Internationalizing Curriculum

The American Council on Education (ACE) and The Association of American Colleges and Universities (AAC&U) have each identified global learning as an essential dimension of university education. More specifically AAC&U “has identified global knowledge, ethical commitments to individual and social responsibility, and intercultural skills as major components of a twenty-first-century liberal education” (Musil, Assessing Global Learning, 2006, p. 3). Global learning is meant to prepare students for a diverse, interdependent, and highly changing world.

The Office of International Programs provides resources for faculty interested in internationalizing their courses, invites outside speakers to address the internationalization of higher education, and provides co-sponsorship to support invited guests with an international focus.

Resources

This collection of resources brings together examples and usable materials from universities and other stakeholders. 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. If you would like us to add a resource to this list, please contact Shauna DeLuca.

• 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.
• 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.
• ACE – Internationalization Laboratory
  The Internationalization Lab provides customized guidance and insight to help colleges and universities achieve their internationalization goals. To date, more than 200 institutions have participated in the program.
• ACE – Mapping Internationalization on US Campuses
  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.
• Eastern Michigan University – Global Institutional Inventory – A Smart Grid for Global Learning Inspired by AAC&U
  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.
• 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.
• 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.