Living in a highly interdependent world is not an option—but at present, being educated to do so competently is. Despite the many courses and initiatives designed to support international and global education in colleges and universities around the country, the undergraduate curriculum as a whole is not adequately preparing most students to be capable global citizens (see Reimers 2013; National Research Council 2007). Lack of serious commitment to designing a curriculum that prioritizes global learning for all undergraduates has on most campuses made global education a peripheral undertaking, limited primarily to those students and faculty specializing in international area studies. Without leadership to make global education more central to the undergraduate curriculum, global learning will become ever more marginal—with compounding consequences for most college graduates, who will be ill-equipped to live as global citizens.
Bringing global education to the core must begin with deliberation among faculty and administrators about the kinds of competencies graduates should be able to demonstrate, and to what purpose. Imagine, for example, a world where all college graduates understand how their lives are influenced by global processes and events, where they have the motivation and capacity to collaborate with others across national boundaries to advance the well-being of humans and the planet.…