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How do you define a “global perspective”? Join a small group Answer the question together 5 minutes Global Citizenship: Best Practices, Pitfalls, and The Art of the Rubric Paul Burkhardt, CAO, Prescott College Ed Clausen, VPAA, Daemen College

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how do you define a global perspective

How do you define a “global perspective”?

Join a small group

Answer the question together

5 minutes

global citizenship best practices pitfalls and the art of the rubric

Global Citizenship:Best 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

consortium for innovative environments in learning
Consortium for Innovative Environments in Learning

Gret Antilla, Executive Director

ciel global competences project the task
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)
ciel global competences project the context
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

global perspective
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

ciel future directions
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

Leap Outcomes / Value Rubrics

    • Intercultural Knowledge and Competences
    • Civic Engagement
  • Individual School Outcomes
  • CIEL Outcome / Rubric
    • “Global Environmental Literacy”
marlboro college
Marlboro College

Sirkka Kauffman

Assist. Dean Academic Affairs


General Information about Marlboro

Date established: 1946

Type: residential, coed, private liberal arts

Total enrollment: 330

Student-faculty ratio: 8:1

Average class size: 10 students

Number of degree fields: 34

Number of fulltime faculty: 41


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 anda global perspective. The college promotes independence by requiring students to participate in the planning of their own programs of study andto act responsibly within a self-governing community.

sophomore review student self assessment all students
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?

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
potential new directions
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
potential new directions17
Potential New Directions


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

global perspectives best practices pitfalls and he art of the rubric sources and destinations
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

new century college competencies
New Century College Competencies


Critical Thinking

Strategic Problem Solving


Group Interaction

Global Understanding

Effective Citizenship

Aesthetic Awareness

Information Technology

sustainability studies learning outcomes 2 4
Sustainability Studies Learning Outcomes (2 & 4)

an ability to apply the concept of sustainability in critically examining social issues related to the use of Earth’s natural resources;

an ability to creatively and effectively apply the principles of sustainability to his or her own field of study.

sustainability studies learning outcomes 1 3
Sustainability Studies Learning Outcomes (1 & 3)
  • a well-grounded understanding—informed by natural science, social science, and humanistic perspectives—of 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.
four key competencies in sustainable world
Four Key Competencies in Sustainable World


Critical Thinking

Strategic Problem Solving


Group Interaction

Global Understanding

Effective Citizenship

Aesthetic Awareness

Information Technology

sources and destinations essay
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

sources and destinations the process
Sources and Destinations: The Process

Ecological Footprint Quiz & Reflection

Proposal (2 topics)

Library Workshop

Draft with Annotated Bibliography

Final Essay

Evidence of Learning (optional)

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 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.
reasons for hope
Reasons for Hope

Students learn about big planetary crises such as climate change and biodiversity loss

They learn about how our society’s 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

reasons for concern
Reasons for Concern

New light bulbs won’t save the planet

Citizenship is more than service

developing global citizenship best practices pitfalls and the art of the rubric

“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


new century college george mason university http ncc gmu edu
New Century CollegeGeorge Mason University<>


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.
ncc meets this challenge through
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
global understanding31
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.
effective citizenship
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.
setting of global citizenship global education program
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)

setting of global citizenship classroom as a learning community
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)

learning approaches
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


  • reflection/de-briefing
  • global education program

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)

graduation portfolio new century college
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

integration paper
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”
daemen college
Daemen College

Ed Clausen

Vice President, Academic Affairs

Paul Burkhardt

prescott college
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)
old pc learning outcomes
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.
assessment committee recommendations
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

art of the rubric
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
mission based learning outcomes
Mission-based learning outcomes:
  • Intercultural knowledge
    • Knowledge (of cultural worldview frameworks)
    • Skills (empathy)
    • Attitudes (curiosity)
    • Attitudes (openness)
mission based learning outcomes64
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
skills for analysis and self expression
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


Quantitative interpretation


Limitations and implications

Argument and conclusion

skills for integration and application
Skills for Integration and Application



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

next steps
Next Steps

Finalizing newly aligned outcomes

Building E-portfolio templates

Implementing through FYE and capstone senior projects