Overview of the Global Citizenship Program, its structure, background, and rationale, indications of progress in implementation and in development of the GCP as a strong program of general education, preview of the 2013 Collaboratory experience.

3. Third Global Citizenship Program
Summer Collaboratory:
Overview and Progress Update
Bruce Umbaugh
Director, Global Citizenship Program
May 20, 2013
#gcp2013

4. Mission
The mission of the Global Citizenship Program is
to ensure that every undergraduate student
emerges from Webster University with the core
competencies required for responsible global
citizenship in the 21st Century.

6. I’m filled with
optimism.

7. Optimism in a Bottle, by Robert Banh.
CC by. Some rights reserved.

8. How did we get here?
What are we doing?
How well?
What’s next?

9. Amelia Earhart and “old Bessie,”
Purdue University Libraries.
Public domain.
Charles Lindbergh and the Sprit of
St. Louis, United States Library
of Congress. Public domain.
1927 1932
May 20

10. (1)

11. General Education at Webster

12. Why a new general education program?

13. General Education at Webster
Prior to 1994: 128 hours and a major -- no general degree requirements

14. 1988 NCA Visiting Team:
“the stress on the freedom to
choose courses has led to an
ineffective general education
program.”

15. 1988 NCA Visiting Team:
“the stress on the freedom to
choose courses has led to an
ineffective general education
program.”
1988-1993, Faculty develop programs
(building on work dating to 1985)

16. 1988 NCA Visiting Team:
“the stress on the freedom to
choose courses has led to an
ineffective general education
program.”
1988-1993, Faculty develop programs
(building on work dating to 1985):
• Nine distribution areas (3 credit each)
• Four-of-nine distribution areas
• 36-hour program across three areas

17. 1988 NCA Visiting Team:
“the stress on the freedom to
choose courses has led to an
ineffective general education
program.”
1988-1993: Faculty develop programs
(building on work dating to 1985):
• Nine distribution areas (3 credit each)
• Four-of-nine distribution areas
• 36-hour program across three areas
1998 NCA Visiting Team:
“It is the Team’s sense that the
institution took the concerns
seriously, and responded to those
concerns in a well thought out
fashion.”

18. 1988 NCA Visiting Team:
“the stress on the freedom to
choose courses has led to an
ineffective general education
program.”
2008 HLC Visit Team:
“The team found no evidence
of a clear feedback loop between
general education assessment
data and the improvement of
teaching and learning.”

19. Three things converged:
New University mission statement
HLC Visit and Report: “Improve assessment practices.”
Presidential search: Significant changes ahead.

20. 2008-2009: Presidential Search
Summer 2009
Dr. Elizabeth (Beth) Stroble joins
Webster University as our
11th President

22. Arrow Process
Why use graphics from PowerPointing.com?
Program
Design;
Assessment
Plan
“transform students
for global citizenship
and individual
excellence”
What do we want for
students?
What students
experience
“core competencies
for responsible global
citizenship in the 21st
century”
Purposeful pathways
and a plan for telling
whether they work
Learning Goals
& Outcomes
Program
Content
Program
Mission
University
Mission
The General Education Reform Process

24. General Education revision began in 2009.
The GCP Task Force made its
recommendations in November 2010.
The Faculty Assembly approved the
Global Citizenship Program in Spring 2011.
Students began study in the GCP in 2012
at campuses in St. Louis, Cha-am, Geneva,
Leiden, London, and Vienna.

25. Arrow Process
Why use graphics from PowerPointing.com?
Program
Design;
Assessment
Plan
“transform students
for global citizenship
and individual
excellence”
You are here.
What students
experience
“core competencies
for responsible global
citizenship in the 21st
century”
Purposeful pathways
and a plan for telling
whether they work
Learning Goals
& Outcomes
Program
Content
Program
Mission
University
Mission
The General Education Reform Process
May, 2013
What do we want for
students?

