How do you define a

1
How do you define a global perspective?

• Join a small group
• Answer the question together
• 5 minutes

2
Global CitizenshipBest Practices, Pitfalls,
andThe Art of the Rubric

• Paul Burkhardt, CAO, Prescott College
• Ed Clausen, VPAA, Daemen College
• Sirkka Kauffman, Assist. Dean AA, Marlboro
  College
• Al Fuertes, Assist. Professor, Integrative
  Studies, New Century College, GMU
• Andrew Wingfield, Assoc. Professor and Codirector
  Sustainability Studies, New Century College, GMU

3
Consortium for Innovative Environments in Learning

• Gret Antilla, Executive Director
• gantilla_at_prescott.edu
• www.cielearn.org

Alverno College Fairhaven College, WWU Marlboro College
Johnston Center for Integrative Studies, U of Redlands Hampshire College New Century College, GMU
Daemen College New College at U of Alabama New College of Florida
The Evergreen State College Prescott College Pitzer College
4
CIEL Global Competences ProjectThe task

• Collect current Mission/Learning Outcome/General
  Education language
• Global perspective
• Civic engagement
• Environmental perspective
• Develop definition and common learning outcome(s)
• Collect and Share best practices
• Compare learning outcomes (planned activity)

5
CIEL Global Competences ProjectThe context

• Accountability / Comparability
• Mission-based values for global citizenship and
  environmental sustainability
• AACU LEAP Outcomes
• AACU Value Plus Rubrics
• Electronic Portfolios at CIEL schools

6
Global Perspective

• Not just about international travel
• Thinking without boundaries, but in an
  integrative way, focusing on relationships and
  interconnectedness of systems
• Intercultural knowledge and competence (including
  language)
• Civic Engagement
• Environmental Literacy (sustainability)
• Differences in institutional approaches

7
CIEL Future Directions

• Virtual Language Learning for Global Perspectives
  
• Technology for shared language learning across
  schools
• Pathways to shared international field sites for
  community-based learning / immersion
• Common Learning Outcomes / E-portfolios

8

• Leap Outcomes / Value Rubrics
• Intercultural Knowledge and Competences
• Civic Engagement
• Individual School Outcomes
• CIEL Outcome / Rubric
• Global Environmental Literacy

9
CIEL Global Environmental Literacy Rubric
10
CIEL Global Environmental Literacy Rubric
11
Marlboro College

• Sirkka Kauffman
• Assist. Dean Academic Affairs
• http//www.marlboro.edu

12
General Information about Marlboro Date
established 1946 Type residential, coed,
private liberal arts Total enrollment 330
Student-faculty ratio 81 Average class
size 10 students Number of degree fields 34
Number of fulltime faculty 41
13
Marlboro College Mission Statement The goal of
Marlboro College is to teach students to think
clearly and to learn independently through
engagement in a structured program of liberal
studies. Students are expected to develop a
command of concise and correct English and to
strive for academic excellence informed by
intellectual and artistic creativity they are
encouraged to acquire a passion for learning,
discerning judgment and a global perspective. The
college promotes independence by requiring
students to participate in the planning of their
own programs of study and to act responsibly
within a self-governing community.
14
Sophomore Review Student self-assessment (all
students)

• Developing a global perspective
• Have you studied a culture outside your own or a
  foreign language? Have you traveled, or have you
  worked with people from other cultures?
• Studying broadly across areas One of the 5 areas
  is World Studies

• Participating in Community
• How have you engaged in work that reflects
  responsible action in the community both on and
  off campus?

