![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 ](https://image.slidesharecdn.com/2012collaboratory-120718113346-phpapp02/85/2012-collaboratory-73-320.jpg)
2012 collaboratory
- 2. Second Global Citizenship Program Summer Collaboratory: Review and Preview Bruce Umbaugh Director, Global Citizenship Program July 18, 2012 #gcp2012
- 3. (1, 2, 3)
- 4. (1)
- 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
- 6. What is the point?
- 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. (1a)
- 9. Meaningful work and fulfillment Something that you you love do well doing that makes a positive difference Dave Pollard, How to Save the World
- 10. (1b)
- 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. (1c)
- 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
- 18. What do students need?
- 19. What do students need?
- 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.
- 22. What do students need? 30 of 128 hours
- 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
- 30. (2)
- 31. The last year’s work
- 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
- 35. Product • Learning outcomes • Program structure • Program content
- 36. What do students need? • Knowledge • Skills • Abilities to integrate and apply
- 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
- 44. Seem familiar?
- 45. Product • Learning outcomes • Program structure • Program content
- 47. Product • Learning outcomes • Program structure • Program content
- 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)
- 52. (3)
- 53. The work to come
- 54. Communications
- 55. Assessment
- 56. Curriculum
- 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
- 62. The next three years: Make every GCP course excellent.
- 63. (3*) my final point
- 65. Three years and one month ago, today
- 66. Three years and one month ago, today
- 67. Three years and Three years and one month ago, one month from today today
- 68. Three years and Three years and one month ago, one month from today today
- 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
- 74. To conclude,
- 75. I’m filled with optimism.
- 76. Optimism in a Bottle, by Robert Banh. CC by. Some rights reserved.
- 77. Be optimistic: help to create the future.