![Higher Learning Commission Report
Identified student learning goals, program purpose and
philosophy
[T]he GCP program provides broad knowledge and
intellectual concepts/skills students need in the 21st century.
a strong structure for monitoring student learning
progress.](https://image.slidesharecdn.com/2022collaboratoryatimetoact2022-05-21181526-220531192800-5485e304/85/A-Time-to-Act-Transforming-Students-for-Responsible-Global-Citizenship-2022-Collaboratory-34-320.jpg)
![Collaboratory 2022
Excellences we get by first exercising them, as also
happens in the case of the arts as well. For the
things we have to learn before we can do, we learn
by doing, e.g. [people] become builders by building
and lyre-players by playing the lyre; so too we
become just by doing just acts, temperate by doing
temperate acts, brave by doing brave acts.
Aristotle, Nichomachean Ethics 2:1 or
1103a15-b25 (W. D. Ross, tr.)](https://image.slidesharecdn.com/2022collaboratoryatimetoact2022-05-21181526-220531192800-5485e304/85/A-Time-to-Act-Transforming-Students-for-Responsible-Global-Citizenship-2022-Collaboratory-77-320.jpg)
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A Time to Act: Transforming Students for Responsible Global Citizenship (2022 Collaboratory)
- 1. A Time to Act: Transforming Students for Responsible Global Citizenship Bruce Umbaugh Director, Global Citizenship Program Twelfth Global Citizenship Collaboratory May 24, 2022
- 2. "To everything there is a season, and a Time for every purpose under Heaven." (Pete Seeger, The Byrds, Ecclesiastes)
- 3. Season of keeping our word? Time to act?
- 5. High-quality learning experiences Transformation Global citizenship Individual excellence We promise
- 6. 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. GCP Mission
- 8. 1988 HLC Visit Where's your general education program to assure students gain breadth of knowledge?
- 9. Cafeteria A, 1947, Duke University Archives. Durham, North Carolina, USA. CC by-nc-sa, Some rights reserved. Cold-war era general education
- 10. 1998 HLC Visit Cool! Congratulations on your new general education program! Um. How are you assessing that? Or anything?
- 11. Report of a Comprehensive Evaluation Visit, 2008
- 12. Report of a Comprehensive Evaluation Visit, 2008
- 13. Background The season of designing and adopting GCP
- 15. 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
- 16. 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.
- 18. National Research and Best Practices The Global Citizenship Program aligns with research: P American Association of Colleges & Universities "Liberal Education and America's Promise" (LEAP) Research on High Impact Practices / High-quality Learning Experiences Organization for Economic Cooperation and Development "Skills Strategy" Association for General and Liberal Studies Judgments of Quality
- 19. Purposeful Pathways: A begining, middle, and end Initial integrative seminar emphasizes critical thinking, communiation, interdisciplinarity, integration 1 2 3 Middle Eight courses address knowledge and skills Global Keystone Seminar serves as capstone course for the Global Citizenship Program of general education
- 20. Program Requirements Two seminars Initial Integrative Seminar (1st year or after transfer) Global Keystone (3rd year) Emphasize integration, lifelong learning Eight other courses Roots of Cultures (two) Social Systems & Human Behavior (two) Physical & Natural World Global Understanding Arts Appreciation Quantitative Literacy Also address Written and Oral Communication, Critical Thinking, Ethical Reasoning, and Intercultural Competence (Integrative Learning & Collaboration)
- 21. Program Requirements Critical skills throughout the curriculum: Written & Oral Communication Critical Thinking Ethical Reasoning Intercultural Competence Global Keystone Seminar as a capstone experience for gen ed: Integrative Experiential Problem-based Interdisciplinary Critical skills Collaborative
- 22. Purposeful Pathways with Student Choice More than 30 Cornerstone Seminars Substitute courses Online GLBC 1210 Satisfied by all associates degrees A dozen and more ways to satisfy each Knowledge and Skill requirement More than 20 Global Keystone Seminars: term and semester, face-to-face and online
- 23. WHAT IS GCP LIKE? GEN ED CHARACTERISTICS As approved by the Faculty Assembly and implemented. INTERDISCIPLINARITY Integrative seminars are interdisciplinary by design. Knowledge Areas mostly menus of disciplinary courses with skill integration.. RELATION TO MAJOR Most BA & BS students complete outside major. Some double count a small amount. BEd, BFA, BSN, BM, BMEd more extensive accommodations. STUDENT CHOICE Some programs are designed so that students take specific courses. GCP allows students to choose within required categories. PERCENT OF DEGREE General Education programs vary from about 1/5 to 2/3 of required credits. GCP is 1/4. High Low Med ****
- 24. Emphasis on Skills & Integration Raising the Bar: Employers Views on College Learning in the Wake of the Economic Downturn, Hart Research Associates, for the AAC&U, January, 2010
- 25. Emphasis on Skills & Integration Critical skills throughout the curriculum: Written & Oral Communication Critical Thinking Ethical Reasoning Intercultural Competence Global Keystone Seminar as a capstone experience for general education Address multiple skills Integrate disciplinary knowledge Address wicked problems Integrate college and life learning Prepare for responsible global citizenship Integrated with knowledge instruction
- 26. 45 (or more) nutritious credits Only 30 required credit hours 30 of 120 hours
- 27. Culminating Experience The Global Keystone Seminar serves as a capstone for the general education we provide for students Integrative Experiential Problem-based Interdisciplinary Critical skills Collaborative
- 28. Background GCP approved by Faculty Assembly in 2011, teaching began in 2012 (ten years!), featured in Higher Learning Commission Visit 2018
- 29. Validation Validation! The season of validating GCP
- 30. Validation Validation! Four examples of validation
- 34. Higher Learning Commission Report Identified student learning goals, program purpose and philosophy [T]he GCP program provides broad knowledge and intellectual concepts/skills students need in the 21st century. a strong structure for monitoring student learning progress.
