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.

Assessment Tools

  • 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.

Sample Approaches

Resources for Agricultural Sciences

Resources for 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

Resources for Veterinary Medicine and Biomedical Sciences

Compiled by Alistair Cook, 2015