GLOBAL LEARNING

Definition
Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability (AACU).


THROUGH GLOBAL LEARNING, STUDENTS SHOULD



become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences 


seek to understand how their actions affect both local and global communities,



address the world’s most pressing and enduring issues collaboratively and equitably.  

DIVERSITY

Definition
Differences in racial and ethnic, socioeconomic, geographic, and academic/professional backgrounds. People with different opinions, backgrounds (degrees and social experience), religious beliefs, political beliefs, sexual orientations, heritage, and life experience. Diversity can also be ways of thinking, intellectual background and training


DIVERSITY IS A SET OF CONCIOUS PRACTICES THAT INVOLVE



Understanding and appreciating interdependence of humanity, cultures, and the natural environment. 




Practicing mutual respect for qualities and experiences that are different from our own. 





Understanding that diversity includes not only ways of being but also ways of knowing





Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others


Building alliances across differences so that we can work together to eradicate all forms of discrimination. 



Course that encompass diversity and global learning help students explore cultures, life experiences, and worldviews different from their own. These studies which may address local and global diversity, local and world cultures, often explore "difficult differences" such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. DGL is most relevant in multi racial country such as Malaysia. With this component in their course of university learning, student are more prepares to act as effective, responsible citizen in a complex world.

1.
Multiple Perspectives

2.
Differences

3.
Inclusion

4.
Right and freedom


5.
Interdependence


6.
Sustainable and is characterised by three main process i.e. developing awaresness, engagement, reflection and critical analysis.

Stand-alone courses

Embedded in courses

extra curriculum/co-curriculum

Special study abroad or student mobility (inbound and outbound) programmes where all students participate

A
Study of topics on differences between diverse groups.

B
Engagement with diverse others outside their learning community.

C
Intercultural studies that can be augmented by experiential learning in the community and/or by study abroad.

D
Engagement with experts and peers from other parts of the world.

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Refference : 
Centre for Academic Development (CADe) , 2017. Guideline for The Implementation of (HIEPs) High Impact Educational Praticess in The Curriculum. 

Address

Pusat Pembangunan Akademik
Tingkat 4, Bangunan Canselori Putra, Universiti Putra Malaysia
43400 UPM Serdang
Selangor Darul Ehsan
Malaysia


Contacts

Email: cadeinovasi@upm.edu.my
Phone: +603 - 9769 6049
Fax: 03-8946 6043