By Andrea Heckler, Head Librarian – San Gabriel Campus

As a faculty head librarian who doesn’t teach credit-bearing courses, I sometimes feel like an outsider when it comes to curriculum development. So when I saw an opportunity to join a Faculty Learning Community (FLC) focused on globalizing the curriculum, I was intrigued—but also unsure. Could I contribute meaningfully? Would this apply to my role?

Why I Joined the FLC

I signed up for two main reasons:

• Professional curiosity: I wanted to understand how the library could better support faculty in creating globally inclusive curricula. What would that even look like? What resources do we already have and which ones would we need?
• Personal connection: I do international volunteer work at a primary school in Tanzania. I wondered if there was a way to bridge my personal and professional worlds in a meaningful way.

The FLC turned out to be the perfect space to explore both.

Learning Through the SDGs

The FLC used the United Nations Sustainable Development Goals (SDGs) as its guiding framework—something I had never encountered before. Each month, a content expert presented on one of the SDGs, sharing not just data, but context and regional nuance. We could ask questions, discuss real-world applications, and explore how these global challenges might relate to our own courses or programs.

One session that really stuck with me was called “Teaching the SDGs: Peeking Behind the Data Curtain.” The presenter explained how global statistics, such as literacy rates, can vary dramatically due to inconsistent definitions or even political motivations. For example, what counts as “literate” in one country might not in another. This hit close to home for me, as even basic information like a child’s age can be hard to confirm at the school where I volunteer in Tanzania. That session helped me see my volunteer work through a new lens. It also showed me how complex, and sometimes flawed, global data really is.

Collaboration and Community

One of the unexpected gifts of the FLC was the community itself. I got to spend focused time with faculty members from across the college, colleagues I likely would never have met otherwise. These weren’t one-off chats in a hallway; they were deep, collaborative conversations with people equally committed to expanding their global perspective.

Our culminating project involved creating an assignment, lesson, or resource that brought a global lens into our work. I focused on identifying ways the library could better support globally focused teaching—through curated collections, programming, and resource development. Feedback from the group was invaluable. These weren’t just “nice ideas”; we were building projects meant to be impactful and adaptable.

Why You Should Consider Joining an FLC

If you’ve ever wanted to:

• Explore global themes in your discipline
• Develop meaningful projects with engaged colleagues
• Expand your understanding of worldwide issues that affect your students’ lives

…then I highly encourage you to join a Faculty Learning Community.

It’s more than professional development. It’s a chance to grow, to connect, and to bring the world a little closer to your classroom.