26. General Education revision began in 2009.
The Faculty Assembly approved the
Global Citizenship Program in Spring 2011.
Students began study in the GCP in 2012.
This is a highly unusual timeline.

27. (2)

28. PurposefulPathways: A
beginning, middle, and end
First Year Seminar introduces
program, emphasizes
communication, critical
thinking, interdisciplinarity, integration
1
2
3
Courses address
knowledge, communication, critical
thinking, ethical reasoning, global
understanding, intercultural
competence, integrative thinking
Global Keystone Seminar serves as capstone
for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major

29. What do students need?

30. What do students need?

31. What do students need?
• Knowledge
• Skills
• Abilities to integrate and apply

33. GCP Courses (Program Content)
More than 100 courses (a 75% decrease from previously),
from 18 departments, with 38 prefixes

34. (3)

35. National Research and Best Practices
The Global Citizenship Program aligns with:
 Webster University Mission and Values
 Research on high-quality learning experiences
 Employer needs
 Student needs

36. Guided by Mission

37. Mission
The mission of the Global Citizenship Program is
to ensure that every undergraduate student
emerges from Webster University with the core
competencies required for responsible global
citizenship in the 21st Century.

38. National Research and Best Practices
The Global Citizenship Program aligns with research:
 Association of American Colleges & Universities
 Research on High Impact Practices / High-quality
Learning Experiences
 Organization for Economic Cooperation and
Development

40. High Impact Practices
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Research
• Diversity/Global Learning
• Service Learning, Internships, Community-Based Learning
• Capstone Courses and Projects

41. High Impact Practices
• GPA
• Students’ reports of how much they learned
• General skills (writing, speaking, analyzing problems)
• Deep Learning (pursuit of learning beyond memorization to seek
underlying meanings & relationships)
• Practical competence (working with others, solving complex/real-
world problems)
• Effects greater for underserved students
• Effects cumulative

42. OECD “Skills Strategy”
“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”
Launched May 21, 2012

43. OECD “Skills Strategy”
“Skills have become the
global currency of 21st
century economies.”
-- OECD Secretary-General Angel Gurría

44. OECD “Skills Strategy”
“Since skills requirements change and people need to adapt
and learn new skills over their working lives to ensure
occupational mobility . . . people should master foundation
skills and . . . develop the general desire and capacity to
engage in learning over an entire lifetime.”
Better Skills Better Jobs Better Lives: A Strategic Approach to Skills Policies,
OECD Publishing, 2012, p. 26

45. OECD “Skills Strategy”
Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills (Creativity,
Communication, Critical Thinking,
Collaboration)
• Values
• Meta-layer – integration and learning how to
continue to learn

46. What do students need?
• Knowledge
• Skills
• Abilities to integrate and apply

47. What do students need?
• Knowledge
Roots of Cultures, Social Systems & Human
Behavior, Physical & Natural World, Global
Understanding, Arts Appreciation, Quantitative
Literacy
• Skills
Critical Thinking, Written Communication, Oral
Communication, Intercultural Competence, Ethical
Reasoning, Collaboration, Integration

48. What do students need?

49. What do students need?
Career Success?

50. GCP and Career Success
 Today's students will have 10-14 jobs by the time
they are 38.
 Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics

51. GCP and Career Success
 Today's students will have 10-14 jobs by the time
they are 38.
 Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics

52. GCP Competencies are the Gateway to
Career Success
“Irrespective of college major or
institutional selectivity, what matters
to career success is students’
development of a broad set of cross-
cutting capacities…”
Anthony Carnevale, Georgetown University
Center on Education and the Workforce

53. Kelly Diecker, Psychology major
Research Assistant, ICF International

54. Emily Bahr, Mathematics major
Studying college student personnel,
International student services assistantship
Aubrey Gohl, Public Relations major
Activity Director,
Adams Place assisted living center