15
WORLD STUDIES PROGRAM GOALS

• An introductory knowledge of world history and
  cultures
• An understanding of contemporary issues of global
  significance
• Competence in cross-cultural communication,
  including proficiency in a second language, work
  experience in another culture, recognition of
  differing cultural values and reflection on your
  own values and place in the world
• A deeper understanding of a particular world
  region, including its geography, culture, history
  and political, economic and environmental systems
  A grasp of one or more academic disciplines, the
  Fields of Study in which Marlboro students do
  Plan work, and an ability to apply the concepts
  and methods of these disciplines to a particular
  problem or issue
• The integration of academic and experiential
  learning, including the practical application of
  academic learning during the internship and the
  integration of internship experiences and
  learning into Plan work
• An ability to communicate clearly through the
  written and spoken word

16
Potential New Directions

• Definitions
• Revisiting mission statement to combine global
  local citizenship
• What does a student with global environmental
  literacy look like? (As part of larger discussion
  of what does a student who graduates with a
  degree field in _______________ look like?
• Developing better way to determine whether a
  specific course meets definition of global
  content

17
Potential New Directions

• Assessments
• Proposal for new system of evaluating Merit
  Scholarships to include criteria of global
  local citizenship (and other mission-related
  aspects)
• Revising Sophomore Review to integrate global
  local citizenship

18
Global Perspectives Best Practices, Pitfalls,
and he Art of the RubricSources and Destinations

• Andrew Wingfield, Associate Professor and
  Codirector Sustainability Studies
• New Century College, George Mason University
• http//ncc.gmu.edu

19
New Century College Competencies

• Communication
• Critical Thinking
• Strategic Problem Solving
• Valuing
• Group Interaction
• Global Understanding
• Effective Citizenship
• Aesthetic Awareness
• Information Technology

20
Sustainability Studies Learning Outcomes (2 4)

• an ability to apply the concept of sustainability
  in critically examining social issues related to
  the use of Earths natural resources
• an ability to creatively and effectively apply
  the principles of sustainability to his or her
  own field of study.

21
Sustainability Studies Learning Outcomes (1 3)

• a well-grounded understandinginformed by natural
  science, social science, and humanistic
  perspectivesof the role humans have played in
  creating current environmental challenges, and
  that they must play in devising and implementing
  sustainable solutions to environmental problems
• an ability to think critically about the
  diversity of ethical issues raised by human
  interactions with the environment, and to use
  these ethical insights as a foundation for
  responsible behavior.

22
Four Key Competencies in Sustainable World

• Communication
• Critical Thinking
• Strategic Problem Solving
• Valuing
• Group Interaction
• Global Understanding
• Effective Citizenship
• Aesthetic Awareness
• Information Technology

23
Sources and Destinations Essay

• The Dasani Deception
• Menstrual Products From Cradle to Grave
• Battery Assault
• Industrial Corn
• Tea and Sustainability
• I Know Jack
• The Coal in your Water

24
Sources and Destinations The Process

• Ecological Footprint Quiz Reflection
• Proposal (2 topics)
• Library Workshop
• Draft with Annotated Bibliography
• Final Essay
• Evidence of Learning (optional)

25
Global Understanding

• is the respect for and appreciation of the
  interconnections among systems on the planet.
  Global understanding includes the ability to
• Respect different perspectives and ways of
  knowing that are based on cultural, ethnic,
  religious, and geographical differences.
• Comprehend the way in which technology has
  created a small world, politically, socially,
  economically and culturally.
• Appreciate the interconnectedness of the local
  and global communities.
• Understand various life forms and the
  environment.

26
Reasons for Hope

• Students learn about big planetary crises such as
  climate change and biodiversity loss
• They learn about how our societys habits of
  consumption affect the natural world and other
  people
• They take this to heart and make changes in their
  own choices/behaviors
• Through service learning, they engage with campus
  sustainability initiatives and find this
  meaningful

27
Reasons for Concern

• New light bulbs wont save the planet
• Citizenship is more than service

28
Developing Global Citizenship Best Practices,
Pitfalls, and the Art of the Rubric.

• Al Fuertes, PhD
• Assistant Professor of Integrative Studies
• New Century College
• George Mason University
• Faculty Director, Global Education Program to
• the Philippines, Cambodia, and Thailand
• Center for Global Education
• George Mason University
• Fairfax, VA 22030
• [phone]

29
New Century CollegeGeorge Mason
Universitylthttp//ncc.gmu.edugt

• Motto
• Connecting your Classroom to
• the World
• Mission Statement
• New Century College is committed to integrating
  interdisciplinary knowledge with lifelong
  learning by offering experiential, hands-on
  learning that connects the classroom to the
  world. Our community encourages students to
  engage in active learning, independent inquiry,
  and research that respond to the needs and
  opportunities of a diverse society while
  preparing them for responsible leadership and
  citizenship.

