ABSTRACT
This chapter focuses on the academic curriculum, by which people mean the curriculum deliberately structured into a student's programme of study, and understood to be what faculty and students ‘engage in together’. Curriculum design entails creating alignment between its intended outcomes, learning activities and assessments to achieve coherence across the learning experience. The academic curriculum has traditionally been the responsibility of academics to design, and of students to undertake, but engaging with globally diverse students as partners in the design process and beyond can bring new voices and wider perspectives, while also providing spaces for intercultural relationships to develop. Curriculum design within apparently constrained professional disciplines can embed the kinds of outcomes which will bring globally diverse students into productive learning relationships. The Global Voices project in our Window on Practice offers an example which could be adapted in many institutions and subject areas.
