NAFSA programs and resources on internationalizing the curriculum serve as a catalyst for transforming coursework and cocurricular activities and support faculty in infusing global knowledge, awareness, and cross-cultural competence throughout. The programs offer strategies and model practices and help build communities of practice among discipline faculty members and deans and related international educators.
Internationalizing Teaching, Learning and Curriculum Network
NAFSA’s portal to resources, discussion groups, and networking among faculty, curriculum designers, and those seeking to encourage internationalization of the curriculum as part of comprehensive internationalization.
Global Learning in Key Disciplines
Architecture for Global Learning
Architecture for Global Learning is a professional enrichment series designed for faculty, scholars, administrators, and other international educators seeking to develop and enhance global learning initiatives at their institutions.
InTASC as a Framework: Viewing the InTASC Standards through a Global Preparation Lens
This publication is intended to facilitate opportunities for teacher educators and teachers to recognize and develop globally competent teaching within the InTASC framework of the Council of Chief State School Officers. The publication includes a definition of global competence for teachers.
Integrating Internationalization into STEM Education
This e-publication explores challenges and opportunities related to internationalizing the science, technology, engineering, and mathematics (STEM) fields.
Internationalizing Education for the Health Professions
This e-Publication explores challenges and opportunities related to internationalizing education for the health professions. It is based on NAFSA's 2014 Colloquium on Internationalizing Education for the Health Professions, which explored the unique "global competencies" healthcare professionals need in order to successfully practice in diverse environments and to provide effective local care in a global system.
Global Learning: Defining, Designing, Demonstrating
The publication aims to provide a definition and rationale for the term global learning, as well as related student learning outcomes in an effort to help campus practitioners work together more effectively. Additionally, it discusses designing educational experiences through which students gain competence and meet those outcomes and the importance of demonstrating how experiences help students become global learners. It follows a 3-D (defining, designing, and demonstrating) approach, and briefly describes the multidimensional maps that could emerge at colleges and universities for global learning.
Toward Globally Competent Pedagogy
This report is based on interactive sessions, presentations, and conversation from NAFSA’s 2012 annual colloquium on internationalizing education, a two-day program for faculty members, deans, and other international educators. NAFSA thanks the Longview Foundation, ELS Educational Services, Inc., the American Association of State Colleges and Universities, and the Council of Chief State School Officers for their support of this publication.
Curriculum Integration of Education Abroad
Much of the increased interest in curriculum integration (CI) of study abroad is a result of faculty and international education professionals responding to mandates to internationalize the campus and the undergraduate student learning experience. This e-Pub describes concepts and key issues that the reader can use to determine the best way for implementation at a particular institution.