ABSTRACT
The basic structure for any program in global education involves courses and programs available to undergraduates. Curriculum is not the primary province of higher education administrators. Curriculum is of course the primary academic issue, but in the global arena co-curricular embellishments deserve some distinct commentary as well. Many curricula offer an area studies track within the program, where students can take a subset of related courses on Africa or Latin America after the more general core program; and of course some students themselves will build a double major to extend the relationship. The components of a global curriculum should teach students how to compare, and the value of comparison in looking at one's own society through a global lens, as well as examining others. It should provide experience in relating global factors to local developments, and vice versa. Co-curricular activities are fine but they risk superficiality if not directly connected to a full and updated pattern of coursework.