30
NCC meets this challenge through

• Advancing integrative knowledge and understanding
  
• Encouraging collaborative learning through
  teaching and research
• Facilitating student-faculty engagement and
  mentoring in a small college environment
• Providing opportunities for civic and community
  engagement and leadership

31
Global Understanding

• Global Understanding is the respect for and
  appreciation of the interconnections among
  systems on the planet. Global understanding
  includes the ability to
• Respect different perspectives and ways of
  knowing that are based on cultural, ethnic,
  religious, and geographical differences.
• Comprehend the way in which technology has
  treated a small world, politically, socially,
  economically and culturally.
• Appreciate the interconnectedness of the local
  and global communities.
• Understand various life forms and the
  environment.

32
Effective Citizenship

• Effective citizenship means the development of an
• informed understanding of communities and the
• roles and responsibilities of individuals within
  those
• communities. Effective citizens will
• Develop the ability to examine contemporary
  issues and their historical contexts.
• Recognize the value of multiple perspectives in
  civic life.
• Make informed choices regarding personal
  community involvement, social justice issues and
  leadership roles.
• Make an effort to be informed and educated on
  issues affecting their communities.

33
Setting of global citizenship (global education
program)

• The country is the classroom.
• The people we encounter, the local communities we
  visit, and the activities we undertake are the
  living texts.
• The stories we hear and the experiences we are
  privileged to go through embody the message or
  content of the course. (Al Fuertes 09)

34
Setting of global citizenship (classroom as a
learning community)

• The classroom is a microcosm of the world around
  us. We are the embodiment of the cultures and
  backgrounds we have come to represent.
• The ideas and perspectives we bring to our
  learning community reflect the impact and
  meanings we associate with our experiences
  everyday.
• The theories and principles we explore from books
  and classroom materials enhance further our
  experiential learning.
• (Al Fuertes 09)

35
A Conglomeration of Competencies
36
Learning Approaches

• experiential learning
• - site visits, community integration
• and exposure, S-L
• hands-on activities
• individual/small group discussion
• individual/collaborative facilitation
• individual/group sharing and
• presentation
• reflection/de-briefing
• global education program

37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
Assessment

• Timeline (formative and summative)
• A. Pre/Beginning of the course or program
• - expectations/community guidelines
• - personal concerns interests, fears,
  challenges
• B. The actual processes that transpire during the
  course of the program
• C. End of the course or program
• - revisit learning goals and objectives
• - revisit expectations, community
  guidelines, and personal concerns what
  works/what needs special attention in the future
• - where to from here planning/envisioning
• D. Post (for global education program) when
  participants returned from the trip
  (Transformative Impact of the global education
  program)

54
Graduation Portfolio(New Century College)

• As New Century College values active learning and
  self-assessment, the college asks all students to
  explore their entire educational experience
  through the creation of comprehensive graduation
  portfolios.
• In these portfolios, students assess critically
  their academic knowledge and practice, and
  communicate through extensive self-reflection the
  value of their undergraduate work, their
  understanding of their learning process and their
  goals for the future.
• A faculty reviewer (chosen by the individual
  student)
• reads the portfolio and meets the author for
  an exit interview. Only when the faculty reviewer
  accepts the portfolio (as satisfactory or with
  distinction) is a student cleared for graduation