- 35. Higher Learning Commission Report The excitement of the members of the Global Citizenship Program Committee articulated both the strength and cohesiveness of the GCP . comprehensive assessment Interviews with students indicated an understanding of the importance of general education as part of the undergraduate experience.
- 36. Higher Learning Commission Report mastering modes of creative work, communication, and skills co-curricular programming designed to support the goals of the GCP KEYS courses help students understand and appreciate human and cultural diversity.
- 37. Higher Learning Commission Report The GCP has offered a structure for interdisciplinarity, collaboration, and mentoring for and by the faculty.
- 38. Higher Learning Commission Report Webster University is to be commended for the work on this program and for the way that this program in particular is knitting various initiatives and programs more closely together.
- 39. Higher Learning Commission Report It offers a strong model for assessment and integrative learning for the rest of the campus as well as for other institutions.
- 41. Table 3. Average FYS Scores by Overall Skill Area and Academic Year GCP Skill Area AY1415 (n=513) AY1516 (n=350) AY1617 (n=333) FA17 (n=230) Oral Communication 2.15 2.34 2.33 2.27 Integrative Learning 1.94 2.05 2.15 2.19 Scale: Exemplary (4); Proficient (3); Developing (2); Beginning (1); Does not meet Beginning (0)
- 42. Table 9. Average Middle 8 Rating for Overall Skill Areas, by Academic Year Skill Area AY1415 AY1516 AY1617 FA17 Written Communication 2.65 2.62 2.66 2.83 Oral Communication 2.34 2.46 2.45 2.34 Ethical Reasoning 2.80 2.96 2.70 2.52 Critical Thinking 2.53 2.70 2.61 2.68 Intercultural Competence 2.69 2.62 2.73 2.61 Table 10. Average Middle 8 Rating for Knowledge Areas by Criteria and Academic Year Knowledge Area AY1415 AY1516 AY1617 FA17 Roots of Cultures 2.65 2.61 2.54 2.19 Social Systems and Human Behavior 2.74 2.84 2.66 2.85 Physical and natural World 2.58 2.76 2.70 2.70 Global Understanding 2.56 2.43 2.65 2.74 Quantitative Literacy 2.58 2.71 2.76 2.52 Arts Appreciation 2.60 2.56 2.68 2.49 Scale: Exemplary (4); Proficient (3); Developing (2); Beginning (1); Does not meet Beginning (0)
- 43. Table 11. Average KEYS Scores by Skill Area and Academic Year GCP Skill Area AY14-15 (n=137) AY15-16 (n=420) AY16-17 (n=457) FA17 (n=220) Critical Thinking 2.94 3.13 3.20 2.77 Intercultural Competence 2.96 3.24 3.26 2.81 Integrative Learning 3.04 3.19 3.16 2.67 Oral Communication 2.87 3.22 3.12 2.76 Ethical Reasoning 2.80 3.18 3.21 2.67 Written Communication 2.90 3.17 3.11 2.73 Teamwork 3.10 3.23 3.28 3.05
- 44. Table 15. FA14 FYS Cohort, Average Skill/Knowledge Area by GCP Course Type and ACT Score Range FYS Middle 8 KEYS 24 or lower 25 or higher 24 or lower 25 or higher 24 or lower 25 or higher Skill/KnowledgeArea Avg. Avg. Avg. Avg Avg. Avg. Oral Communication 1.98 2.36 2.11 2.48 2.92 3.06 Integrative Learning 1.85 2.16 3.06 3.31 WCOM 2.76 3.19 3.00 3.31 Critical Thinking 2.62 2.99 2.96 3.34 Ethical Reasoning 2.7 2.87 3.04 3.06 Intercultural Competence 2.58 2.88 3.23 3.09 Teamwork 3.15 3.30 Arts Appreciation 2.67 2.89 Global Understanding 2.55 2.72 PNW 2.50 2.75 Quantitative Literacy 2.63 3.50 Roots of Cultures 2.52 2.74 SSHB 2.63 3.18
- 45. First-year Sophomore & Junior Middle Eight KEYS Senior
- 46. A Time to Act Progress during the pandemic winter & looking ahead to future springs
- 49. High Impact Practices First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Projects lasting longer than one semester Diversity/Global Learning Service Learning, Internships, Community-Based Learning Mentorship Capstone Courses and Projects
- 50. 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) Social & emotional well-being Effects greater for underserved students Effects cumulative
- 51. Ashley Finley and Tia McNair, Assessing Underserved Students Engagement in High-Impact Practices, 2013
- 52. High Impact Practices Help students learn Are structurally part of the Global Citizenship Program Are structurally part of many majors (required or optional) Philosophy: Conference, Capstone course, Capstone Colloquium Biology: Mentored research, Yearlong thesis project, Thesis presentation Psychology: Mentored research, Research Presentations English: Green Fuse Abundant in the co-curriculum (AES Conference, Public speaking presentations, Recitals & shows, RAD conference, Study abroad)
- 53. Students dont do optional. Kay McClenney, Director, Center for Community College Student Engagement
- 54. High Impact Practices are almost all optional in GCP. ...and in the experiential co-curriculum. ...and only some are required in majors.
