Diversity & Democracy: Civic Learning for Shared Futures
Diversity Innovations Institutional Leadership and Commitment
Diversity Digest Volume 8, Number 3

Diversity Digest
Volume 8,
Number 3

Download our print issue (PDF)
Curricular Transformation
Shared Futures: Global Learning and Social Responsibility
Recasting Religious Studies at Beloit College
Hybrid Student Identities: A Resource
for Global Learning
Global Education Continuum—
Four Phases
New Global Studies Degree Combines Liberal Arts and Preprofessional Disciplines
Globalizing the Curriculum
Campus-Community Involvement
Student Civic Engagement at Home
and Abroad
Looking Within to See the World
Institutional Leadership
Shared Futures? The Interconnections
of Global and U.S. Diversity
Connecting the Global and the Local: The Experience of Arcadia University
Partnership in Education for a Sustainable Future
Student Experience
Engaging Diversity on the Homogeneous Campus: The Power
of Immersion Experiences
Crossing Borders: Interdisciplinary Centers and Global Learning
Resources for Shared Futures
The Curricular Disconnect

Global Education Continuum—Four Phases

By Ann Kelleher, professor of political science, Pacific Lutheran University

Editor’s note: Because it provides so many different entryways into complex, integrative, developmentally appropriate learning, global learning serves well as an overarching frame and rationale for liberal education itself. At Pacific Lutheran University, for example, Ann Kelleher describes a four-phase global education continuum that links first-year inquiry seminars, international core courses, short off-campus January term courses, the major, semester abroad, internships, undergraduate research, and a disciplinary or interdisciplinary capstone experience. The learning objectives and goals for each phase are described below.

Objective Categories





Knowledge and Intellectual Skills

Explain, with examples, the origins of today’s world, its trends, and its systemic interdependence.

Describe, with facts as well as generalizations, at least two major issues facing today’s world.

Analyze ample evidence about a significant topic related to a world issue.

Develop a clear mental map of the inter-relatedness of global institutions, issues, and systems using ample examples.

Describe the world’s economic, environmental, and political systems.

Assess the complexities and contradictions in one of the world’s systems based on ample information about one or more of the relevant issues currently facing humankind.

Cultural Knowledge and Skills

Describe, with examples, the world’s cultural diversity.

Communicate in a second modern language at a survival level.

Compare and contrast distinct behavioral characteristics of your own and one other culture.

Communicate at a beginning level in a second modern language.

Analyze two cultures including their enculturation processes, worldviews, and economic/ social/ political patterns.

Communicate at the intermediate level in a second language.

Reflect comparatively and in depth on one’s own and a second culture.

Adapt in a second culture by working effectively with a counterpart in that culture.

Read, write, and speak at an advanced level in a second language.

Global Perspectives


Explain two ethical perspectives and evaluate the potential effectiveness of two relevant contrasting responses to one general world issue.

Assess your own perspective and locate it amid several philosophical, religious, ideological, and/or intellectual frameworks, taking into account their ethical assumptions.

Articulate the basic assumptions of two value-based perspectives (worldviews) and apply them in formulating alternative responses to one of the world’s major issues.

Personal Commitment


Articulate a relationship between a global issue and your personal commitments and vocational choices.

Engage in creating a just and healthy world.

Demonstrate potential for distinctive leadership in a local community and internationally in the pursuit of a just, healthy, sustainable, and peaceful world.


Questions, comments, and suggestions regarding Diversity & Democracy should be directed to Kathryn Peltier Campbell at campbell@aacu.org.
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