Presentation to Webster University Global Leadership Academy on the Global Citizenship Program (GCP)

2. For the Global Leadership Academy
Bruce Umbaugh
Professor, Philosophy
Director, Global Citizenship Program
March 13, 2013

4. What is the point?

5. There are two points.

6. (1)

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.

8. Giving students what they need

9. Meaningful work and fulfillment

10. 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

11. Guided by Mission

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.

13. Based on an untitled photo by Dave Hoefler
CC by-nc-sa, Some rights reserved.

14. Why a new general education program?

15. General Education revision began in 2009

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

17. 2008: Self-study process for reaccreditation
completed
Higher Learning Commission Visit
Higher Learning Commission -- 10-year reaccreditation
General Education – criterion met, assessment needs
attention

18. 2008-2009: Presidential Search
Summer 2009
Dr. Elizabeth (Beth) Stroble joins
Webster University as our
11th President

19. February 2009:
Webster submits proposal to the Association of
American Colleges & Universities for a team to
attend the summer Institute on General
Education and Assessment

21. 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

23. 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.

24. 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.

25. Giving students what they need

26. Giving students what they need

27. What do students need?

28. Giving students what they need
“Skills have become the
global currency of 21st
century economies.”
-- OECD Secretary-General Angel Gurría

29. 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

30. 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

31. 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

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

33. Kelly Diecker, Psychology major
Research Assistant, ICF International
Ben Goldsmith, Philosophy major
Executive Director, Farm Forward

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

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

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

37. What do students need?

38. What do students need?
• Knowledge

39. What do students need?
• Knowledge
• Skills

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

41. “The service economy is creating a need for new and
more complex skill sets—creativity, problem solving,
communications, customer relations, computing,
collaboration and teamwork. Increasingly, all workers
have to be adaptive and flexible—able to respond
rapidly and with independent initiative.”
Council on Competitiveness, "Thrive: The Skills Imperative," 2008, p. 21
Giving students what they need

42. The Growing Demand for Higher Order Skills
42

43. 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

44. 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

45. 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.

46. What do students need?
30 of 128 hours

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

48. National Research and Best Practices
The Global Citizenship Program aligns with:
 Webster University Mission and Values
 Employer needs
 Student needs

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

51. Giving students what they need
“In our research thus far, we have found that four broad
categories of teaching practices and institutional conditions
predict growth on a wide variety of student outcomes ….”

52. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
Meaningful Interactions with Diverse Peers
“Deep Learning “ – analysis, synthesis, reflection, integration

53. High Impact Practices (George Kuh)
• 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

54. High Impact Practices
Demand interaction with faculty
Help students think about novel challenges
Engage students in using and applying what they
know
Deepen learning and develop perspective

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

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

57. 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

58. 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

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

61. 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

62. 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

63. What do students need?
30 of 128 hours

64. What do students need?
Several strategies

65. 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

66. GCP Courses (Program Content)
More than 100 courses, from 16 departments, with 32 prefixes

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

68. 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

69. 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

70. Integrative Learning
Global Keystone Seminar:
– Innovative
– Third-year experience
– All undergraduate campuses
– Capstone experience for GCP curriculum
– Bring together knowledge and skills of whole GCP
– Critical thinking, written and oral communication,
ethical reasoning, intercultural competence,
collaboration, as well as multiple knowledge areas and
disciplines

71. Integrative Learning
• Global Keystone Seminar prototypes:
– EDUC 3250 (Real World Survivor: Confronting
Poverty)
– SCIN 1210 (Water: The World’s Most Valuable
Resource)

73. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
How do these (all)
complement and
align?
How do these
(all) integrate?
CO-
CURRICULUM

74. Giving students what they need
 Every year, more than 1/3 of the entire US labor
force changes jobs.
 Today's Students Will Have 10-14 Jobs by the Time
They Are 38.
 50% of Workers Have Been With Their Company Less
Than 5 Years.
 Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.

75. Giving students what they need
My own former students work in (for example)
– study abroad advising
– policy analysis
– health care ethics
– managing online learning
– nonprofit advocacy
– logistics management
– museum administration

76. 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.

77. There’s work to come

78. The next three years:
Make every GCP course
excellent.

79. Communications

80. Assessment

81. Curriculum

82. Pedagogy and practice

83. Mission
Webster University, a worldwide institution,
ensures high-quality learning experiences that
transform students for global citizenship and
individual excellence.

85. (2)

86. What is the point?

87. There’s work to come
. . . and if we work hard,
together . . .

89. For the Global Leadership Academy
Bruce Umbaugh
Professor, Philosophy
Director, Global Citizenship Program
March 13, 2013

91. Joi Ito’s Principles of 21st Century Living