Guidelines for Review of Global Courses

A check sheet for departmental, college, and governance bodies

On the Form A or B

Is the appropriate box – Global Citizenship (USP) or Global Scholar (300/400 level – checked?
Have the Form and Syllabus been pre-reviewed and signed by the Global Scholar Council Chair? This is a required collaborative peer review step to facilitate revisions if needed. Peer review is not approval and does NOT supplant review at the various governance levels.
Has a USP Form been completed? For GC courses only.
Does the course meet the specific requirements for GC / GS? These are specified below.

Course requirements – the ‘must have’ basics:

Global Scholar (GS) Course Checklist

Global Scholar courses are offered at the 300 or 400 level

The syllabus must contain the following elements:

1) A statement concerning the Global Scholar designation. A statement about the relationship between GS courses and Global Citizenship. Instructors are provided the following statement:

Global Scholar courses build upon the knowledge, skills and perspectives that students gain in their (required) USP Global Citizenship (GC) course. Together, GC and GS courses aim to provide students with the knowledge of nations, cultures, or societies beyond the U.S.; the recognition of how interaction, interdependence, and inequity among diverse geographical, social, political, or economic systems have shaped historical and contemporary global challenges and opportunities; and the skills needed to engage with the responsibilities of informed citizenship in a complex, interdependent, and changing world.

2) Three core Course Criteria should be explicit and integrated throughout the course:

examine nations, cultures, and societies beyond the U.S. historically or in the present
appreciate diverse human ideas and traditions
understand forms of and sources of interaction, interdependence and inequity at the local and global levels

3) Adapted Global Student Learning Outcomes

at least two Global Learning goals that are ADAPTED (not copied) to the specific course and discipline.

Things to consider:

There is no “percent content” requirement for global courses – the whole course should be working to achieve the three core criteria – this should be evident in the course description, goals, content, readings, assignments, and projects as detailed in the syllabus.
Global courses should provide students with opportunities to learn about and appreciate other (non-US) societies. The course may consider the US in comparative context or include the US as a case study or reference point; but the course as a whole should not be focused on the US.
Global courses should provide students with explicit opportunities to grapple with interdependence, complexity and the interconnection between local and global levels.

Global Citizenship (GC) Course Checklist

Global Citizenship courses are offered at the 100 or 200 level – these are USP courses (Quest or Explore)

Each Global Citizenship (USP) course syllabus must contain the following elements:

1) Definition of Global Citizenship – this definition must be in the syllabus

Global Citizenship is the knowledge of nations, cultures, or societies beyond the U.S.; the recognition of how interaction, interdependence, and inequity among diverse geographical, social, political, or economic systems have shaped historical and contemporary global challenges and opportunities; and the skills to engage with the responsibilities of informed citizenship in a complex, interdependent, and changing world.

2) Statement of GC’s relevance for a liberal education

All USP courses are required to define liberal education; GC courses should additionally highlight the connection between Global Citizenship and Liberal Education either within the same statement or in an additional statement.

3) Course description or goals includes Course Criteria

examine nations, cultures, and societies beyond the U.S. historically or in the present
appreciate diverse human ideas and traditions
understand forms of and sources of interaction, interdependence and inequity at the local and global levels

4) Integration of Global Citizenship throughout the course

The syllabus should provide a sense of how the above criteria are addressed in the course. The course description, goals, content, readings, assignments, and projects as detailed in the syllabus should clearlyreflect the three course criteria (in sum, the course should be structured to achieve the global learning goals).

5) Adapted Global Student Learning Outcomes

at least two Global Learning Goals that are ADAPTED (not copied) to the specific course and discipline.

6) An artifact for assessment

At least one Global Citizenship artifact (assignment and/or reflection) that assesses one of the identified global learning SLOs.

Things to consider:

Global courses must provide students with opportunities to learn about and appreciate other (non-US) societies.
There is no “percent content” requirement for global courses – the whole course should be working to achieve the three core criteria.
The course may consider the US in comparative context or include the US as a case study or reference point; but the course as a whole should not be focused on the US.
Global courses should provide students with explicit opportunities to grapple with interdependence, complexity and interconnection between the local and global level – inequality and/or inequity of these relationships need not be explicit.

Also look out for USP related requirements: