About the Book
Co-published with
While there is wide consensus in higher education that global learning is essential for all students' success, there are few models of how to achieve this goal. The authors of this book, all of whom are from one of the nation's largest and most diverse research universities, provide such a model and, in doing so, offer readers a broad definition of global learning that both encompasses a wide variety of modes and experiences--in-person, online, and in co-curricular activities at home and abroad--and engages all students on campus. They provide a replicable set of strategies that embed global learning throughout the curriculum and facilitate high quality, high-impact global learning for all students. The approach this book describes is based upon three principles: that global learning is a process to be experienced, not a thing to be produced; that it requires all students' participation--particularly the underrepresented--and cannot succeed if reserved for a select few; and that global learning involves more than mastery of a particular body of knowledge.
The authors conceptualize global learning as the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders of all kinds. They demonstrate how institutions can enable all students to determine relationships among diverse perspectives on problems and develop equitable, sustainable solutions for the world's interconnected human and natural communities. What's more, they describe how a leadership process--collective impact--can enable all stakeholders across departments and disciplines to align and integrate universal global learning throughout the institution and achieve the aims of inclusive excellence.
Providing examples of practice, this book:
- Offers a model to make global learning universal;
- Provides a definition of global learning that incorporates diversity, collaboration, and problem solving as essential components;
- Describes effective leadership for implementation consistent with the attributes of global learning;
- Illustrates integrative, high-impact global learning strategies within the access pipeline, students' coursework, and co-curricular activities;
- Offers practical strategies for global learning professional development, student learning assessment, and program evaluation;
- Promotes inclusive excellence through universal global learning.
About the Author :
Hilary Landorf is Executive Director of the Office of GlobalLearning Initiatives at Florida International University (FIU). The Office oversees FIU's university-wide initiative, Global Learning for Global Citizenship, winner of the Institute of International Education's 2016 Heiskell Award for Internationalizing the Campus.
Hilary also serves as Executive Director of the Comparative and International Education Society. She is an Associate Professor in FIU's School of Education and Human Development and leader of its Master of Science degree program in International and Intercultural Education.
Hilary's expertise centers on visioning, developing, designing, and implementing the policies and practices of global learning efforts in higher education. She writes, consults, and presents internationally on integrating global learning in K-20 educational settings. Her recent publications include "Defining Global Learning at Florida International University" in AAC&U's Diversity and Democracy, co-authored with Stephanie Doscher; "Global Perspectives on Global Citizenship" in Contesting and Constructing International Perspectives in Global Education; and "Using Democratic Deliberation in an Internationalization Effort in Higher Education," in Disrupting Adult and Community Education: Teaching, Learning, and Working in the Periphery. Stephanie Doscher is Director of Florida International University's Office of Collaborative Online International Learning (FIU COIL). She also serves as Program Evaluator for the university's Title VI-funded Kimberly Green Latin American and Caribbean National Resource Center.
Stephanie's work focuses primarily on organizational leadership and strategic planning, professional development, and integrative curricular and co-curricular design to enable global learning for all. Her research interests concern global learning instruction and assessment and the relationship between global learning, social innovation, and inclusive excellence. Stephanie advises a wide range of colleges and universities and presents engaging workshops for faculty and staff on methods for realizing their unique visions for transformative global learning.
In addition to her co-authored article with Hilary Landorf, "Defining Global Learning at Florida International University," recent publications include "Global Learning for Global Citizenship" in Human Development and Capabilities: Reimagining the University of the 21st Century, "Promoting Engagement in Curriculum Internationalization" in IIE Networker, and "Education for Sustainable Human Development: Towards a Definition" in Theory and Research in Education. Jaffus Hardrick is Interim President, Florida Memorial University. He was previously Vice Provost of Student Access and Success and Vice President for Human Resources at Florida International University. As an executive administrator with twenty years of higher education experience at both public and private institutions, Hardrick is widely recognized for his strategic and transformational leadership. He has given talks throughout the United States, China, Thailand, and Hong Kong on topics such as diversity and inclusion, leadership, and student success. As Vice Provost, he develops initiatives that position students, in particular underrepresented groups, to thrive in a global society. He achieves this by creating pre-collegiate to graduate school pathways, internships, and international experiences. His work focuses on academic affairs, student affairs, leadership development, organizational excellence, diversity and inclusion, and community engagement. Throughout his career, Hardrick has served at the highest levels of education administration and cultivated multi-generational environments that spur growth, innovation, and optimum performance among faculty, staff, students, and community stakeholders. Being passionate about students, Hardrick has taught at both the undergraduate and graduate levels. He has reviewed and edited several books. Caryn McTighe Musil is a Senior Scholar and Director of Civic Learning and Democracy Initiatives, Association of American Colleges & Universities.
Review :
"At a moment when terms like diverse, interconnected and global have become, in the authors' words, 'politically charged dynamite', this book argues persuasively that making global learning universal is essential to student success in an increasingly interconnected world. Organized thoughtfully in three sections that include cogent definitions, exemplary promising practices, and assessment and program evaluation, this publication is required reading for those committed to exploring global literacy in the primary, secondary, and tertiary educational sectors."--Gil Latz, Ph.D., Associate Vice Chancellor for International Affairs, Professor of Geography, and Affiliated Professor of Philanthropic Studies "Indiana University-Purdue University Indianapolis"
"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 "University of North Carolina, Chapel Hill"
"Making Global LearningUniversal, a case study of education reform, focuses on theprocess of integrating global learning into the curriculum and co-curriculum. It'sprimarily about undergraduates and student learning...[an] ambitious book, drawing larger lessons for (and about) higher education from a relativelylimited empirical base. As participants in the international educationcommunity, where there is now great interest in the concept of globalcitizenship, the authors have designed this book to present FIU's model in away 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 LearningUniversal gives us a vision of what a thoroughgoing effort tointegrate 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"
