ABSTRACT
As US universities strive to foster global citizenship, many have pursued global learning course work, increased international student enrollment, and offered study abroad opportunities as initiatives with the potential to showcase difference and promote transformation. To achieve learning outcomes common to the previously described articulations of global citizenship and to make these global learning initiatives most effective, though, universities need innovative learning structures and pedagogical approaches to help students make meaning from these encounters with and studies of human differences. In other words, communication is at the heart of global learning and students development toward global citizenship. Fortunately, when universities are attentive to writing transfer, they can help students navigate the cognitive complexity of making meaning across cultures. For many universities, the stated promise of global citizenship means an ultimate goal for every student to study aspects of culture individually and often through courses in a liberal-arts-based general education curriculum.
