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John Tassoni, University Director of Liberal Education,
Miami University
Jeanne Colleran, Dean, College of Arts and Sciences, John
Carroll University
Kevin Hovland, Director, Shared Futures: General Education
for a Global Century, AAC&U
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Rookie Season
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Thinking Critically
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Understanding Contexts
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Engaging Other Learners
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Acting and Reflecting
I. English Composition (6 hours)
II. Fine Arts, Humanities, Social Science (9 hours)
A. Fine Arts (3 hours)
B. Humanities (3 hours)
C. Social Science (3 hours)
III. Global Perspectives (6 to 9 hours)
A. Study Abroad (6 hours fulfills requirement), or
B. G-Courses (9 hours), or
C. G-Cluster (9 hours)
IV. Natural Science (9 hours, include one laboratory course)
A. Biological Science (3 hours minimum)
B. Physical Science (3 hours minimum)
V. Mathematics, Formal Reasoning, Technology (3 hours)
Global Perspectives (6 to 9 hours)
A. Study Abroad (6 hours fulfills requirement), or
B. G-Courses (9 hours), or
C. G-Cluster (9 hours)
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Lux
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Lifelong Learning (Reflection)
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Help Teachers Rethink Curriculum in G-Context
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Pre- and Post-Departure Courses
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Erosion of Curricular Training?
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Erosion of U.S. Cultures?
FND
III:
Study Abroad (6 hours)
•
Develop and exercise the ability to communicate and act respectfully
across linguistic and cultural differences.
•
Explore and understand their place and influence in the changing
world.
•
Determine and assess relationships among societies, institutions, and
systems in terms of reciprocal – though not necessarily symmetrical –
interactions, benefits, and costs.
•
Describe the development and construction of differences and
similarities among contemporary groups and regions.
•
Identify and analyze the origins and influences of global forces.
1
•
Develop and exercise the ability to communicate and act respectfully
across linguistic and cultural differences. Suggestion: Your description
here might include references to how students will have meaningful
opportunities to engage transnationally with persons, practices,
cultures, and/or experiences in such a way that informs their global
perspectives. Learning opportunities might include an extended activity
or multiple activities that allow for a sustained focus on this goal and
could include: real or virtual engagements via skype video conferences;
work on joint research/class projects with classes in other universities
(e.g., in a political theory course, engaging in a joint project to write a
hypothetical constitution); a joint review and critique of work; sustained,
meaningful e-mail exchanges that focus on an outcome of the course;
collaborative wikis or multimedia content; virtual interaction in a VR
cave; or sustained interaction in Second Life; etc.
Global
Forum
&
Global FLING
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English
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Lack of Reciprocal Benefit
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Reliance on Technology
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Affirming Privilege
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Self/Other Dichotomy & Prolegamenous
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Preparation Issues (for Inevitable Screw Ups)
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Presentist
Revisions
to Existing Courses
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ATH 175: Peoples of the World
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GEO 101: Global Forces, Local Diversity
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HST 198: World History since 1500
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ITS 201: Introduction to International Studies
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ENG 108: Composition and Culture for International Students
New
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Courses
AAA/SOC 207: China and Globalization
AMS 207: America—A Global Context
ARC 107: Global Design
DST/SPA 212: Deaf Culture: Global, National, Local Issues
EAS 266: Metal on Metal: Engineering and Globalization in
Heavy Metal Music
GTY 260: Global Aging
MUS 186: Global Music for the I-POD
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Resistance to the Preparatory
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Course Deep Revision (Inside and Outside of FND III)
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Exploring Genres
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Vitalizing Co-Curriculum
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Chance for Collaboration/Inquiry Across Sections
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Move Toward University-Wide Dialogue on Entire Plan
Engaging the World:
Globalizing the Curriculum
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In consonance with the Jesuit tradition of the examination
of conscience, a John Carroll University education
emphasizes personal responsibility and ethical conduct.
A John Carroll University education deepens the values that
characterize lives of service, including the integrity to call
attention to all forms of discrimination and oppression, the
dedication to work persistently on behalf of social justice,
and a respect for all human dignity.
