2013 GCP Collaboratory Overview and Progress Update
- 3. Third Global Citizenship Program Summer Collaboratory: Overview and Progress Update Bruce Umbaugh Director, Global Citizenship Program May 20, 2013 #gcp2013
- 4. 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.
- 7. Optimism in a Bottle, by Robert Banh. CC by. Some rights reserved.
- 8. How did we get here? What are we doing? How well? What’s next?
- 9. Amelia Earhart and “old Bessie,” Purdue University Libraries. Public domain. Charles Lindbergh and the Sprit of St. Louis, United States Library of Congress. Public domain. 1927 1932 May 20
- 10. (1)
- 11. General Education at Webster
- 12. Why a new general education program?
- 13. General Education at Webster Prior to 1994: 128 hours and a major -- no general degree requirements
- 14. 1988 NCA Visiting Team: “the stress on the freedom to choose courses has led to an ineffective general education program.”
- 15. 1988 NCA Visiting Team: “the stress on the freedom to choose courses has led to an ineffective general education program.” 1988-1993, Faculty develop programs (building on work dating to 1985)
- 16. 1988 NCA Visiting Team: “the stress on the freedom to choose courses has led to an ineffective general education program.” 1988-1993, Faculty develop programs (building on work dating to 1985): • Nine distribution areas (3 credit each) • Four-of-nine distribution areas • 36-hour program across three areas
- 17. 1988 NCA Visiting Team: “the stress on the freedom to choose courses has led to an ineffective general education program.” 1988-1993: Faculty develop programs (building on work dating to 1985): • Nine distribution areas (3 credit each) • Four-of-nine distribution areas • 36-hour program across three areas 1998 NCA Visiting Team: “It is the Team’s sense that the institution took the concerns seriously, and responded to those concerns in a well thought out fashion.”
- 18. 1988 NCA Visiting Team: “the stress on the freedom to choose courses has led to an ineffective general education program.” 2008 HLC Visit Team: “The team found no evidence of a clear feedback loop between general education assessment data and the improvement of teaching and learning.”
- 19. Three things converged: New University mission statement HLC Visit and Report: “Improve assessment practices.” Presidential search: Significant changes ahead.
- 20. 2008-2009: Presidential Search Summer 2009 Dr. Elizabeth (Beth) Stroble joins Webster University as our 11th President
- 22. 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
- 24. General Education revision began in 2009. The GCP Task Force made its recommendations in November 2010. The Faculty Assembly approved the Global Citizenship Program in Spring 2011. Students began study in the GCP in 2012 at campuses in St. Louis, Cha-am, Geneva, Leiden, London, and Vienna.
- 25. Arrow Process Why 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 May, 2013 What do we want for students?
- 26. 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.
- 27. (2)
- 28. 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
- 29. What do students need?
- 30. What do students need?
- 31. What do students need? • Knowledge • Skills • Abilities to integrate and apply
- 33. GCP Courses (Program Content) More than 100 courses (a 75% decrease from previously), from 18 departments, with 38 prefixes
- 34. (3)
- 35. National Research and Best Practices The Global Citizenship Program aligns with: Webster University Mission and Values Research on high-quality learning experiences Employer needs Student needs
- 37. 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.
- 38. National Research and Best Practices The Global Citizenship Program aligns with research: Association of American Colleges & Universities Research on High Impact Practices / High-quality Learning Experiences Organization for Economic Cooperation and Development
- 40. 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, Internships, Community-Based Learning • Capstone Courses and Projects
- 41. High Impact Practices • GPA • Students’ reports of how much they learned • General skills (writing, speaking, analyzing problems) • Deep Learning (pursuit of learning beyond memorization to seek underlying meanings & relationships) • Practical competence (working with others, solving complex/real- world problems) • Effects greater for underserved students • Effects cumulative
- 42. OECD “Skills Strategy” “Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies” Launched May 21, 2012
- 43. OECD “Skills Strategy” “Skills have become the global currency of 21st century economies.” -- OECD Secretary-General Angel Gurría
- 44. 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
- 45. 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
- 46. What do students need? • Knowledge • Skills • Abilities to integrate and apply
- 47. What do students need? • Knowledge Roots of Cultures, Social Systems & Human Behavior, Physical & Natural World, Global Understanding, Arts Appreciation, Quantitative Literacy • Skills Critical Thinking, Written Communication, Oral Communication, Intercultural Competence, Ethical Reasoning, Collaboration, Integration
- 48. What do students need?
- 49. What do students need? Career Success?
- 50. 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
- 51. 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
- 52. 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
- 53. Kelly Diecker, Psychology major Research Assistant, ICF International
- 54. Emily Bahr, Mathematics major Studying college student personnel, International student services assistantship Aubrey Gohl, Public Relations major Activity Director, Adams Place assisted living center
- 55. Not just Webster. Not just social sciences, social service, and so on.
- 56. GCP and Career Success
- 57. The Growing Demand for Higher Order Skills 57
- 58. 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
- 59. 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
- 60. 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.
- 61. What do students need?
- 62. What do students need? 30 of 128 hours
- 63. Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA. CC by-nc-sa, Some rights reserved. Cold-war era general education
- 64. Integrative Learning GCP integrates learning of Knowledge + Skill in a course
- 65. 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
- 66. Integrative Learning Multiple skills in Seminars: – First-year Seminars • Interdisciplinary • address written communication, oral communication, critical thinking, and integrative learning – Global Keystone Seminars • Address knowledge from interdisciplinary perspectives • as well as all the skills components
- 67. Giving students what they need Meeting other needs
- 69. High Impact Practices • GPA • Students’ reports of how much they learned • General skills (writing, speaking, analyzing problems) • Deep Learning (pursuit of learning beyond memorization to seek underlying meanings & relationships) • Practical competence (working with others, solving complex/real- world problems) • Effects greater for underserved students • Effects cumulative Also: • Personal and Social Development (developing ethics, understanding different backgrounds, understanding self, contributing to community, voting)
- 70. 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
- 71. 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.
- 72. (4)
- 77. (5)
- 79. (6)
- 80. To conclude,
- 81. Amelia Earhart and “old Bessie,” Purdue University Libraries. Public domain. Charles Lindbergh and the Sprit of St. Louis, United States Library of Congress. Public domain.
- 82. 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 Problem Solving Integrative Learning Collaboration GLOBAL CITIZENSHIP PUZZLE
- 83. 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.
- 84. 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.
- 85. The next three days:
- 87. Make every GCP course excellent.