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Community-based Learning, Internationalization of the Curriculum, and University Engagement with Latino Communities

This article analyzes efforts at Emory University to understand international presences, focusing especially on Spanish-speaking communities and neighborhoods in Atlanta and Georgia, and to integrate these into the life of the university through engaged learning courses. Using a fresh look at the concepts of global citizenship and cosmopolitanism as a frame of reference, we consider the pedagogical goals of internationalization and of experiential learning, including ways that these can be met through innovative and thoughtful integration of the two. Of particular interest is the positioning of the Latino community as an internationalizing presence. Specific examples are curriculum revisions in the Department of Spanish and Portuguese and connections with other components of the undergraduate curriculum.