55. Not just Webster. Not just social
sciences, social service, and so on.

56. GCP and Career Success

57. The Growing Demand for Higher Order Skills
57

58. Giving students what they need
Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,
Hart Research Associates, for the AAC&U, January, 2010

59. Wage Premium for GCP Learning
Outcomes
The highest salaries apply to positions that call for intensive use of
liberal education capabilities, including (random order):
 Writing
 Judgment and Decision Making
 Problem Solving
 Social/Interpersonal Skills
 Mathematics
 Originality
Source: Georgetown University Center on Education and the Workforce

60. GCP and Career Success
For career success students should develop these
capabilities in college, because
• the marketplace rewards graduates with the highest
levels of achievement in these key learning
outcomes, and
• they give access to career paths that require and
further develop these high level capabilities.

61. What do students need?

62. What do students need?
30 of 128 hours

63. Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
Cold-war era general education

64. Integrative Learning
GCP integrates learning of
Knowledge + Skill in a course

65. Integrative Learning
• Knowledge + Skill in one course:
– Essentials of Biology I is also a Written
Communication course
– Meaning of Life addresses Global Understanding
and Intercultural Competence
– Design Concepts is also an Oral Communication
course
– Dance as an Art Form is also a Critical Thinking
course

66. Integrative Learning
Multiple skills in Seminars:
– First-year Seminars
• Interdisciplinary
• address written communication, oral
communication, critical thinking, and integrative
learning
– Global Keystone Seminars
• Address knowledge from interdisciplinary perspectives
• as well as all the skills components

67. Giving students what they need
Meeting other needs

68. OECD “Skills Strategy”

69. High Impact Practices
• GPA
• Students’ reports of how much they learned
• General skills (writing, speaking, analyzing problems)
• Deep Learning (pursuit of learning beyond memorization to seek
underlying meanings & relationships)
• Practical competence (working with others, solving complex/real-
world problems)
• Effects greater for underserved students
• Effects cumulative
Also:
• Personal and Social Development (developing ethics, understanding
different backgrounds, understanding self, contributing to
community, voting)

70. Meaningful work and fulfillment
that you
do well
that makes a
positive
difference
Something
you love
doing
Based on Dave Pollard, How to Save the World

71. Global Citizenship Program
competencies are key to:
a) a “good life” that is satisfying and fulfilling,
b) responsible global citizenship in the 21st
century, and
c) career success and earning power.

72. (4)

73. Evaluating our Progress

74. Evaluating our Progress

75. Evaluating our Progress

76. Evaluating our Progress

77. (5)

79. (6)

80. To conclude,

81. Amelia Earhart and “old Bessie,”
Purdue University Libraries.
Public domain.
Charles Lindbergh and the Sprit of
St. Louis, United States Library
of Congress. Public domain.

82. Knowledge
Roots of Cultures
Social Systems & Human Behavior
Physical & Natural World
Global Understanding
Arts Appreciation
Skills
Written Communication
Oral Communication
Critical Thinking
Quantitative Literacy
Ethical Reasoning
Intercultural Competence
Problem Solving
Integrative Learning
Collaboration
GLOBAL CITIZENSHIP PUZZLE

83. OECD on high-quality learning
environments
High-quality learning environments need to:
•make learning central and encourage engagement
• ensure that learning is social and often collaborative
• be highly attuned to the motivations of learners
• be sensitive to individual differences, including prior knowledge
• use assessments that emphasiseformative feedback
•promote connections across activities and subjects,
both in and out of school.
Source: OECD, Innovative Learning Environment Project.

84. George Kuh on What Makes Practices
High-impact
In high-impact education practices, students:
• invest time and effort,
• interact with faculty and peers about substantive matters,
• experience diversity,
• respond to more frequent feedback,
• reflect and integrate learning, and
• discover relevance of learning through real-world applications.
Source: Kuh, High-Impact Educational Practices: What They Are,
Who Has Access to Them, and Why They Matter. AAC&U, 2008.

85. The next three days:

86. Signature program

87. Make every GCP
course excellent.