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.
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.
Global Studies Literature Review
Global Studies Literature Review is an online project by the Teaching, Learning, and Scholarship Knowledge Community. It addresses a convergence of interests between the professional field of international education and the academic fields of international studies and international education.