Proficiencies in global knowledge are essential to student growth and preparation in any career, and individual courses have the capacity to achieve important global learning benchmarks. With international students on the decline at institutions of higher education in the United States, and the predicted delay in returning to study abroad after COVID-19, domestic classroom experiences that privilege global perspectives are even more imperative. Courses that demonstrate connections to real world experiences are decisive for successful graduates in a multicultural, globalized world. Based on formal and informal student assessment, this research on the scholarship of teaching and learning reveals how purposeful course development can augment global learning, even in a domestic setting. Although one course cannot adequately achieve every aspect of global learning, this integrative learning class underscores the critical connections between theory and practice by highlighting the human experience. Assessment outcomes reveal student growth in benchmark, milestone, and capstone categories of the Global Learning VALUE Rubric, and demonstrate student investment in developing nuanced and broad understandings of race, ethnicity, and gender. This course reaches several VALUE goals because of its explicit and deliberate inquiry into global systems, multiple perspectives, and connections among numerous societies and the challenges they face. Through attention to global learning gaps, student identities, and structural racism, this research shows how endorsing a humanistic and integrative approach to understanding race, ethnicity, gender, and racism results in student achievement in multiple components of global learning.