º£½Ç´óÉñ

Global learning at º£½Ç´óÉñB is a process constituting local, state-wide, national, and international experiences that help students develop self and global awareness, build and practice skills for a global society, and foster global and cross-cultural engagement. These experiences afford students opportunities to critically analyze, reflect upon, and engage with complex and interdependent global systems (e.g., natural, physical, social, cultural, economic, and political) and their implications for people’s lives.

• Self and Global Awareness is the process through which students develop an understanding of themselves and the relationships between the self, local and global communities, and the natural and physical world.

• Skills for a Global Society enable students to contribute meaningfully and effectively in an increasingly interconnected world.

• Global and Cross-Cultural Engagement encompasses knowledge, skills, and attitudes that enable students to interact competently, ethically, and respectfully with diverse communities.

Global learning processes at º£½Ç´óÉñB include:

• Modeling, mentoring, and/or guidance from faculty or staff. 
• Critical reflection that allows students to clearly articulate learning gained from the experience.

Global learning at º£½Ç´óÉñB takes place through different avenues:

• Academics, such as language course, internationalized course, globally oriented capstones/theses/dissertations, study abroad experiences, and community engaged learning.
• Co-curricular Experiences, such as global research, internships and externships, and participation in campus programs, clubs, and activities.
• Encounters with Communities on Campus and Beyond, such as engagement with culturally and globally diverse students, faculty, and staff, and events, institutions and individuals within the broader community of Bloomington.

º£½Ç´óÉñB Goals of Global Learning

Self and Global Awareness

Students will be able to…

• Articulate the interrelationships among complex and overlapping global systems, relationships and challenges.
• Understand how individuals and their perspectives reflect different global communities, systems, and ideologies.
• Explain how individuals are implicated and impacted by global systems, relationships, and challenges.

Skills for a Global Society

Students will be able to…

• Communicate effectively and respectfully within global and cross-cultural environments.
• Recognize and synthesize multiple perspectives in order to strengthen collaboration and problem solving.
• Build and maintain collaborative relationships that work effectively toward common goals, while appreciating a variety of viewpoints.
• Demonstrate adaptability and flexibility when working in global and cross-cultural environments.

Global and Cross-Cultural Engagement

Students will be able to…

• Navigate and thrive in global and cross-cultural professional, academic, and social contexts.
• Demonstrate ongoing willingness and desire to contribute to and learn from local and global communities.
• Take informed and responsible action to address global challenges and evaluate the local and broader consequences of individual and collective intervention.

Ensuring Success of Global Learning at º£½Ç´óÉñB

For global learning to be successful at º£½Ç´óÉñB, units across campus must...

• Communicate effectively so that students, faculty, and staff are aware of the various opportunities for global learning.
• Work to provide equitable access to global learning opportunities for all students.
• Adequately resource global learning opportunities.

Background Information

OVPIA developed this Global Learning at º£½Ç´óÉñ Bloomington Framework in response to the º£½Ç´óÉñB2030 plan and the directive to create clarity around global teaching on campus. The framework outlines a common understanding of global learning and articulates a set of shared goals for all students on the º£½Ç´óÉñ Bloomington campus.

Purpose

The Global Learning at º£½Ç´óÉñ Bloomington Framework is intended to serve as a guide for faculty and staff in the design, implementation, and assessment of student learning in relation to global education. It is not expected that any one individual, experience, or program will address every global learning goal in its entirety. Rather, the framework represents a collection of desired outcomes that can be achieved through various global learning experiences over the course of a students’ time at º£½Ç´óÉñ.

How to Use the Framework

The Global Learning at º£½Ç´óÉñ Bloomington Framework can be used in many ways throughout the design, implementation, and assessment of global learning opportunities for students.  

• Adaptation: Faculty and staff can adapt the goals outlined above to the specific content and aims of your program. This might mean adding text field-relevant text to make the goals more specific as learning outcomes for your program. It might also mean removing elements of a single goal to make it more accessible to your students.
• Guidance: Faculty and staff can use the three tenets of global learning outlined in the Framework (self and global awareness; skills for a global society; global and cross-cultural engagement) and the specified goals to guide your planning and development of learning outcomes.
• Integration: Faculty and staff can integrate the goals outlined above directly into their syllabus and use them as a course or program learning outcome. 

How the Framework Was Developed

The current framework was developed by a campus-wide committee of faculty and staff who engage with a variety of schools and colleges, the student body, and other key units supporting student life and learning. The committee met multiple times throughout the spring semester of 2024 to develop a vision of global learning for the campus and draft the Framework above. Upon completion, the draft was circulated among all committee members for final review. The Framework was completed on May 4, 2024.

Committee Members

• Elisheva Cohen, Global Learning Specialist, OVPIA, Committee Chair
• Carolyn Lantz, Director of International Affairs, College of Arts and Sciences
• Colton Ames, Associate Director, Institute for European Studies
• David Audretsch, Distinguished Professor, O’Neill School of Public and Environmental Affairs
• Deb Cohn, Professor, Spanish and Portuguese, College of Arts and Sciences
• Eli Konwest, Director, Center for the Study of Global Change, OVPIA
• Erica Piros Kovacs, Clinical Assistant Professor, Management and Entrepreneurship, Kelley School of Business
• Hussein Banai, Associate Professor, International Studies, Hamilton Lugar School of Global and International Schools
• James Kelly, Associate Professor, Media School
• Jay Krishnan, Milt and Judi Stewart Professor of Law, Maurer School of Law
• Jerono Torich, Associate Dean for Organizational Climate, Inclusion and Belonging, School of Public Health
• Keith Barton, Professor, Curriculum and Instruction, School of Education
• Kim Carballo, Senior Lecturer, Chamber and Collaborative Music, Jacobs School of Music
• Lesley Davis, Assistant Dean for International Programs, Maurer School of Law
• Logan Paul, Senior Lecturer, Informatics, Luddy School of Informatics, Computing and Engineering
• Mary Embry, Senior Lecturer, Merchandising, Eskenazi School of Art, Architecture and Design
• Nicky Belle, Associate Director, Office of Student Life
• Nicole Anderson, Director of International Programs, School of Public Health
• Rachel Boveja, Career Educator and Coach, Walter Center for Career Achievement
• Rashad Nelms, Associate Vice President for Strategy and Innovation, Associate Vice Provost for Diversity and Inclusion, Office of the Vice President for Diversity, Equity and Inclusion
• Sara Beth Mumma, Assistant Director of International Programs, Kelley School of Business
• Vesna Dimitrieska, Coordinator of Global Education Initiatives, School of Education