Abstract
This presentation will focus on an innovative program of ubiquitous distributed learning at Fairleigh Dickinson University. Several on-line courses and their associated pedagogies will be demonstrated, and initial assessment data will be reviewed. We believe it provides a study model for other higher education institutions committed to promoting systemic progress in teaching and learning. In April 2000, Fairleigh Dickinson adopted a new mission: to prepare students as global citizens who can function and succeed across cultures and environments in an increasingly interdependent world. Global citizenship is a complex issue. What does it mean? Is it a process or an outcome? Part of our unique answer has been to require that all undergraduates take one online course per year of study, and to build a global virtual faculty program where international scholars and practitioners partner with our on-site faculty in online courses. Global education and online learning are no longer merely provocative ideas that a few niche institutions need consider. Today virtually all institutions of higher learning must reckon with their implementation in some form, even if they are not using them as guiding constructs. Key systemic impacts that can be generalized to other institutions include reevaluating pedagogical design, promoting responsibility in students, and developing global awareness.