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A global learner takes informed and responsible action to address ethical, social, and environmental challenges. A global learner applies knowledge and skills gained through general education, the major, and cocurricular experiences to address complex, contemporary global issues. Though these two goals are not in contradiction, they can confuse efforts on campus to define global learning. Developing a Global Learning Rubric: Strengthening Teaching and Improving Learning. If that list and that profile of a learner seem too narrow, how would we rewrite them today? Colleges and universities had lengthy, well-established commitments to international education, and within institutions certain disciplines and programs had carved out areas of deep knowledge and specialized methodologies for better understanding the world. Profiling Global Learners, if, instead of mapping where our internationalization efforts occur on campus and in the curriculum, we focused on mapping the development of global learners, we would likely create a very different set of maps. To satisfy their general education requirement, are undergraduates required to take courses that primarily feature perspectives, issues, or events from specific countries or areas outside the United States? Some students would build on that foundation in a wide variety of disciplinary, cross-disciplinary, or programmatic contexts. A global learner understands the interactions of multiple worldviews, experiences, histories, and power structures on an dallas cowboys kuponge issue or set of issues. One attempt at this task is AAC Us recently published global learning rubric, part of the Valid Assessment of Learning in Undergraduate Education (value) suite of rubrics aligned with the Liberal Education and Americas Promise (leap) Essential Learning Outcomes. What would education look like if it were based around a large sample of complex problems that we wanted advanced students to be able to wrestle with, learn from, practice on, and suggest solutions to?