The Global Classroom

COLLEGE

THE GLOBAL CLASSROOM International learning in Higher Education for Sustainability

» www.leuphana.de

THE GLOAL CLASSROOM – EDUCATION IN THE 21ST CENTURY The citizen of the 21st century has to be able to engage sustainability challenges in their local and global contexts. The Global Classroom provides instructors, administrators, and educators in higher education for sustainability with new tools and formats that: design interdisciplinary curricula, develop international programs, and craft learning environments that allow for global collaborations as well as for action in local contexts.

PROFILE – IN BRIEF — Duration from 2012 to 2016 — 700.000 EUR — 70 students in 2 cohorts from e.g. sustainability and environmental sciences, business studies, global health — 11 lectures — 3 researchers and coordinators — funded by Stiftung Mercator

The research project The Global Classroom is an international research partnership between Arizona State University (USA) and Leuphana University (Germany). Over three years of application and evaluation the output of this project is a model curriculum that is adaptable in different contexts.

The study program In the Global Classroom program, students learn how to conduct interdisciplinary research projects, make use of new media and digital tools for international and intercultural collaboration, and engage in local contexts from a global perspective.

OUR OFFER: RESOURCES AND CONSULTANCY We offer a model curriculum that can be applied to different types of programs, different topics in sustainability, any study program that wishes to add a sustainability perspective (from international development to public health). The curriculum can also be applied on different scales, from a single class to an entire program.

Products and Support — Resource book: a practice-oriented guide for designing and implementing a Global Classroom program.

— Online repository: class activities and assignments for a Global Classroom — Academic publications on: the curriculum concept, the Experience Based Learning Framework, collaborative competencies for sustainability professionals, research in international educational settings, and on institutional change Training and Consultancy We offer training and consultancy that supports teachers, instructional designers, curriculum developers, and administrators in creating this type of educational experience. Practical approaches and tools, as well as contextualized solutions are also well within our competencies.

GLOBAL SUSTAINABILITY SCIENCE MASTER PROGRAM — Dual Degree between Arizona State University and Leuphana University — established since fall semester 2015 — accredited — international students welcome Find further information online » www.www.leuphana.de/ master/global-sustainability-science

COLLEGE

THE GLOBAL CLASSROOM International learning in Higher Education for Sustainability

» www.leuphana.de

THE GLOAL CLASSROOM – EDUCATION IN THE 21ST CENTURY The citizen of the 21st century has to be able to engage sustainability challenges in their local and global contexts. The Global Classroom provides instructors, administrators, and educators in higher education for sustainability with new tools and formats that: design interdisciplinary curricula, develop international programs, and craft learning environments that allow for global collaborations as well as for action in local contexts.

PROFILE – IN BRIEF — Duration from 2012 to 2016 — 700.000 EUR — 70 students in 2 cohorts from e.g. sustainability and environmental sciences, business studies, global health — 11 lectures — 3 researchers and coordinators — funded by Stiftung Mercator

The research project The Global Classroom is an international research partnership between Arizona State University (USA) and Leuphana University (Germany). Over three years of application and evaluation the output of this project is a model curriculum that is adaptable in different contexts.

The study program In the Global Classroom program, students learn how to conduct interdisciplinary research projects, make use of new media and digital tools for international and intercultural collaboration, and engage in local contexts from a global perspective.

OUR OFFER: RESOURCES AND CONSULTANCY We offer a model curriculum that can be applied to different types of programs, different topics in sustainability, any study program that wishes to add a sustainability perspective (from international development to public health). The curriculum can also be applied on different scales, from a single class to an entire program.

Products and Support — Resource book: a practice-oriented guide for designing and implementing a Global Classroom program.

— Online repository: class activities and assignments for a Global Classroom — Academic publications on: the curriculum concept, the Experience Based Learning Framework, collaborative competencies for sustainability professionals, research in international educational settings, and on institutional change Training and Consultancy We offer training and consultancy that supports teachers, instructional designers, curriculum developers, and administrators in creating this type of educational experience. Practical approaches and tools, as well as contextualized solutions are also well within our competencies.

GLOBAL SUSTAINABILITY SCIENCE MASTER PROGRAM — Dual Degree between Arizona State University and Leuphana University — established since fall semester 2015 — accredited — international students welcome Find further information online » www.www.leuphana.de/ master/global-sustainability-science

THE GLOBAL CLASSROOM CURRICULUM In order to enable students to address global sustainability challenges in their manifestations in different local contexts, the Global Classroom curriculum prompts students’ engagement in three dimensions: Knowing, Acting, and Being.

