How do you define a “global perspective”? - PowerPoint PPT Presentation

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How do you define a “global perspective”?

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  1. How do you define a “global perspective”? Join a small group Answer the question together 5 minutes

  2. 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

  3. Consortium for Innovative Environments in Learning Gret Antilla, Executive Director gantilla@prescott.edu www.cielearn.org

  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: 8:1 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 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.

  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 Earth’s 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 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.

  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 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

  27. Reasons for Concern New light bulbs won’t 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 (703)993-9727

  29. New Century CollegeGeorge Mason University<http://ncc.gmu.edu> 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