Building A Global Campus: Evidence-Based Design, Teaching, and Leadership for the AI Era emerges from more than two decades of firsthand experience designing, teaching, and leading online programs - and from a recognized gap in the literature that no existing book adequately filled. The field of online education has long been served by resources that were either theoretically rich but practically thin, or practically useful but theoretically underdeveloped, and nearly all of them were racing to keep pace with a field changing faster than any publication cycle could accommodate. The arrival of generative artificial intelligence at commercial scale in 2022 made that gap acute: assessment designs were rendered inadequate overnight, faculty development practices needed to address dimensions of teaching that had not previously existed, and quality assurance frameworks required entirely new criteria. This book was written in direct response to that moment - grounded in the research that predates AI while accurately describing the environment that students and educators now inhabit.
The book is organized around a central argument reflected in its title: that online education, at its best, does not replicate the physical campus in digital form but creates something genuinely larger - a global learning community accessible to students whose lives, geographies, and circumstances place the traditional campus out of reach. Across thirteen chapters organized into four themes, the book moves from the strategic landscape and student characteristics of online education, through instructional design, course development, technology platforms, and assessment practice, into the operational and organizational dimensions of quality assurance, retention, infrastructure governance, and advanced course design, before concluding with a forward-looking synthesis of the trends and leadership principles that will define the next decade. Two commitments run consistently throughout: a commitment to evidence, in which every recommendation is grounded in research, established theory, or well-documented institutional experience; and a commitment to currency, in which generative AI is treated not as a future concern but as the present reality it is - with clear-eyed attention to both its genuine educational potential and its genuine risks.
Written for graduate students preparing for careers in online education leadership, instructional design, and educational technology - as well as for practitioners already in those roles - this book assumes its readers are intelligent professionals who deserve precise analysis rather than simplified prescriptions. It is not a technical manual, a policy advocacy document, or a comprehensive literature review. It is a practitioner's framework grounded in scholarship: a guide for the consequential work of building programs that genuinely serve students in a field that has moved, over the past thirty years, from the margins of higher education to its mainstream. Millions of students in the United States and hundreds of millions worldwide are pursuing their educational goals through online programs. The quality of those programs - and the leadership capability that sustains it - is not a peripheral institutional concern. It is central to the mission, the financial sustainability, and the public accountability of every institution that offers them.
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