Upload
bumbaugh
View
238
Download
2
Embed Size (px)
DESCRIPTION
OPening
Citation preview
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.