New to Global Classrooms

We’re here to help. Globalizing your classroom can sometimes seem like an intimidating task, requiring time and effort that have to fit into your already busy schedule. You may also have concerns about technological requirements, partnership development, or students.

Global Classrooms Variations

There are several variations of Global Classrooms to run depending on the relationship with partner institutions and needs of the specific course. You can find descriptions and examples of the various types of Global Classrooms below.

  • Guest lectures or panels (recorded or live) 
  • Asynchronous discussion board

PHILLIP Y. LIPSCY – GLA2036H: Bilateral Diplomacy: Canada-Japan and US-Japan Relations 

Prof. Lipscy ran an elective course for Munk School students that featured several guest lecturers related to the course about Bilateral Diplomacy and International Relations. 

In this video from the 2022 Global Classroom Showcase, Prof. Lipscy you can find: 

  • The advantages of running a Global Classrooms for student and University collaboration with various external partners 
  • Tools to use for collaborative group projects 
  • Samples of a final assignment structure 

BHARAT PUNJABI – CAS370: Asian Cities

Professor Bharat Punjabi ran a low touch Global Classroom which hosted guest lecturers from speakers from prominent Indian Universities to speak on topics such as water scarcity in Northern Indian cities. 

In this video, you can see Prof. Punjabi discuss: 

  • How he modified his course to fit the Global Classroom module 
  • How he contacted potential partners 
  • Potential benefits of a Global Classroom for students
  • Synchronous lectures or panels 
  • Single assignments or projects students do together 

DOUGLAS KONG – MGAD40: Management Control Systems 

Prof. Douglas Kong ran a Medium Touch classroom in the 2022-23 academic year. In collaboration with the National University of Singapore, students worked on a joint assignment where they analyzed different business practices from one company in Canada and another in Singapore. This Global Classroom initiative helped students expand their understanding of the world around as they worked with people with diverse backgrounds and cultural contexts. 

In the video below, you can find more details on: 

  • An outline of how to operate a Global Classroom including final assignment requirements and how lectures would operate 
  • Samples of final assignment submissions from students who took the Global Classroom 
  • Feedback and general thoughts from students on the Global Classroom experience 
  • Possible challenges to keep in mind before operating a Global Classroom successfully 

PHANIKIRAN RADHAKRISHNAN and NIRUSHA THAVARAJAH– PSCB90/MGHC53: Physical Sciences Research Experience, Labor Relations 

This Medium Touch Global Classroom was a partnership between the department of management and chemistry that saw the students partner with other universities to analyze the commercial and chemistry related details of the COVID-19 vaccination rollout.  

In a recording from the 2022 Global Showcase, you can see: 

  • How a Global Classroom can expand a student’s horizon and view of the rest of the world 
  • The logistics of running a Global Classroom with an institution from another country 

ELIZABETH COULSON – EDS388H5: International Internship in the Community, Global Classroom Experience in Ecuador 

Prof. Elizabeth Coulson’s course provides an opportunity for students to explore education in Ecuador. Over the semester, students explored the education disparities in Ecuador and local initiatives that are working to overcome them. Through connections with private schools, international non-profit organizations, and Ecuadorian change-makers students expanded their understanding of education systems outside of Canada and learnt about innovative approaches to improving access to education. 

In this video, you can find: 

  • More detail on her course in Ecuador and the students’ experience 
  • Examples of other Global Classroom opportunities Prof. Coulson ran abroad in places like India and China 

Students work and learn together through shared lectures, projects, assignments throughout the entire course.

KEVIN COLEMAN HIS490H5: Reactionaries, Revolution, and Redemption – New Approaches to the Politics of Christianity in Cold War Latin America

Prof. Coleman ran a high touch Global Classroom in collaboration with a University from Costa Rica where students from both universities attended the same class. As one professor spoke in Spanish and the other spoke in English, the class required live translations through Zoom. 

In the video below, Prof. Coleman presents: 

  • The features of his high touch Global Classroom, such as live translations 
  • Samples of translated syllabi and assignment instructions for students from the University of Toronto and the partner institution 
  • A clip from the Global Classroom 


Prof. Teresa Lobalsamo’s high touch Global Classroom allowed students learning about Italian culture to immerse themselves further through virtual interactive tours and in person traveling.  

The video attached discusses: 

  • The benefits the high touch Global Classroom had  
  • How receiving funding helped enhance the Global Classroom experience 
  • The impact running a GC has on teaching approaches in the future 
  • Engage with one or more international organization, each institution teaching its own course of similar subject, with an in-person component in an international location. The in-person component can be:
    • Low touch – visits to local spaces related to the course with students from all institutions 
    • Medium touch – sitting in on lectures at the hosting university 
    • High touch – working on virtual projects and assignments together 
  • May include recorded guest lectures 
  • May include online learning component as well via shared LMS or tool like Zooms and Teams (i.e. to start work on project that students will present to the full group when meeting in-person) 
  • Students are registered and pay tuition in their home institution 

Why Global Classrooms? What are the benefits?

Benefits to Students

  • Engage with global views 
  • Build intercultural skills and knowledge 
  • Increase motivation and engagement 

Benefits to Instructors

  • Build closer ties with faculty and colleagues overseas 
  • Establish new connections and open more research possibilities 
  • Increase student engagement and discussion 

Benefits for Institutions & Departments

  • Further internationalize course offerings 
  • Establish the groundwork for deeper partnerships and agreements 
  • Increase student access to global learning 

You don’t need specialized technical knowledge to develop a Global Classroom! Using existing supports and resources, along with the Global Classroom Toolkit and the knowledge you probably already have from developing online courses at the last minute, you will likely find that the technical knowledge needed is not as advanced as originally thought. 

Technical Considerations

Toolkit and Resources

The funding and support available will differ for each faculty and department. Please connect with your academic unit to see what funding opportunities are available for your Global Classroom project.

For details on funding opportunities, please visit the Global Classroom Funding Initiative section.

Funding Considerations

GC Development and Administrative Support

The need for a partnership agreement depends on the nature of your GC activity. You likely won’t need an MOU or partnership agreement for most Global Classrooms. We’re happy to talk this through with you. 

Partner Collaboration

Feel Free to Reach Out to Us To Discuss Potential Partnerships

The Learning and Safety Abroad team at CIE is here to guide you in the development of your Global Classroom. Please contact us at for more information and to set up a conversation. We look forward to connecting!