Global Competencies Faculty Learning Community

Call for Participation


Professional and Global Education (PaGE) at California State University, Stanislaus (Stan State) is committed to principles of comprehensive internationalization as outlined by the American Council on Education.

internationalization model

Current initiatives supported by PaGE emphasize virtual and physical mobility (COIL; faculty-led programs in Ghana, Ecuador, and Brazil; study abroad, Study At, Language and Culture programs, international admissions); respond to transitions in leadership and organizational structure (new leadership, relaunch of International Education Advisory Committee); involve review of international partnerships; and include implementation of new technological structures and systems to support student experiences across outreach, recruitment, application, and admissions cycles.

PaGE priorities include completing a self-study and participating in the ACE Internationalization Laboratory in AY 22/23. Related activities will engage campus and community in strategic planning efforts focused on international education and align objectives and strategies with the University Strategic Plan and Diversity and Inclusion Action Plan. They will assist in developing an institutional signature and niche connected to Stan State’s mission and commitment to impactfully serving diverse students and communities. Stan State is designated a Minority Serving and Hispanic Serving Intuition; 57% of students identify as Hispanic/Latinx, 60% as traditionally underrepresented minorities, 73% as first generation, 64% as Pell eligible. The work of PaGE, comprehensive internationalization strategies, and priorities for action will be situated in and relevant to the institution and the region. That is, there will be connection between global and local.


PaGE requests Faculty Learning Committee support to lead and facilitate broad-based discussion including students, faculty, and administration focused on global competencies. Goals of related activities include identifying elements or markers of global competencies and recommending aligned assessment measures. This work is critical to student experiences as well as program assessment, enhancement, and improvement in global learning contexts. Recommendations will be reviewed by the Dean and Director of Study Abroad for administration in semester and year-long study abroad contexts. They will also be reviewed by faculty implementing COIL projects.

Work related to the tasks below will include ongoing engagement with faculty governance and collaborative work with designated PAGE staff.

  1. Define global competencies including related markers or outcomes (fall 2022/spring 2023)
  2. Identify and recommend assessment measures that demonstrate the extent to which students meet competencies; consider contexts specifically including
    • COIL/virtual mobility, and
    • study abroad/physical mobility (spring 2023) 
  3. Interface with other campus groups or learning communities involved in related work (e.g. General Education, Diversity and Inclusion action plans) to explore potential connections if of institutional interest (spring 2023; ongoing TBD)
  4. Encourage integration of Global Learning into the curriculum through outreach and professional development activities designed, developed, and facilitated by the FLC (spring 2023; ongoing TBD)
FLC Membership, Compensation, and Support

The FLC will be comprised of a minimum of five faculty members, with at least one faculty member from each College, plus a Facilitator. Faculty representation from the Graduate Council and General Education Committee is also highly desirable. The Facilitator will be responsible for ensuring progress of the FLC, acting as Chair, and meeting regularly with the PaGE Dean and staff leading and supporting international activities.

The Facilitator will receive a $2500 professional development stipend per academic year (approximately equivalent to five work days); the members will receive a $1000 professional development stipend per academic year (approximately equivalent to three work days. The FLC will be supported by Professional and Global Education.

Call and Selection Process

This call, including Facilitator and Member positions, is open to Stan State faculty. Preferred qualifications include: 1) experience with global learning and/or familiarity with global/international/intercultural competencies, 2) familiarity with assessment practices and campus processes and policies, and, for the facilitator 3) experience leading groups.

Applicants should submit a letter of interest that speaks to the preferred qualifications to Jacob Copple ( by September 30, 2022. The International Education Advisory Committee (IEAC) will review applications and recommend candidates. Appointments will be made by the Dean of Extension and International Education in consultation with the IEAC. Applicants will be notified by October 14, 2022 with FLC activities starting thereafter.

Term of Appointments

The initial term of appointment for all positions is one academic year, with potential for annual reappointment for up to three years in total. Activities may include summer and winter work as the FLC deems appropriate.

Additional Notes

Stan State’s baccalaureate learning goals reference demonstrated respect and appreciation for diverse local and global peoples, cultures, environments, and resources (5). General Education learning goals include development of abilities to integrate knowledge, make informed ethical decisions, and accept civic responsibility; demonstrated by identification and analysis of problems within local, regional, national, and/or global contexts (3.3) and enhanced awareness of multicultural, community, and/or technological perspectives (3.4). Graduate learning goals broadly reference demonstrated relevant knowledge of diverse perspectives and broader contexts as appropriate to the discipline. University Strategic Plan goals, objectives, and strategies provide additional context for developing an operational definition of global competencies and recommending aligned assessment measures such that outcomes associated with curricular and co-curricular experiences, including those specifically connected to mobility programs, may be examined. University Strategic Plan (2017-2025) objectives and strategies include the following:

Goal 1 – Objective B – Strategy 7

Enhance or establish institutional structures and/or activities that support building intra-personal connections and resources – Create and support study abroad opportunities for more students.

Goal 2 – Objective B – Strategies 1, 2

Ensure every student participates in at least three High Impact Practices (HIPs) before graduation (three for undergraduates, one for graduate students) – Increase student participation in study abroad and away opportunities, create and implement a system for measuring participation and assessing impact.