Effective pedagogical practice in higher education in agriculture is enhanced when there is clarity in the shared language of pedagogical practice. Navigating educational jargon can be exhausting for teaching faculty, but particularly those with limited teaching and learning background. Four NACTA members with a similar interest in global engagement embarked on an interdisciplinary project exploring faculty implementation of high-impact practices around global learning, intercultural learning, and domestic study away. The faculty, representing four different disciplines across three institutions, found that while there were some similarities in their shared understanding, efficiencies would be gained through reaching consensus on operational definitions for these practices. Intercultural knowledge and competence can be defined as a set of cognitive, affective, and behavioral skills that support effective and appropriate interactions in various cultural contexts. Researchers define global learning as the acquisition of knowledge, skills, and attitudes that transcend national boundaries, fostering an understanding of global interconnectedness. Global learning emphasizes the development of a global perspective and focuses on the ability to address complex global challenges. Study away programs involve students pursuing domestic educational experiences outside the university context. Current understandings outline domestic study away programs as programs that provide immersive environments for students to engage with different cultures and social systems. Study aways enable students to draw connections between global issues and their local contexts, fostering a holistic understanding of the interconnectedness of global challenges and empowering them to contribute to solutions within their own communities. These definitions promote faculty understanding of directions for globalizing teaching, provide a framework for conversations to advance shared language of practice with industry, and seek support for intercultural learning, global learning and domestic study away. Future research is recommended on implementation of these practices in US colleges of agriculture to advance global workforce development in food, fiber, and natural resources.