Curriculum Integration

Curriculum Integration

For the purposes of the CGI, the term "global" refers broadly to the Ignatian affirmation of a global consciousness linking the four quadrants of the world. As such, it includes both the objective processes  (mediated by changes in communication and transportation technology and involve the movement of people, ideas, goods, and capital across greater expanses of space) and subjective dimensions (the growth in global consciousness or the increasing reflexive awareness of humanity as a species sharing the same history and same planet) of globalization.

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. The CGI seeks projects in which curricular integration focuses on helping students make global connections, allowing them to engage in relevant, meaningful activities within their courses that can be connected to real life across the world.

Curriculum integration is not simply an organizational device that makes cosmetic changes or realignment in lesson plans to include an international perspective. CGI seeks curriculum integration projects grounded in the thinking about what universities are for, about the sources of the curriculum, and about the uses of knowledge. Curriculum integration begins with the idea that the sources of curriculum ought to be problems, issues, and concerns posed by life itself - in this case global issues and concerns. Integration of underlying knowledge to address the broad range of United Nations Sustainable Development Goals  listed below will be considered:

1. No Poverty
2. Zero Hunger
3. Good Health & Well-Being
4. Quality Education
5. Gender Equality
6. Clean Water & Sanitation
7. Affordable & Clean Energy
8. Decent Work & Economic Growth
9. Industry, Innovation, & Infrastructure
10. Reduced Inequalities
11. Sustainable Cities & Communities
12. Responsible Consumption & Production
13. Climate Action
14. Life Below Water
15. Life on Land
16. Peace, Justice, & Strong Institutions
17. Partnerships for the Goals

Projects that elucidate the concept of "glocalization" or the local as an aspect of globalization will also be of interest. Curriculum integration projects will meet one or more of the following criteria:

1. Are credit-bearing, or will result in the eventual offering of credit-bearing opportunities;
2. Explicitly include study of global issues as a theme throughout the course;
3. Identify one or more learning objectives related to global learning or a global issue;
4. Require a process of setting up learning opportunities that is outside the usual expectations for the work of instructors of record;
5. Link global learning to broader curricular themes within academic programs (majors and minors) or the Magis Core Curriculum;
6. Integrate global perspectives into disciplinary development (i.e. develops an understanding of the unique expressions of a discipline in multiple countries and/or cultures; draws on international scholarship; etc.) or applies disciplinary knowledge to the understanding and possible solution of global issues and problems;
7. Integrate multidisciplinary knowledge to the understanding and possible solution of global issues and problems;
8. Are approved by the appropriate curriculum committee(s) within departments and/or Schools (or will result in such review as part of the project).

Below are some examples of projects that integrate global learning into the curriculum. Please note that this list is not exhaustive:

• Comparative review of the evolution of rehabilitation perspectives in the United States and Asia;
• Integration of the AAC&U Global Learning VALUE Rubric  into specific assignments in a course;
• Addition or expansion of global self-awareness components in a course or program of studies;
• New course development on the study of social determinants of health as related to the U.N. Sustainable Development Goals;
• Comparative study of intersections of gender identity and global citizenship among colonizer and colonized nations;
• Postcolonial justice narratives and artistic expression;
• Guiding reflection on cultural experiences;
• Academic-service learning among the Hmong community in Omaha;
• Integration of environmental sustainability consciousness in social work practice;
• Etc.

Funding

Funding begins July 1, 2018 or one month after approval of applications after July 1, 2018.

Generally, funding will be considered in the range from $1,000.00 to $5,000.00 per year. Rare exceptions for additional funds may be considered with exceptionally strong applications. 

CGI does not cover salaries or stipends except for hourly student work. Per Diem rates covered according to University guidelines.

Process

The 2018-2019 CGI application and award cycle is now CLOSED.