Paul Miller, NAIS Director of Global Initiatives [e-mail]

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An Outcomes-Based Approach to Global Education
Paul Miller, NAIS Director of Global
Initiativesmiller_at_nais.org
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Moral Obligation, Practical Necessity

• We have obligationsthat stretch beyond those
  to whom we are related by kith and kindWe take
  seriously the value not just of human life but of
  particular human lives, which means taking an
  interest in the practices and beliefs that lend
  them significance.
• -- Kwame Anthony Appiah
• The current economic crisis and the flat
  world provide an opportune context to rethink
  the purposes of our schools
• -- Fernando M. Reimers

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Global CompetencyFernando Reimers, Harvard
University Graduate School of Education

• Knowledge of the World
• Skills to put the Knowledge to use
• Attitudinal and Ethical Dispositions

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Global Citizenship

• Global Citizenship is not what you DO with your
  time. Rather, Global Citizenship is how a person
  is equipped to execute whatever they decide to
  DO. It is a set of Skills, Knowledge and
  Attitudes that equip someone to be effective in
  their chosen pursuits
• --Skip Kotkins
• NAIS Lakeside Board Member

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Skills, Knowledge and Attitudes

• Critical thinking and problem-solving
• Flexibility and resilience
• Creativity
• Communication
• Teamwork
• Intelligent risk-taking
• Observation and reflection

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Report from the New Commission on the Skills of
the American Workforce

• creativity and innovation
• facility with the use of ideas and abstractions
• self-discipline and organization to manage ones
  own work and drive it through to successful
  conclusion
• leadership
• ability to function well as a member of a team

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Report from the Association of American Colleges
and Universities

• cross-disciplinary knowledge
• communication skills
• teamwork
• analytical reasoning
• real world problem-solving skills

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ETS Personal Potential Index 1-5 scale for
recommendation letters to accompany candidates
GRE scores to graduate school

• knowledge and creativity
• communication skills
• team work
• resilience, planning and organization
• ethics and integrity

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The public perception of the gap between whats
important and how effective schools are in
teaching it.
KnowledgeWorks newsletter, Oct. 2007
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Reimers

• One additional skill Foreign Languages at an
  advanced level
• Essential for true communication across cultures
• Increased requirements for graduation
• Study abroad
• After school, summer immersion
• Greater use of technology
• Tap into resources in the community

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Skills, Knowledge and Attitudes

• Geography and history
• Culture
• Development
• Sustainability
• Finance/global economics
• US role in the world

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Reimers

• Deep understanding of world history and
  geography, of the global dimensions of health.
  climate change, economics etc
• Comparative approach history, anthropology,
  political science, economics, literature, world
  history, art, music, religion
• Formal curriculum plus after-school projects,
  summer programs
• Study abroad, exchanges, internet partnerships

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Skills, Knowledge and Attitudes

• Respectful
• Ethical
• Curious and open-minded
• Self-aware
• Action-oriented
• Optimistic
• Self-confident yet humble

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Reimers

• A positive disposition toward cultural
• difference and a framework of global values to
• engage difference (the ethical dimension)

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Difference makes thedifference

• Sari Nusseibeh, President of Al Quds University,
  talks of the naturalness of difference and how we
  educate it out of our children

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Martin Skelton, British Educator

• A sense of the other is the most important
  disposition we need to model and develop if we
  are to create great learning

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Kwame Anthony Appiah, Princeton Philosopher

• "I am urging that we should learn about people in
  other places, take an interest in their
  civilizations, their arguments, their errors,
  their achievements, not because that will bring
  us to agreement, but because it will help us to
  get used to one another
• cosmopolitanism, - we recognize the worlds
  total inter-connectivity and the impact we have
  on others, and take responsibility accordingly.

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Reimers

• Interacting peacefully, respectfully, and
  productively with fellow human beings from
  diverse geographies in addressing global problems
• Interacting with culturally diverse student
  groups
• School to school projects
• Participation in global groups
• Experiential learning- service learning trips,
  study abroad, high tech partnering

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Asia Society Going Global

• Science
• Teach the Global history of Science
• Science addresses Global Challenges
• International Collaboration
• Math
• - A global language that transcends culturally
  specific symbols and constructions
• - Applied mathematics used to explore global
  issues

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Model High School Program

• By Caryn W. Stedman
• The Metropolitan Learning Center Inter-district
  Magnet School for Global International Studies,
  Bloomfield, CT
• Integrated
• Interdisciplinary
• Systems-based curriculum

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• Three Signature Elements
• Capstone project as a graduation requirement on
  an issue in one (or two) of the five global
  systems
• Capstone project developed over four years but
  finished during 11th-12th grade Global Systems
  course.
• Students expected to participate in action,
  including service, travel and/or internships

