The world of education is evolving, and with it comes a growing recognition that global learning transcends traditional boundaries. The book ‘Mind the Gap’ delves into this significant shift, emphasizing that global learning is not solely limited to university credit-bearing programs or study abroad initiatives. Instead, it posits that global education encompasses a broader spectrum of students’ educational experiences, integrating diverse high-impact practices.

This enlightening work sheds light on various forms of global learning, including domestic off-campus programs, undergraduate research opportunities, and community-based learning. It illustrates how these experiences contribute to a richer, more diverse understanding of global citizenship.

Furthermore, global learning is not restricted to the confines of off-campus experiences. On-campus initiatives in disciplines such as language and culture, anthropology, and sociology play a crucial role in fostering global competencies among students. Departments and multicultural centers actively engage learners, equipping them with the skills necessary to navigate and appreciate cultural differences.

One of the key themes of ‘Mind the Gap’ is the importance of collaboration among faculty and staff educators. The book highlights how intentional efforts to bridge disciplinary and administrative silos can enhance students’ educational journeys. As students seek to integrate their off-campus and on-campus learning experiences, the gaps between these silos become increasingly significant.

To address this need, higher education must adopt a holistic approach to assessing global learning. This book not only investigates student learning outcomes but also examines faculty experiences, program structures, and the pathways that shape global learning in higher education. It expands the context of global education to include its antecedents and impacts, providing a comprehensive understanding of its role in the academic landscape.

Each chapter of ‘Mind the Gap’ offers insightful perspectives on contemporary developments in global learning. Topics covered include short-term, off-campus international study, innovative certificate and medallion programs, and the integration of blended learning environments. The book also facilitates multi-institutional comparisons, allowing for a richer analysis of global learning practices across different educational contexts.

In conclusion, ‘Mind the Gap’ serves as a vital resource for educators, administrators, and policymakers alike. It calls for a reimagined approach to global learning that not only enhances student engagement but also prepares learners to thrive in an increasingly interconnected world. To further enrich your understanding, visit the companion website hosted by the Center for Engaged Learning, where you can access additional resources related to the book.