The internationalization of higher education is the “the process of integrating international and multicultural perspectives and experiences into the learning, discovery, and engagement mission of higher education” (Knight, 1994).  One aspect is embedding global learning into the curriculum that students must take in order to achieve a degree or certificate of competency.  Global learning deepens students’ knowledge of interconnectedness of issues, trends, relationships, and systems across the globe.  The construct of global learning has its roots in the methods of participant observation and in the theory of experiential and situated learning (Kolb, 1984; Lave & Wenger, 1991).  Global learning outcomes are defined in the psychological and behavioral evidence of different attitudes, values, and behaviors that people exhibit having transferred this knowledge into their worldviews (Chieffo & Griffiths, 2004; Doscher, 2012; Hadis, 2005).  The Developmental Model of Intercultural Sensitivity is one of many psychometric scales used to measure the presence of these cognitive, affective, and behavioral learning outcomes that characterize the ways an individual supports appropriate interaction within different cultural contexts and situations (Bennett, 2012).  Higher education professionals and academics strive to improve ways for students to demonstrate the kind of “High-Impact Practices” (NSSE, 2007) that students accomplish in education abroad courses and other types of global learning experiences.