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Health Environmental Systems
Knowledge Areas Global Issues Skills
Biology, chemistry, physiology, earth science, geography, math, health, nutrition, ethics Bird flu, tuberculosis, HIV/AIDS, food supply contamination malnutrition, global warming, environmental change and infectious disease, species reduction, air, water pollution Writing, reading, critical analysis. math, second language
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Political/Governance Systems
Knowledge Areas Global Issues Skills
Math, economics, technology, human behavior, ethics Poverty, debt reduction, fair trade, sustainable development, finance, banking, currency regulation, human trafficking, transparency in accounting, corruption Economics Math, writing, reading, critical analysis, second language
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Scientific and Technological Information
System
Knowledge Areas Global Issues Skills
Mathematics,technology, engineering, physics, chemistry, journalism, media, ethics Infectious disease, genetic disease, greenhouse gas emissions, access to telecommunications media, pollution, green technology, green energy, censorship Math, writing, reading, scientific method, critical analysis, media technology, second language
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Cultural Systems
Knowledge Areas Global Issues Skills
History, anthropology, visual arts, performance arts, literature, ethics Religious, ethnic tension, genocide, censorship, human rights, poverty, gender issues, human trafficking Reading, writing, critical analysis, creativity, second language
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Economic Systems
Knowledge Areas Global Issues Skills
Math, economics, technology, human behavior, ethics Poverty, debt reduction, fair trade, sustainable development, finance, banking, currency regulation, human trafficking, transparency in accounting, corruption Math, writing, reading, critical analysis, second language
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The Global Diploma Program at Providence Day
School

• Grades 9-12
• Currently an elective, but school plans to make
  it compulsory

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Required Courses

• Economics (1/2)
• World History ( 1 Year- regular or AP)
• World language (Chinese, French, German or
  Spanish) (1 year)(Levels I-V, AP)
• Global Issues I II (1 year total)
• Comparative Government and politics (1/2 year)

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Elective Courses 3 credits

• American Foreign Relations
• Eastern religions
• Western Religions
• Global Literature I II
• Advanced European Literature
• AP English Lit
• AP Environmental Science

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Elective Courses

• AP Art history
• AP European History
• Second Modern Language Level II and higher)
• Latin III or higher
• Dutch and French art (Baroque through Early
  Modern)
• Italian Art and Architecture

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Extracurricular Requirements- minimum of two
each year

• Global Speakers series
• Global Decisions series
• Model U.N.
• World Quest
• Passport Program (attendance at approved
  international events in the Charlotte area)

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Global Cross cultural Experience- one or more

• Host exchange student (two week minimum)
• Short term study visit with home hosting
• Short term exchange with home hosting
• Semester or year hosting of exchange Student
• Semester or Year exchange program abroad

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Global Research Project

• Paper based on investigation of a world or
  regional problem
• Paper presented to Global studies Diploma
  Committee
• Presentation to Upper school students and faculty
  in assembly or in classes
• To be completed by April 1 of senior Year

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Additional Requirements

• Students must maintain a B Average or better in
  each global studies course, and an overall B
  average
• Students must demonstrate global competency
  through written assessment.

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Global Initiatives at Home and Abroad

• Adapted from the American Council on Education
  and from Jane Knight for the University of
  Illinois

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At Home Curricula and programs

• New programs with Global themes
• Global content infused in existing courses
• Global language/culture study
• Area or regional studies

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At Home Teaching-Learning Process

• Active Involvement of International students
• Active Involvement of study abroad students
• Use of classroom diversity
• Use of international scholars and teachers
• Use of local international/intercultural experts

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At Home Extracurricular Activities

• Student clubs and associations
• International/intercultural campus events

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At Home Liaison with Local Cultural/Ethnic
Groups

• Student involvement through internships, research
  and service learning
• Involvement of representatives from local groups
  in teaching/learning activities, research
  initiatives and extracurricular events and
  projects

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Abroad Movement of People

• Student Study Abroad
• Student Exchanges
• Service Learning Trips
• Faculty Exchanges
• Faculty professional development abroad

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Abroad International projects

• Partnerships with sister schools
• Partnerships with NGOs
• Joint Service Learning Trips

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AACU Assessing Global Learning

• By its nature, liberal learning is global and
  pluralistic
• Global education is interdisciplinary- challenged
  by disciplinary structures and the need for
  significant faculty development
• The reality does not measure up to the mission
  statements
• Science is missing as a site for global learning
• Global learning is not used as a frame for the
  design of coherent, integrative curricula
• Study abroad trips often disconnected from
  subsequent studies, not always vehicles for
  global learning

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Another means of Assessment- accreditation

• CESI includes global elements in its standards
• and effective practices for Canadian schools-
• updating them to include more

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Global Education Summit

• Breakout sessions on implementing global programs
• Keynoter Luma Mufleh
• Lunch
• Three Hour workshops on global curriculum and
  Middle East Studies

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Our Programs

• Challenge 20/20 solving the worlds problems,
  two schools at a time

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Our Programs

• The Institute for Student Leaders

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Train the Trainers

• Service Learning trip to the Dominican Republic
  in cooperation with LiveLearning

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School for Ethical and Global Leadership