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As world citizens cognizant of global interdependence, John
Carroll University students recognize the importance of
historical and cultural context in order to promote equitable
exchange, respect for difference and pluralism, and
environmental responsibility.
John Carroll graduates have the skills for civic and
professional leadership and productive collaboration.
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We expect that graduates of John Carroll University will be
able to:
o 1. Demonstrate an integrative knowledge of human and natural
o
o
o
o
worlds;
2. Develop habits of critical analysis and aesthetic appreciation;
3. Apply creative and innovative thinking;
4. Communicate skillfully in multiple forms of expression;
5. Act competently in a global and diverse world
o 6. Understand and promote social justice;
o 7. Apply a framework for examining ethical dilemmas.
o 8. Employ leadership and collaborative skills;
o 9. Understand the religious dimensions of human experience.
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Jesuit education has long been committed to praxis or the
idea of putting theory into practice. For those steeped in the
Jesuit tradition, that sense of praxis has come to mean a
deep and abiding commitment to social justice often
framed in terms of “engaging the world.”
The Jesuit Core: Divisional requirements
Superimposed Requirements: 2 international courses and
one diversity
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Integrate its numerous –but disparate—articulations of
global learning into a program that informs our core
(general education) requirements and offers a curriculum
that draws on the Jesuit tradition emphasizing global
citizenship, humanitarian service, and volunteerism forming
students with a “well-educated solidarity.”
A well-educated solidarity, then, forms students in the Jesuit
tradition of academic excellence to apply their intellectual
talents to address the great needs of the world and fashion
a more just and humane existence.
 International
Silo approach of
culture or nationality
One course or one
sequence sufficient
Politics and culture
emphasized;
economics
 Global
Integrative
Interdisciplinary
Not bound to nation state
Economics and culture
within the symbolic realm
Information access
Rhizomic
Non-state actors
Spatial thinking
Mapping
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An emphasis on new kinds of critical evaluation that
includes spatial thinking and complex systems analysis, and
that engages non-linear models of information assessment
and decision making;
A focus on the critical understanding of the possibilities and
limitations of technology and participatory culture, including
ethical issues related to globalization and technology; and
The cultivation of moral values as well as the development
of practical tools that empower students to address chronic
problems and acute instances of social injustice and
humanitarian crisis
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Globalization
Short Introduction to
Globalization
Globalization by Arjun
Appadurai
Selected articles

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Participatory Culture
Convergence Culture by
Henry Jenkins
The Digital Divide
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Integrate issues of global education and citizenship across
disciplines in core courses

Through learning communities that develop conceptual
frameworks around globalization and produce new courses
or revise courses.
Goal: 45 courses over three years in which issues of
globalization are raised.
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Epidemiology, Health
Global Fundamentalisms
Globalization and Sustainability
Environmental Degradation and Its Consequences
Writing Across Conflict
Film and Cultural Criticism
Participatory Cultures, Geography, and New Media
Repressive Regimes, Social Movements, & New Technology
Visualizing Complex Data
Toward an Ethics of the Future
Global Markets
Post-conflict Reconciliation
Through course development grants, we wish to develop
foundational courses that will be required across more
specific programs:
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Globalization Theory
Globalization and Technology
Globalization and the Environment
Globalization and Culture
Globalization and Ethics
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East Asian Studies
Peace, Justice and Human Rights
International Business, Language and Culture
Africana Studies
Latin American Studies
Modern European Studies
Environmental Studies
Public Health
More sustainable through shared foundation courses
Peace, Justice,
Human Rights
Africana
Studies
East Asian Studies
Latin American
Studies
Environmental
Studies
Public Health
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Determines how our experiential learning, service-learning
opportunities, and immersion experiences can be more
successfully integrated into core curriculum courses.
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Humanitarian Response Model: Globalization connected to
service projects
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What do we mean by global learning? What are the student
learning outcomes we want to see?
Where within the curriculum can students practice to
achieve such outcomes?
How do we link these curricular experiences to wider
learning experiences?
How will we recognize and measure global learning?