- 55. Equity Mission
- 57. UNDERGRADUATE EXPERIENCE MAJOR GCP CO- CURRICULUM These practices show their value long after college.
- 58. Keeping our promise to students The Gallup-Purdue Index Report Workplace engagement 39% Gallup, Great Jobs, Great Lives, 2014
- 59. Keeping our promise to students Gallup, Great Jobs, Great Lives, 2014. Copyright 息 2014 Gallup, Inc. All rights reserved. The content is used with permission; however, Gallup retains all rights of republication.
- 60. Keeping our promise to students Gallup, Great Jobs, Great Lives, 2014. Copyright 息 2014 Gallup, Inc. All rights reserved. The content is used with permission; however, Gallup retains all rights of republication.
- 62. THE "BIG SIX": Professor made me excited about learning, profs cared about me, I had a mentor, project semester or longer, internship/job allowed me to apply what I learned, extremely active in co-curriculum 2.6 x likely to be engaged at work 2.5 x likely to be thriving in all areas
- 63. UNDERGRADUATE EXPERIENCE MAJOR GCP Integrate and align CO- CURRICULUM Require/feature more high- impact practices Equity AND Impact
- 65. A Time to Act Making every GCP course excellent requires that we SCALE high-impact practices and BUILD a culture of care.
- 66. Why a culture of care?
- 67. Why a culture of care? These good practices work because they offer: Community & Belonging Validation Direction, Connections, Relationships
- 68. Why a culture of care? Ethics of Care explains why the good stuff works: We recognize and take responsibility for meeting deep needs We act to meet a student's needs We evaluate our progress; Students recognize the care
- 69. How do we scale?
- 70. How do we scale? Lenore Rodicio's three-step plan for change leadership in higher education: "General and Liberal Education in a New Era" (AGLS21)
- 71. How do we scale? Lenore Rodicio's three-step plan for change leadership in higher education: 1) Listen to students 2) Build capacity 3) Act "General and Liberal Education in a New Era" (AGLS21)
- 72. Collaboratory 2022 Opportunities to listen to students: Denis Milardovic's session this afternoon Student panel on community-based learning tomorrow
- 73. Collaboratory 2022 Building capacity Global Cornerstone faculty meeting Global Keystone faculty meeting Workshop on inclusive strategies for student success Canvas Outcomes assessment session
- 74. Collaboratory 2022 How else do we build capacity?
- 75. Collaboratory 2022 How else do we build capacity? By acting.
- 76. Collaboratory 2022 How else do we build capacity? By acting. By doing things in the right ways until they become habits shared across our community.
- 77. Collaboratory 2022 Excellences we get by first exercising them, as also happens in the case of the arts as well. For the things we have to learn before we can do, we learn by doing, e.g. [people] become builders by building and lyre-players by playing the lyre; so too we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts. Aristotle, Nichomachean Ethics 2:1 or 1103a15-b25 (W. D. Ross, tr.)
- 78. Collaboratory 2022 We will build capacity.
- 79. Collaboratory 2022 We will build capacity. By acting.
- 80. Collaboratory 2022 We will build capacity. By acting. Together.
- 81. Collaboratory 2022 We will build capacity. By acting. Together. This Fall.
- 82. Collaboratory 2022 We will build capacity. By acting. Together. This Fall. (With scaffolding.)
- 83. Four Feasible Forms Transparent teaching Oakton Persistence Project model Aligning course goals with student goals Small-m mentoring
- 84. Commit now Go to www.mentimeter.com Use code 6624 9021
- 85. "100_7211" by Uriel 1998 is licensed under CC BY 2.0
- 86. "believe in the future by creating it first." Hugh Mcleod
- 87. In coming years Together, we will Scale the best practices and Institutionalize care, so we So that we Transform students for responsible global citizenship and Lives of thriving
- 88. A Time to Act: Transforming Students for Responsible Global Citizenship Bruce Umbaugh Director, Global Citizenship Program Twelfth Global Citizenship Collaboratory May 24, 2022