— Knowing: Which kinds of knowledge, and which ways of engaging knowledge, do students need in order to creatively address and solve sustainability challenges?

— Acting: Which skills and competencies do students need to develop in order to address and solve sustainability challenges?

— Being: What kind of mind-set and sense of being(-in-the-world) do students need to cultivate in order to address and solve sustainability challenges?

Curriculum Design Five different areas of learning are necessary for a reformed curriculum so that students can build the necessary competencies to become change-agents:

DIMENSION: KNOWING Students experiencing their local environment to understand sustainability challenges of the greater Phoenix area.

— Engaging knowledge(s): the subject of the class — Engaging the world: doing solution-oriented research — Engaging with others: learning successful collaboration — Engaging work-environments: building professional skills — Engaging the self: reflectivity, personal -growth and values

The Teaching-Learning Environment with local and global perspective The teaching-learning environment realizes the components of the model curriculum systematically and operates as the space in which instructors and students engage the learning areas.

The Global Classroom environment is therefore student-centered, collaborative, and interdisciplinary.

Specific formats actively utilize the local setting and the global exchange through virtual, onlinebased, and digital applications. We developed a comprehensive set of (i) tools and equipment, (ii) spaces and facilities for learning, as well as (iii) skills needed for students and instructors to navigate this variable environment.

Leuphana Universität Lüneburg Global Classroom Scharnhorststr. 1 21335 Lüneburg Fon 04131.677-1382 globalclassroom@leuphana.de

» www.leuphana.de/college-global-classroom

Consultancy Dr. Guido Caniglia guido.caniglia@leuphana.de Beatrice John beatrice.john@leuphana.de Leonie Bellina leonie.bellina@leuphana.de

ENGAGING THE WORLD International teams of students conducting fieldwork research with members of a local community in the greater Phoenix area.

DIGITALLY FACILITATED LEARNING Students present and compare results of international group work in a plenary format supported with videoconferencing software.

2016/03 gedruckt auf 100 % Recyclingpapier, ausgezeichnet nach dem Blauen Engel

Each of these areas of learning contain the Knowing, Acting, and Being domains: they are all ‘subjects’ of knowledge, require competencies and skills, and foster reflection and practice of particular ways of being in the world.

THE GLOBAL CLASSROOM CURRICULUM In order to enable students to address global sustainability challenges in their manifestations in different local contexts, the Global Classroom curriculum prompts students’ engagement in three dimensions: Knowing, Acting, and Being.

— Knowing: Which kinds of knowledge, and which ways of engaging knowledge, do students need in order to creatively address and solve sustainability challenges?

— Acting: Which skills and competencies do students need to develop in order to address and solve sustainability challenges?

— Being: What kind of mind-set and sense of being(-in-the-world) do students need to cultivate in order to address and solve sustainability challenges?

Curriculum Design Five different areas of learning are necessary for a reformed curriculum so that students can build the necessary competencies to become change-agents:

DIMENSION: KNOWING Students experiencing their local environment to understand sustainability challenges of the greater Phoenix area.

— Engaging knowledge(s): the subject of the class — Engaging the world: doing solution-oriented research — Engaging with others: learning successful collaboration — Engaging work-environments: building professional skills — Engaging the self: reflectivity, personal -growth and values

The Teaching-Learning Environment with local and global perspective The teaching-learning environment realizes the components of the model curriculum systematically and operates as the space in which instructors and students engage the learning areas.

The Global Classroom environment is therefore student-centered, collaborative, and interdisciplinary.

Specific formats actively utilize the local setting and the global exchange through virtual, onlinebased, and digital applications. We developed a comprehensive set of (i) tools and equipment, (ii) spaces and facilities for learning, as well as (iii) skills needed for students and instructors to navigate this variable environment.

Leuphana Universität Lüneburg Global Classroom Scharnhorststr. 1 21335 Lüneburg Fon 04131.677-1382 globalclassroom@leuphana.de

» www.leuphana.de/college-global-classroom

Consultancy Dr. Guido Caniglia guido.caniglia@leuphana.de Beatrice John beatrice.john@leuphana.de Leonie Bellina leonie.bellina@leuphana.de

ENGAGING THE WORLD International teams of students conducting fieldwork research with members of a local community in the greater Phoenix area.

DIGITALLY FACILITATED LEARNING Students present and compare results of international group work in a plenary format supported with videoconferencing software.

2016/03 gedruckt auf 100 % Recyclingpapier, ausgezeichnet nach dem Blauen Engel

Each of these areas of learning contain the Knowing, Acting, and Being domains: they are all ‘subjects’ of knowledge, require competencies and skills, and foster reflection and practice of particular ways of being in the world.