Global Learning Outcomes
Including global learning outcomes in a course syllabus indicates to students the importance of the international topics covered in the course. Examples include:
INTL 3930, Directed International Study
FLGC 1150, Global Fluency and Awareness
Through cross-cultural comparison, each student will:
NURS 4240, Cultural Expeditions in Health Care – Kathy Jo Ellison, DSN, RN, CIP
A hands-on course experience with different aspects of culture including an overnight stay in a replica of a developing global village. The course seeks to:
International Course Materials and Activities
Daniel Butler, Assistant Dean for International Programs, Harbert College of Business
"The most efficient way to internationalize any curriculum is to make it real and relevant to students," Danny said. Professors need to find a link to a student’s everyday life and the world around them. Danny has found that demonstrating to students that they are actively engaged in the global environment every day is helpful. Most students do not realize how engaged they are. Some of the activities Danny uses in his own classes include:
Each student looks at the label in back of the shirt or garment of the person next to her/him (shoes if they prefer). Everyone stands up, if the class is in person. Asking each student, the country of origin of the garment, everyone with that country sits down. If made in the US, they remain standing. Rarely will there be more than 5 percent of the entire class that has a garment or shoes made in the United States. RARELY!
Almost every person has imported, indirectly, a product made by someone outside the US.
Students are required to look up news for a city outside the United States, then share in class what is happening abroad on any topic from weather to politics to health care to sports and beyond.
Follow a product like chocolate from the farm offshore to the store. Look at where beers, wines, spirits come from, why? How are they made? Who grows, processes, works in the factory? How big are the cities where they are located, population, density, wage rate, types of roads, types of transportation, etc. to move from one location to another. What components are used in the brewing, packaging, moving.
Look at any service company in the U.S. Then look up that same service in another country. Compare and contrast. Jobs, salaries and cost of living.
Look up cost of living in a U.S. city. Compare that with the cost of living in a city outside the U.S. Students must talk about what factors (economic, culture, geographic, education, population density, etc.) impact salaries and the cost of living in an area.
Ask students to compare the land mass / geographic factors, crops, diets of the population, locations with that of U.S. with external countries.
Company and Country Issues
Have students read BBC World Service Online. Have students share what they learn about any company or economic event mentioned on the main page. This opens up the world every day. Alternative is to read / review the Economist. It covers everything that hits on the international environment.