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Making Global Learning Universal


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Table of Contents

  • Introduction
  • 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 in the Access Pipeline
  • 7) Global Learning Courses at Home and Abroad
  • 8) Global Learning in the Co-curriculum
  • Section III: Sustaining and Expanding Global Learning
  • 9) Student Learning Assessment and Program Evaluation: Shared Measurement Systems
  • 10) Continuous Communication and Improvement
  • Conclusion

About the Author

Hilary Landorf is founding Director of the Office of Global Learning Initiatives at Florida International University.

Stephanie Doscher is founding Associate Director of Florida International UniversityaEURO (TM)s Office of Global Learning Initiatives. She also serves as Program Evaluator for the universityaEURO (TM)s Title VI-funded Kimberly Green Latin American and Caribbean National Resource Center.

Jaffus Hardrick is Vice Provost of Student Access and Success and Vice President for Human Resources at Florida International University.


"Making Global Learning Universal, a case study of education reform, focuses on the process of integrating global learning into the curriculum and co-curriculum. It's primarily about undergraduates and student learning...[an] ambitious book, drawing larger lessons for (and about) higher education from a relatively limited empirical base. As participants in the international education community, where there is now great interest in the concept of global citizenship, the authors have designed this book to present FIU's model in a way that can 'make it replicable through customization'--so the reader can 'translate, not transfer' the initiative to his or her own 'unique context'.Making Global Learning Universal gives us a vision of what a thoroughgoing effort to integrate the global agenda into undergraduate education can involve."--Change: The Magazine of Higher Learning
From the Foreword
"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 "

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