledge, skills, and perspectives that signify their development as global learners.

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