Northeastern University's curriculum integration model is built on broad and deep collaboration with leadership, faculty, and academic staff. All have been partners in integrating education abroad into the undergraduate experience. Curriculum integration is part of a larger process of global learning integration and internationalization of the curriculum at Northeastern.

Northeastern's conceptual framework for global learning and internationalization takes advantage of our historic commitment to experiential learning, as well as Northeastern's signature Self-Authored Integrated Learning (SAIL) framework. We are developing a research- and evidence-based approach that is informed by critical perspectives and theoretical lenses.

Global Experiential Learning Outcomes

Global learning stimulates the campus community to consider ways in which services, teaching, and learning challenge traditional academic hierarchies, and supports respect for others' unique perspectives and backgrounds. How can we cultivate global learning that connects international experiences with everyday campus interactions, within and beyond the classroom?

In 2018, a Northeastern committee devised a set of Global Experiential Learning Outcomes.

Northeastern Global Learning Essays

We are inviting faculty and staff from around the university to contribute to the discussion of global learning definitions, development, and outcomes.

Global Learning and Residence Life
S. Lara Ceylan, Amy Aris, Ramin Raza, and Ross Ramkissoon

Research, Evidence, and Impact - Resources and Tools

Recommended Essays and Short Pieces

De Wit, H. & Leask, B. (2019). Towards new ways of becoming and being international. University World News.

Ergin, H. (2019). Is international higher education just an elite club? University World News

Ficarra, J. (2020). Learning from critique: How critical education abroad should alter the agenda. NAFSA Trends and Insights.

Recommended Articles & Reports

de Wit, H., and Jones, E. (2018). “Inclusive Internationalization: Improving Access and Equity.” International Higher Education 94, 16-18.

Kahn, H. & Agnew, M. (2015). Global learning through difference: Considerations for teaching, learning, and the internationalization of higher education. Journal of Studies in International Education 21, 1, 52-61.

Recommended Books

Brewer, Elizabeth and Anthony C. Ogden. 2019. Education Abroad and the Undergraduate Experience: Critical Perspectives and Approaches to Integration with Student Learning and Development. Stirling, VA: Stylus Publishing.

Carpenter, S., Kaufman, H., and Torp, M. (2019). Integrating Worlds: How Off-Campus Study Can Transform Undergraduate Education. Stirling, VA: Stylus Publishing.

Carroll, J. (2015). Tools for Teaching in an Educationally Mobile World. Abingdon: Routledge.

Hudzik, J. (2014). Comprehensive Internationalization: Institutional Pathways to Success. United Kingdom: Taylor & Francis.

Kennedy, M. (2014). Globalizing Knowledge: Intellectuals, Universities, and Publics in Transformation. Stanford: Stanford University Press.

Landorf, H. (2018). Making Global Learning Universal: Promoting Inclusion and Success for All Students. Stylus.

Leask, B. (2015). Internationalizing the Curriculum. London: Routledge.

Staff Publications and Presentations

McAllister-Grande, Bryan. 2018. “Changing the Foundations of International Education: Fixing a Broken System and Working for Social Justice.” The Global Impact Exchange. Diversity Abroad (Winter 2018).

McAllister-Grande, Bryan. 2018. “Toward Humanistic Internationalization: Does the Current Western Theory of Internationalization Have Protestant Capitalist Roots?”. In The Future Agenda of Internationalization in Higher Education: Next Generation Insights into Research, Policy, and Practice. Ed. Douglas Proctor and Laura E. Rumbley. Abingdon: Routledge.

McAllister-Grande, Bryan, 2019. “Golden Ages on the Horizon: International Higher Education and the Knowledge Revolution.” Trends & Insights (July 2019). NAFSA: Association of International Educators.

Workshops

GEO and the Center for Advancing Teaching and Learning Through Research (CATLR) have developed a series of workshops on global learning. These workshops are intended to guide faculty and staff through a collaborative process of integrating global and intercultural learning into the curriculum and campus.

Introductory Workshop: "Exploring Global Learning at Northeastern" (offered in fall and spring)

Workshop #2: "Designing for Global Learning in Your Context"