[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593340-105":59,"doc-detail-593340-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-students-as-global-citizens-through-curriculum-design-and-extracurricular-activities","Developing Students as Global Citizens through Curriculum Design and Extracurricular Activities","","Higher education students can be developed as global citizens through intentional curriculum design and coordinated extracurricular programming. The paper explains how SJSU operationalizes this institutional mission via goal setting and through course and curriculum structures that foster global understanding and intercultural competencies. It also analyzes inclusive, culturally sensitive pedagogical approaches as key design elements, and highlights successful initiatives including the Global Technology Initiative for STEM majors and the Ed.D. Leadership Program Global Field Experience, with ideas meant to transfer across institutions worldwide.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-students-as-global-citizens-through-curriculum-design-and-extracurricular-activities/593340/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-students-as-global-citizens-through-curriculum-design-and-extracurricular-activities/593340.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus regarding higher education students?","Question",{"text":112,"@type":113},"It focuses on developing higher education students as global citizens through curriculum design and extracurricular activities that build global understanding and intercultural competencies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain SJSU’s approach to internationalizing student development?",{"text":117,"@type":113},"It describes institutional goal setting and course/curriculum design strategies at SJSU that directly support students’ intercultural and global learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Which extracurricular programs does the paper highlight as particularly successful?",{"text":121,"@type":113},"It highlights the Global Technology Initiative for STEM majors and the Ed.D. Leadership Program Global Field Experience as two of the most successful programs at SJSU.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593340,1792210771,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Developing Students as Global Citizens through Curriculum Design and Extracurricular Activities  \nBy Maria Chierichetti∗, Nikos J. Mourtos ± & Parinaz Zartoshty °  \nThis paper discusses the need to develop higher education students as global citizens and presents examples of how this need is met at SJSU through institutional goal setting, as well as course and curriculum design that ensure students’ development of global understanding and intercultural competencies.  \nInclusive and culturally sensitive pedagogies are also discussed as key elements of this course and curriculum design. The paper also presents a host of extracurricular activities and programs, with highlights among them the Global Technology Initiative for STEM majors and the Ed.D. Leadership Program Global Field Experience, two of the most successful programs at SJSU, in hopes that the ideas presented are adaptable to other fields of study at institutions around the world.  \nKeywords: internationalization, globalization, course and curriculum design, teaching and learning in a global context, extracurricular activities, pedagogy  \nIntroduction  \nGlobalization is understood as an increased interdependence of the world’s economies through an exchange of information, money and commodities but also people, culture, and religion across national boundaries. As such, globalization is anything but new. In fact, Alexander is considered the first globalist (Liebert, 2011). Inspired perhaps by his famous teacher, who was no other than the great philosopher and polymath Aristotle, he attempted to establish a universal state, which covered an enormous swath of North Africa and Eurasia that stretched all the way from Egypt through what is now Pakistan and India (Liebert, 2011). Classic examples of cultural exchanges attributed to Alexander are those between Greece and Afghanistan (Beck, 2020), Greece and Egypt (Monzani, 2022), Greece and India (Stoneman, 2019; Kokkinidis, 2023), Greece and Pakistan (Mansoor et al, 2004; Chrysopoulos, 2022), as well as Greece and Persia (Shaki, 2012). The word exchange implies, of course, a two-way interaction. For example, Egyptians (Pfeiffer, 2013), Phoenicians (Powell, 1991), and Persians (Star, 1976 & 1977) had already influenced Greek culture, politics, and architecture centuries before Alexander made his way out of ancient Greece.  \nAlexander is considered to have strengthened the trade routes between East and West that would later become the Silk Road, a network of Eurasian trade routes spanning 6,500 km. The Silk Road is another example of how globalization spread in antiquity. Although the main purpose was the exchange of commodities, this  \n∗Associate Professor & Associate Chair, Aerospace Engineering, San Jose State University, California, USA.  \n±Professor & Chair, Aerospace Engineering, San Jose State University, California, USA.  \n° Senior Director, Global Programs and Services, San Jose State University, California, USA.  \nnetwork of trade routes facilitated economic, cultural, political, and religious interactions between Asia, the Middle East, East Africa and Europe, for a period of 1,500 years from the 2nd century BC through the middle of the 15th century AD (Hansen, 2012). The Romans (27 BC–476 AD) contributed to globalization by developing an extensive road network (Pitts & Versluys, 2015) . Appius Claudius Caecus is said to have started this network with Via Appia, connecting Rome with Brindisi in South Italy in 312 BC, from where goods were transported by sea to other Mediterranean destinations, while Via Egnatia, a 1,120 km road running across the Balkan peninsula, was connecting the Adriatic Coast with Byzantium or Nova Roma, the new capital of the Roman empire. Rome is considered the first global city in the western half of the Old World, a title reflected in its cultural and artistic claims, which became possible through its economic and social developments, facilitated by its vast transportation network and of cours","cbCaiiqlAf9wCpWP","https://ap.wps.com/l/cbCaiiqlAf9wCpWP","pdf",208480,24,"English","# Introduction\n## Globalization background in antiquity\n## Globalization drivers through transportation networks\n## Implications for intercultural exchange and student development","[{\"question\":\"What is the paper’s main focus regarding higher education students?\",\"answer\":\"It focuses on developing higher education students as global citizens through curriculum design and extracurricular activities that build global understanding and intercultural competencies.\"},{\"question\":\"How does the paper explain SJSU’s approach to internationalizing student development?\",\"answer\":\"It describes institutional goal setting and course/curriculum design strategies at SJSU that directly support students’ intercultural and global learning outcomes.\"},{\"question\":\"Which extracurricular programs does the paper highlight as particularly successful?\",\"answer\":\"It highlights the Global Technology Initiative for STEM majors and the Ed.D. Leadership Program Global Field Experience as two of the most successful programs at SJSU.\"}]","Developing Students as Global Citizens through Curriculum Design and Extracurricular Activities | PDF",1792077087]