Applicants must meet the admission requirements listed below:
The GCC will be awarded to students who complete 15 credits of coursework: a 3-credit global citizenship course and 12 credits of course work deemed GCC-eligible. The non-academic requirement is completion of an approved international or intercultural experience.
1. Global competency courses are designated as “GCC-Eligible” on the curriculum guideline
2. No more than 6 credits from a language or intercultural communications courses.
3. Global citizenship courses are designated as “GCC-Citizenship” in the course description.
Upon completion of the Global Competency Certificate, student will be able to:
1) Critically examine global and intercultural issues
Globally competent individuals effectively combine specific knowledge about global issues and localities and critical reasoning to form their own opinions about global issues.
2) Engage in open, appropriate, and effective cross-cultural interactions
Globally competent individuals understand a variety of cultural norms, interactive styles and degrees of formality of intercultural contexts and they can flexibly adapt their behavior and communication to suit3.
3) Take action for collective well-being
Globally competent individuals are engaged to improve living conditions in their own communities, the communities of others, and strive to build more just, peaceful and inclusive communities3.
4) Take action for a sustainable environment
Globally competent individuals understand the uneven impacts of human activity on the environment and actively attempt to improve the environment by following sustainability principles and practices.
5) Link local actions and global issues
Globally competent individuals understand global interdependence and effectively connect environment, cultural, political or economic issues to their local context. They understand that their local actions align with specific worldviews and positions on issues such as sustainable development.
Worldviews of others:
Demonstrates understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, beliefs and practices.
Sustainable and inclusive Economies
Demonstrates understanding of sustainable and inclusive economic engagement with human and natural systems and the concept of ecological interdependence.
Global systems, contexts, and issues:
Analyzes major elements of global systems and issues, including their historic and contemporary interconnections and the differential effects of human organizations and actions, to pose solutions to complex problems in the human and natural worlds3.
The complex skills and ability that one requires in order to interact effectively and appropriately when dealing with members of another culture; including patience, humility, empathy, tolerance for ambiguity, & target language understanding.
The ability to process, weigh and synthesize a range of cultural, disciplinary, ethical and emotional interests to inform decision making regarding natural and human systems. High importance is placed here on intercultural empathy and personal reflexivity.
The ability to systematically think through problematic situations regarding what to believe or how to act. Critical thinking often requires collecting background information, weighing evidence, suspending judgement and using criteria to evaluate options in order to reach a reasoned decision.
The ability to objectively evaluate the global impact of one’s own and others’ specific local actions on integrated social and ecological systems.
Adapted from:Organization for Economic Development. (2018). Preparing our youth for an inclusive and sustainable goal. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
 Adapted from: Michael Jacobs and Mariana Mazzucato (editors), Rethinking Capitalism: Economics and Policy for Sustainable and Inclusive Growth (Chichester, West Sussex, UK: Wiley-Blackwell Publishing, 2016).
 Adapted from: Fantini, Alvino. (2020). Research in Comparative & International Education, Vol. 15(1) 52–61
 Adapted from: Case, R. & Daniels, L. (n.d.). Introduction to the TC2 Conception of Critical Thinking, https://tc2.ca/pdf/About%20Critical%20Thinking/Online%20Articles/Understanding%20Critical%20Thinking/Introduction%20to%20the%20TC2%20Conception%20w_%20new%20copyright.pdf