Internationalizing the Curriculum and Campus Resources
This collection of resources brings together examples and usable materials from universities and other stakeholders around the US and Europe. These resources can be used for many purposes, such as to assess the current level of internationalization in courses, to identify opportunities to increase engagement with global issues or to use as examples of how courses can be internationalized. There are specific resources where available for individual colleges. If you would like us to add a resource to this list, contact Karen Gardenier.
- AAC&U – Global Learning Value Rubric
The Global Learning VALUE Rubric, one of 16 developed by teams of faculty experts representing colleges and universities across the United States. Articulates fundamental criteria for global learning, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for institutional-level use in evaluating and discussing student learning, and may be a useful starting point for developing course goals.
- AAC&U – Intercultural Knowledge and Competence Value Rubric
The AAC&U VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.
- AAC&U – Global Institutional Inventory – A Smart Grid for Global Learning
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.
- ACE – Mapping Internationalization on US Campuses 2012
This survey assessed many aspects of campus internationalization, including articulated institutional commitment, administrative structure and staffing, curriculum, co-curriculum and learning outcomes, faculty policies and practices, student mobility, collaboration and partnership.
- Miville-Guzman Universality-Diversity Scale (M-GUDS-S)
The M-GUDS-S is a 15-item multiple-choice questionnaire that measures student attitudes, cognitions, and behaviors regarding diversity. Developed by Marie L. Miville, this instrument uses a 6-point Likert scale to assess student awareness and acceptance of both similarities and differences among people.
- AAC&U Course-Level Student Learning Assessment Matrix
Matrix for planning and implementing student learning assessments into a course. Sample matrices and ideas to consider are also included with the blank matrix tool.
- NAFSA – My Cultural Awareness Profile
A tool that teacher educators can use to initiate important conversations with students related to their cultural and global awareness.
- MDB Group – Intercultural Development Inventory (IDI) to Measure Cultural Competence / Expertise / Sensitivity
IDI measures how a person or a group of people tend to think and feel about cultural difference stemming from any aspect of diversity, human identity, and cultural difference. IDI assesses the core mindset regarding diversity and cultural difference.
Professional Reports & Guides
- NAFSA – Measuring and Assessing Internationalization
Discusses two distinct but complementary frameworks for evaluating the results of internationalization: the performance of institutions and student learning outcomes. Provides an overview of current assessment frameworks.
- ACE – Internationalizing the Campus – A Users Guide
This is a practical guide for higher education administrators and faculty engaged in internationalizing their institution. Drawing upon existing literature, as well as ACE’s experience in working with diverse institutions around the country, it outlines a process for clarifying goals, conducting an internationalization review, and crafting a strategic internationalization action plan.
- HEAcademy – Internationalizing the Curriculum
UK based guide on internationalizing the curriculum methods including providing students with global perspectives of their discipline and giving them a broader knowledge base for their future careers.
- NAFSA – Comprehensive Internationalization from Concept to Action
Introduction to the emerging imperative of a broader scope and scale of internationalization. Beyond “campus internationalization,” comprehensive internationalization can be the organizing paradigm for institutions as a whole, academic departments, or professional programs.
- NAFSA – Global Learning: Defining, Designing, Demonstrating
This publication is designed to provide a shared vocabulary for defining global learning, designing educational experiences, and demonstrating how those experiences help students achieve global learning outcomes and competencies.
- NAFSA – Improving and Assessing Global Learning
This publication on institutional efforts to improve and assess global learning looks in detail at initiatives undertaken by three institutions in the United States: Florida International University, Georgia Institute of Technology, and Juniata College. It compares each institution’s approaches, assessments, and outcomes.
- NAFSA – Toward Globally Competent Pedagogy
This report is based on interactive sessions, presentations, and conversation from NAFSA’s 2012 annual colloquium on internationalizing education, a two-day program for faculty members, deans, and other international educators.
- Australian Government – Internationalization of the Curriculum in Action
This website began as an outcome of an Australian Government-funded National Teaching Fellowship in 2010-11 entitled ‘Internationalization of the Curriculum in Action’. The fellowship focused on the active engagement of academic staff across different disciplines and institutions with internationalization of the curriculum.
- Internationalization of Universities: A University Culture-Based Framework
This paper employs Sporn’s organizational culture typology in developing a framework to assist in the understanding of the process of internationalization of universities.
