With continuous advances in technology and global community expansion, it is no surprise college administrators encourage their students to develop multicultural knowledge and tolerance.

With an announcement to give global-scholar and global-student awards to three students from each academic division upon graduation, it seems Pitt-Johnstown administrators have ratcheted up the engagement.

Students are able to achieve global-learning points by taking global-learning courses, attending or participating in designated campus events or leading student global organizations.

Students also may earn points by participating in study-abroad programs.

While multicultural knowledge acceptance may be a valued skill in a growing global community, it seems a global-learning program may fall short in establishing these skills.

Though study-abroad programs may provide the necessary means to attain global proficiency, it is easy to doubt that attending specialized classes and events will offer the same effect.

However, achieving global-scholar rank may prove to be a resume-builder, so some students may choose to participate to enhance job marketability – not because they are interested in being globally proficient.

Programs like these seem to provide little more than an illusion of culture and tolerance.

However, these programs, offering an insight into foreign cultures, may be interesting, but students shouldn’t have to be pushed to participate by the possibility to enhance their resumes.

While the introduction of global-learning seems like an enhancement to the Pitt-Johnstown curriculum, the need to offer awards for attendance seems to be a form of academic feel-good.
Students and faculty should take part in global-learning for the sake of self-improvement – not for the sake of receiving rewards or building resumes.