The California Global Education Project, formerly the California International Studies Project (1985-2018), is one of nine California Subject Matter Projects administered by the University of California Office of the President. CGEP provides on-going quality professional development designed by university faculty, teacher leaders, and teacher practitioners to improve instructional practices and lead to increased achievement for all students. CGEP's statewide office is located in the College of Education at San Diego State University.
The California Global Education Project inspires and supports educators to develop global competence and active citizenship in PK-12 students for the 21st century.
Our guiding principles
OUR vision for global education in California
The California Global Education Project inspires and empowers teachers, students, administrators, policy-makers, and community partners to act ethically for the greater good in an ever-changing world. CGEP creates space and opportunity to nurture the ongoing development of global citizens who value acting out of love for community, collaboration across cultures, critical thinking, and creative solutions to complex issues. CGEP maintains connected communities of practice through high-quality professional development and resources. The organization develops, supports, and presents model programs that utilize research-based practices and authentic inquiry learning methods to help students develop the necessary knowledge and skills to make ethical decisions, participate in addressing local and global challenges, and contribute meaningful solutions to problems of today and the future. CGEP staff is committed to finding peaceful solutions to the world’s problems through education, professional learning, and a deep sense of purpose.
CGEP leads California in promoting and developing global education to ensure that all students in California are competent 21st century citizens capable of contributing to their local and global community alike. Around the state, teachers engage students in practices that demonstrate inquiry learning, such as project-based, discovery, or experiential learning, to interact with the world from a standpoint of respect for multiple perspectives, openness for mutual understanding, evidence-based decision-making, and informed individual action. Students develop understanding and skills related to flexibility and adaptability, which are hallmarks of today’s ever-changing world. All students are learning that peoples of the world are living in places that are both specific and interconnected. They recognize the value of history, culture, and geography in their interdisciplinary studies of local and global issues. These studies afford students multiple opportunities to develop empathy and voice. Students simultaneously identify and anticipate the consequences of actions and implications of non-action in a world defined by change. Across grade levels and subject areas, inside and outside of school, students act in accordance with an innate sense of global awareness and understanding. Students become adept in identifying problems as well as proposing and enacting solutions that promote a peaceful world.
CGEP leads high quality, research-based, effective professional learning communities engaged in a variety of professional activities, including research, field study, study abroad, curriculum development, consultation, presentation, and coaching. Teacher Leaders are model educators for global studies who provide leadership, creativity, inspiration, support, and resources to form a strong statewide network that serves as a model of excellence. Teachers are empowered to prepare and present meaningful learning experiences that engage students in learning about, and with, others in a global community. Like their students, teachers are curious and concerned about local and global issues and seek to acquire, organize, and analyze information before drawing conclusions that lead to positive actions. Teachers ask compelling questions of themselves, their colleagues, their students, and society, and maintain the perspective and disposition of learner.
The California Subject Matter Project was launched as a network of nine projects authorized by California statute in 1988. It was reauthorized in 2011 by Senate Bill 612, demonstrating legislative investment in enhancing teachers’ content knowledge and instructional strategies, and providing them opportunities for subject-specific collaboration, learning, and research.
CSMP is administered by the University of California, Office of the President in concurrence with the California Department of Education, State Board of Education, California State University, California Community Colleges, Association of Independent California Colleges and Universities, Governor’s Office, Commission on Teacher Credentialing, and the Instructional Quality Commission. Each project has a statewide office, regional sites, and an advisory board comprised of representatives from these organizations.
CSMP receives financial support from state and federal funds to help the state meet teacher quality goals and assist its K-12 partners with whole-school change efforts in low-performing schools. For further support, projects and sites apply for and receive grants from foundations, private industry, and other state and federal sources.