- University of Minnesota – Approach to Internationalizing the Curriculum and Campus
- Brigham Young University – Developing a Pervasive, College-Wide Approach to Integrating Achievement of Global Competence into the Curriculum
- University of Iowa: Global Certificate Program
Resources for Agricultural Sciences
- Iowa State University – Strategic Plan for Globalization in the College of Agriculture
Iowa States strategic plan for global programs to respond to environmental changes and to anticipate opportunities to which we can respond to improve learning, discovery, and engagement related to agriculture, natural resources, communities, and food systems.
Resources for Business
- AACSB International – Globalization of Management Education: Changing International Structures, Adaptive Strategies, and the Impact on Institutions, Carlson School of Management as a Case Study
Report of the AACSB International Globalization of Management Education Task Force onto the changing roles and responses of business schools.
- University of Minnesota – Study Abroad in U.S. Business Management Education
This paper examines the international programs being developed at 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
Resources for Engineering
- Institute of Education – The Global Engineer
This publication aims to provide UK engineering faculties and higher education institutions (HEIs) with practical guidance on incorporating global issues and sustainable development within the engineering curriculum.
- Global Dimension in Engineering Education
This European Union funded project aimed to increase competences of academic staff to integrate sustainable human development as cross-cutting issue in teaching through creating a series of learning opportunities and curricular resources and case studies.
- Engineering and Social Justice
Utilizing techniques from radical pedagogies of liberation and other movements for social justice this book presents a roadmap for engineers to become empowered and engage one another in a process of learning and action for social justice and peace.
- Engineering and Sustainable Community Development
This book presents an overview of engineering as it relates to humanitarian engineering, service learning engineering, or engineering for community development, often called sustainable community development (SCD).
- The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently
This paper offers a minimum learning criterion for global competency and three learning outcomes whose achievement can help engineering students fulfill that criterion and introduce the engineering cultures course, taught at various universities across the US.
- Defining Global Competence for Engineering Students
A study undertaken by ASEE in which the opinions of prominent members of engineering industry and academia were collected in order to determine a clear definition of what global competency means for engineering graduates.
- What is Global Engineering Education For? The Making of International Educators
This volume reports an experimental effort to help sixteen engineering educators produce personal geographies describing what led them to make risky career commitments to international and global engineering education. Their experiences were sufficiently profound to motivate them to design educational experiences that could challenge engineering students in similar ways.
- Ohio State – Report of Study Group on Globalization of Undergraduate Engineering Curriculum
This Ohio State group reviewed previous reports and current literature as well as studied current programs at Ohio State and other leading institutions. A set of global competencies for engineering students was established.
Resources for Liberal Arts
- Measuring Internationalization at Liberal Arts Colleges
This report expands on an earlier US campus wide report’s findings. By creating an internationalization index, it re-examined the data to measure internationalization along six key dimensions, distinguishing high activity institutions from other, less active institutions.
- Connecting Curriculum to Context: Our Story of Two Liberal Arts College Spanish Programs Engaged in a Changing South
This article reflects upon the process by which two professors in Spanish programs at small liberal arts colleges in the southeastern United States developed courses with civic engagement components that enabled thier students to engage with the local Hispanic community in meaningful ways.
- The Role of Foreign Language Departments in Internationalizing the Curriculum
A series of perspectives on the role of foreign language departments in internationalizing the curriculum from universities and other stakeholders across North America.
- Binghampton University – Languages across the Curriculum (LxC)
Binghampton’s LxC enlists international and multi-lingual students as Language Resource Specialists (LRSs) to prepare target language materials for use in courses that would not usually include such materials. The long-term goal of LxC is to establish a campus-wide expectation that students will be able to make meaningful use of any language they know in any class at any level anywhere in the University curriculum.
- Red Cross – International Humanitarian Law
Appreciation and understanding of the rule of international humanitarian law is a critical goal identified in the AAC&U report, College Learning for the New Global Century in order to prepare students for responsible citizenship in a well-ordered democratic society.
Resources for Veterinary Medicine and Biomedical Sciences
- Internationalization of the animal science undergraduate curriculum: A survey of its current status, barriers to its implementation and its value
The goal of this project was to identify the current level at which internationalization has been adopted as a theme in the North American animal science curriculum and to identify its value and the barriers to its implementation.
- Tufts University – International Veterinary Medicine
The International Veterinary Medicine (IVM) Program performs field-based research and service dealing with livestock and wildlife health in developing countries. Program includes a variety of classroom and field experiences.
Compiled by Alistair Cook, 2015