2012 collaboratory

Second Global Citizenship ProgramSummer Collaboratory:

Review and Preview

Bruce UmbaughDirector, Global Citizenship Program

July 18, 2012

#gcp2012

(1, 2, 3)

(1)

KnowledgeRoots of CulturesSocial Systems & Human BehaviorPhysical & Natural WorldGlobal UnderstandingArts Appreciation

SkillsWritten CommunicationOral CommunicationCritical ThinkingQuantitative LiteracyEthical ReasoningIntercultural CompetenceIntegrative Learning

GLOBAL CITIZENSHIP PUZZLE

What is the point?

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.

(1a)

Meaningful work and fulfillment

Dave Pollard, How to Save the World

(1b)

Guided by Mission

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.

(1c)

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

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

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.

Arrow ProcessWhy use graphics from PowerPointing.com?

Program Design; Assessment Plan

“transform students for global citizenship and individual excellence”

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

July, 2012

What do we want for students?

What do students need?

What do students need?

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

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.

What do students need?

30 of 128 hours

Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.CC by-nc-sa, Some rights reserved.

Cold-war era general education

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

Purposeful Pathways: A beginning, middle, and end

First Year Seminar introduces program, emphasizes communication, critical

thinking, interdisciplinarity, integration1

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

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

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

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

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

(2)

The last year’s work

Arrow ProcessWhy use graphics from PowerPointing.com?

Program Design; Assessment Plan

“transform students for global citizenship and individual excellence”

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

July, 2012

What do we want for students?

Arrow ProcessWhy 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

July, 2012

What do we want for students?

Product

• Learning outcomes • Program structure • Program content

What do students need?

• Knowledge • Skills• Abilities to integrate and apply

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

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

OECD “Skills Strategy”

“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”

Launched May 2012

OECD “Skills Strategy”

“Skills have become the global currency of 21st century economies.”

-- OECD Secretary-General Angel Gurría

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

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

Seem familiar?

Product

• Learning outcomes • Program structure • Program content

Product

• Learning outcomes • Program structure • Program content

GCP Courses (Program Content)

More than 100 courses, from 16 departments, with 32 prefixes

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

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

Integrative Learning

• Global Keystone Seminar prototypes:

– EDUC 3250 (Real World Survivor: Confronting Poverty)

– SCIN 1210 (Water: The World’s Most Valuable Resource)

(3)

The work to come

Communications

Assessment

Curriculum

Pedagogy and practice

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 emphasise formative feedback• promote connections across activities and subjects,

both in and out of school.

Source: OECD, Innovative Learning Environment Project.

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.

The next three days:• High-impact practices• Integrative Learning• Collaboration

The next three years:Make every GCP

course excellent.

(3*) my final point

Three years and one month ago,

today

Three years and one month ago,

today

Three years and one month ago,

today

Three years and one month from

today

Three years and one month ago,

today

Three years and one month from

today

Signature program

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

To conclude,

I’m filled with

optimism.

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

Be optimistic: help to create the future.