ABSTRACT
The concepts of “global citizenship” and “teaching with a global perspective” were goals that seemed more aspirational than feasible in higher education. Teaching with a global perspective also entails becoming more comfortable with leading classes of diverse students and helping them learn from each other. Providing diverse populations of students with the support they need is crucial to teaching with a global perspective. Students may need support as they develop their intercultural communication skills—working through miscommunications, understanding others’ accents, becoming a thoughtful listener, or engaging with a peer different from themselves. The first steps in prioritizing global learning are including a global perspective in their course learning objectives and openly discussing the goals with their students. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
