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Global Challenges - For Faculty

What constitutes a Global Challenges course in the Crossings curriculum?

Faculty who are interested in learning more about adapting or designing a course to fulfill the Global Challenges student learning outcome area should review the following.

Step 1. Learn. 

Click here for the Spark page: What Is a "Global Challenges" Course in the Clemson General Education Curriculum?

It covers the topics of: 1.) transitioning a course, 2.) what is a challenge?, 3.) opportunities for engaged learning, 4.) course sequencing and interdisciplinarity, 5.) assignments, and 6.) course design wrap-up and next steps. 

The faculty development page is a necessary first step to any adaptation/redesign or to preparing to submit a course for review via Curriculog.

Step 2. Reflect & Provide Feedback.

Provide us with what you are thinking after you worked through the Spark faculty development page. The feedback form is at the end of the page, and it allows you to indicate confidence level and areas where additional professional/teaching development are needed.

The form goes to a faculty development team from OTEI, Undergraduate Studies, and our TeachingForward Faculty Fellow (Scott Brame). 

Step 3. Gather.

Gather your syllabus and assignment instructions for students that you use in the course you have identified to transition for the Global Challenges learning outcome area. Are you working on a new course? That’s okay too! Gather whatever ideas or materials you may have.

Step 4. Workshop & Design.

As you wish, join a faculty learning community, as-needed group design session, individual consultation, or other activity. We have a number of sessions available in September & October, and you can sign up here. Email TeachingForward Faculty Fellow Scott Brame ( or OTEI ( if you would like a consultation or review of ideas. 

Step 5. Submit.

Submit the course for Global Challenges review using the “Gen Ed Course Review” form in Curriculog.

Please read the Curriculog Guidelines document for instructions.

As part of the submission, please prepare an updated syllabus, where the Global Challenges learning outcomes are clearly integrated into the course, the signature assignment is apparent, and where there is a topical or by-week outline of what the course will cover. Please read the Course Review page on the Crossings curriculum website & the Guidance for Global Challenges course pdf.

Other Resources.

A folder is available with a 1-pager of the information above and example syllabi and signature assignments. As Global Challenges courses are approved, other example materials will be shared (with proposer's permission). Click here for the Box folder: Global Challenges Courses Open Resources Folder. (Clemson credentials required.)

How will courses fulfill the new Global Challenges requirement?

We have created a “catalog-level” (i.e. – course-level) attribute of GLCH in Banner. This attribute will be attached to all courses that can be used to fulfill Global Challenges curricular requirements.

Rationale for Timeline:

  • The catalog editor will be able to attach a GLCH Banner attribute to courses that are approved to meet the requirement.
  • These attributes need to be attached before the schedule coordinators start each January to create fall 2022 schedules. Approval goes from General Education Committee to UCC to Provost designee.
  • The General Education Committee will complete reviews from September through November, with feedback to proposing units if needed.
  • To have time for all of the steps for fall 2022 course attriution, courses should be complete in Curriculog – using the “Gen Ed Course Review” form – by October 29 at 5 pm. The General Education Committee move all courses to UCC for the December meeting.

Faculty submitting courses for review should work through the resources and steps available on the text above.

Based on faculty request, as soon as courses have been approved by the General Education Committee, they will be shared in the Global Challenges Courses Open Resources Folder. (Clemson credentials required.)

We are able to keep reviewing and approving Global Challenges courses at any point after October 29; this is just the deadline for the fall 2022 catalog and Banner tags.

Fall 2021 Meeting Dates for General Education Committee

Wed, Aug 25
Wed, Sept 8; Wed, Sept 22
Wed, Oct 6; Wed, Oct 20
Wed, Nov 3; Wed, Nov 17
Wed, Dec 1; Wed, Dec 15

Curriculog item deadline: 5 pm the Friday before the meeting. Please make sure you approve your own proposal as a final step! 

Frequently Asked Questions

  • How many hours should Global Challenges courses be?

    This is flexible! The General Education Committee and Undergraduate Curriculum Committee have approved the language that the general education/Crossings curriculum must have students completing a minimum of 6 credit hours in Global Challenges courses, selected from two different fields (unless interdisciplinary) and at least three hours are at the 3000-level or above.

    We do not expect that all students take three 3-hour courses in Global Challenges. A range of course hours could be appropriate, including a number of 1-hour engaged learning courses (such as Creative Inquiry).

  • Do Global Challenges courses have to be open to everyone?
    No. Pre-requisites are allowed, as are restrictions of courses to students in specific major courses of study. However, please consider scope and whether restrictions are necessary as part of the course design/redesign process. We want our students to have as much flexibility and possibility to engage as we can afford them through careful curricular design.
  • What is the scope of a global challenge?

    Your colleagues asissting with design, curriculum development, and approval do not want to limit faculty innovation or student intellectual engagement through any specific limitations on the scope or topic of Global Challenges courses. Some Global Challenges courses may address broad issues ("how do humans interact with technology?") and some may address more narrow issues ("how can we improve the American election system with technological advancements?"). The What Is a "Global Challenges" Course in the Clemson General Education Curriculum linked above as Step 1 will be helpful to you. 

    It is very important that a course proposer/instructor articulates the scope, context, topic, and/or lens of a global challenge in completing the Curriculog Gen Ed Course Review Form. The textboxes in the form help to explain a course to one's peer colleagues, and the syllabus and signature assignment attachments help to explain a course to one's students. Both are necessary. As we have Global Challenges courses reviewed and approved, we will share promising ideas and practices as examples. (See also  Global Challenges Courses Open Resources Folder.)

  • How will Global Challenges courses be identified?
    The full course list will be in the General Education section of the undergraduate catalog, published each year ( We also have a "GLCH" degree program attribute in Banner that tags each Global Challenges course. 
  • What is meant by different fields for Global Challenges courses?

    The Global Challenges section in the catalog will state: "Global Challenges credit hours must be selected from two different fields unless identified below as interdisciplinary. At least three credit hours must be selected from a course(s) at the 3000-level or higher." To discriminate between the two different fields, we intend to use Clemson's course codes. This deliberation and clarification is issued from the General Education Committee after a review of the National Center for Education Statistics list of CIP codes (classification of instructional programs), which Clemson uses for every course code.


Information on assessment for the Crossings curriculum

Course Review

Information on course review for the Crossings curriculum