2. Second Global Citizenship Program
Summer Collaboratory:
Review and Preview
Bruce Umbaugh
Director, Global Citizenship Program
July 18, 2012
#gcp2012
5. GLOBAL CITIZENSHIP PUZZLE
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
Integrative Learning
7. 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.
12. 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.
14. 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
15. 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
16. Giving students what they need
• Students rarely come to us to major in policy
analysis, or health care ethics, or study abroad
advising, or managing online learning
• AND we prepare them to do these things,
anyway.
• The GCP will help us even better prepare
students for careers in the 21st century.
17. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
20. What do students 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
21. 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.
23. Cold-war era general education
Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
24. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
25. PurposefulPathways: A beginning, middle,
and end
First Year Seminar introduces program,
emphasizes communication, critical
1 thinking, interdisciplinarity, integration
Courses address knowledge, communication,
critical thinking, ethical reasoning, global
2 understanding, intercultural competence,
integrative thinking
Global Keystone Seminar serves as capstone
3 for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major
26. Understanding the Global Citizenship
Program of undergraduate education
•Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
27. 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, Community-Based Learning
• Internships
• Capstone Courses and Projects
28. 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, Community-Based Learning
• Internships
• Capstone Courses and Projects
29. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
33. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
34. July, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
You are here.
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
36. What do students need?
• Knowledge
• Skills
• Abilities to integrate and apply
37.
38. What do students need?
• Knowledge
– Where meanings come from (Roots of Cultures)
– How people and institutions work (Social Systems and
Human Behavior)
– How the Physical and Natural World works
– Forces that push us apart and pull us together (Global
Understanding)
– Human artistic expressions (Arts Appreciation)
• Skills
• Abilities to integrate and apply
39. What do students need?
• Skills
– Critical Thinking
– Written and Oral Communication
– Quantitative Literacy
– Intercultural Competence
– Ethical Reasoning
• Abilities to integrate and apply
– Draw on and connect multiple from multiple
disciplines
– Draw on and connect to life experience
40. OECD “Skills Strategy”
“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”
Launched May 2012
41. OECD “Skills Strategy”
“Skills have become the
global currency of 21st
century economies.”
-- OECD Secretary-General Angel Gurría
42. OECD “Skills Strategy”
“Since skills requirements change and people need to adapt and
learn new skills over their working lives to ensure occupational
mobility, compulsory education is where people should master
foundation skills and where they should 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
43. OECD “Skills Strategy”
Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills (Creativity,
Communication, Critical Thinking,
Collaboration)
• “Character” – behaviors, attitudes, values
• Meta-layer – integration and learning how to
continue to learn
48. GCP Courses (Program Content)
More than 100 courses, from 16 departments, with 32 prefixes
49. 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
50. Integrative Learning
• Multiple skills in Seminars:
– First-year Seminars
• Interdisciplinary
• address written communication, oral communication,
critical thinking, and integrative learning
– Global Keystone Seminars
• Will address knowledge from interdisciplinary
perspectives
• as well as all the skills components
51. Integrative Learning
• Global Keystone Seminar prototypes:
– EDUC 3250 (Real World Survivor: Confronting
Poverty)
– SCIN 1210 (Water: The World’s Most Valuable
Resource)
59. 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.
60. 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.
61. The next three days:
• High-impact practices
• Integrative Learning
• Collaboration
73. Build “good stuff” into students’
experiences as much as we can
• First-Year Seminars and Experiences
• Common Intellectual Experiences &
• Learning Communities *
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Researchkk
• Diversity/Global Learning ]*
• Service Learning, Community-Based Learning-9
• Internships _
• Capstone Courses and Projects
