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Global Learning for Engaged Citizenship: A Model for Internationalizing the Curriculum
Unformatted Document Text:  internationalizing their curriculum. However, our plan differs in many regards. The Georgia Tech plan involves global infusion within a student’s major coupled with a required semester-long study abroad and entails a significant time commitment to the program – especially since their foreign language requirement may require lengthy preparation before attaining intermediate or advanced level of proficiency. Because of the significant time, preparation and money involved in the Tech commitment, its student outreach is consequently limited in scope. On the other hand, Kennesaw State seeks to mold its plan to a different student body – one that includes students who are single parents, employed full-time, or have significant family obligations. It also seeks to make global learning available at different levels of competency to as many students as possible. While in-depth global learning is certainly a desired and worthy goal, our approach concedes that some global understanding and broadening of one’s horizons is better than none. Hence, our plan relies upon a more populist framework. Kennesaw State University’s Global Learning Plan Kennesaw State University’s model defines the global learning process “as an educational process that enhances one’s competencies for participating productively and responsibly in the diverse, international, intercultural, and interdependent world (QEP 2007, 11).” Three learning outcomes guide faculty and administrators in their effort to facilitate student learning and expand the number of global opportunities. These outcomes focus on (1) expansion of student’s global perspectives (knowledge); (2) intercultural engagement (skills); and, (3) global citizenship (attitudes). 5

Authors: Zebich-Knos, Michele.
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internationalizing their curriculum. However, our plan differs in many regards. The
Georgia Tech plan involves global infusion within a student’s major coupled with a
required semester-long study abroad and entails a significant time commitment to the
program – especially since their foreign language requirement may require lengthy
preparation before attaining intermediate or advanced level of proficiency. Because of
the significant time, preparation and money involved in the Tech commitment, its student
outreach is consequently limited in scope.
On the other hand, Kennesaw State seeks to mold its plan to a different student
body – one that includes students who are single parents, employed full-time, or have
significant family obligations. It also seeks to make global learning available at different
levels of competency to as many students as possible. While in-depth global learning is
certainly a desired and worthy goal, our approach concedes that some global
understanding and broadening of one’s horizons is better than none. Hence, our plan
relies upon a more populist framework.
Kennesaw State University’s Global Learning Plan
Kennesaw State University’s model defines the global learning process “as an
educational process that enhances one’s competencies for participating productively and
responsibly in the diverse, international, intercultural, and interdependent world (QEP
2007, 11).” Three learning outcomes guide faculty and administrators in their effort to
facilitate student learning and expand the number of global opportunities. These
outcomes focus on (1) expansion of student’s global perspectives (knowledge); (2)
intercultural engagement (skills); and, (3) global citizenship (attitudes).
5


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