55
Integration Paper

• AFTER the trip, students are required to submit a
  Final Integrative Paper (7-10 pages) based on
  their overall travel experience
• What does the whole travel experience mean to
  you?
• Specific events/activities that you found
  compelling, inspiring, challenging, thought
  provoking. In what way? Please give specific
  examples to support your statements.
• How has the whole experience changed your views
  in life? How are you being impacted by the
  experience?
• Specific persons you met during the trip that
  impacted you the most? In what sense? Describe
  the experience. Lessons you have learned from the
  experience.
• Most memorable places you have visited. What made
  them memorable to you?
• Most meaningful activities you did during the
  trip. What made them meaningful to you?
• Aspects of the travel where you struggle the
  most. In what way? Please give specific examples.
• Specific lessons/insights/discoveries you have
  from the trip.
• How will you sustain or enhance further the
  impact the trip has made on you when you go back
  to the US?
• What metaphor best describes your whole travel
  experience?
• Me Before and After the Trip

56
Daemen College

• Ed Clausen
• Vice President, Academic Affairs
• http//www.daemen.edu

57

• Paul Burkhardt
• http//www.prescott.edu

58
Prescott College

• Mission-based institution
• Self-directed, Integrated Studies
• Experiential, Interdisciplinary Learning
• Responsibility to Diverse Human and Natural
  Communities
• Student-directed competencies and breadths
• Strong faculty advising built into faculty roles
  evaluations
• Narrative evaluation
• Residential Degree Program (B.A.)
• Adult Degree and Graduate Programs (B.A., M.A.,
  Ph.D. in Sustainability Education)

59
Old PC Learning Outcomes

• Literacy in the content of the chosen field
  (history, major figures work, major theories
  application)
• Mastery of the methodology of the field (research
  techniques, scholarly methods, leadership skills,
  modes of expression)
• Ability to connect and apply learning to
  real-life situations
• Personalization / internalization of learning
• Fulfill the Study Program Plan
• College-level writing and research
• College-level mathematics
• Self-direction in degree plan and course of study
• Awareness of, and personal responsibility towards
  cultural diversity, social justice and the
  relationships between the natural environment and
  the human community.

60
Assessment Committee Recommendations

• No CLA, etc.!
• Review and align learning outcomes with AACU
  Value Plus Outcomes when possible
• Develop new outcome / rubrics for environmental
  literacy with CIEL / Ecoleague / ASSHE
• Student-directed artifacts in senior capstone
  project portfolio (electronic)
• Synthesizing essay, reflections connect artifacts
  to outcomes
• Outcomes inform redesign of First Year Experience

61
Art of the Rubric

• Mission-based learning outcomes
• Intercultural knowledge
• Global environmental literacy
• Civic engagement
• Intellectual Abilities in Context
• Skills for Analysis and Communication
• Skills for Integration and Application

62
Value Integrative Learning
63
Mission-based learning outcomes

• Intercultural knowledge
• Knowledge (of cultural worldview frameworks)
• Skills (empathy)
• Attitudes (curiosity)
• Attitudes (openness)

64
Mission-based learning outcomes

• Global environmental literacy
• Knowledge of environmental impact
• Knowledge of life systems
• Application of knowledge to environmental issues
• Attitudes concerning integrity of global
  environments

65
Skills for Analysis and Self-expression

• Identification of Critical Questions
• Existing knowledge, research and/or views
• Evaluate info and sources critically
• Access and use info ethically and legally
• Calculation
• Quantitative interpretation
• Analysis
• Limitations and implications
• Argument and conclusion

66
Skills for Integration and Application

• Initiative
• Independence
• Connection to experience (connects relevant
  experience and academic knowledge)
• Connections to discipline (sees connections
  across disciplines, perspectives)
• Transfer (adopts and applies skills, abilities,
  theories or methodologies gained in one situation
  to new situations)
• Reflection and self-assessment
• Personal agency for positive change

67
Next Steps

• Finalizing newly aligned outcomes
• Building E-portfolio templates
• Implementing through FYE and capstone senior
  projects

68
Global PerspectivesBest Practices, Pitfalls,
andthe Art of the Rubric

• QA