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Engaging Generation Z: Integrating Global and Local Vision, Structure, and Innovation

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Engaging Generation Z: Integrating Global and Local Vision, Structure, and Innovation

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How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.

How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.

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Engaging Generation Z: Integrating Global and Local Vision, Structure, and Innovation

  1. 1. ENGAGING GENERATION Z: INTEGRATING GLOBAL AND LOCAL VISION, STRUCTURE, AND INNOVATION
  2. 2. UNIVERSITY OF ST. THOMAS PRESENTERS 2  Camille George, AVP, Global & Local Engagement and Associate Professor, Mechanical Engineering  Elise Amel, Director, Office of Sustainability Initiatives and Professor, Psychology  Sarah E. Spencer, Director, Office of Study Abroad
  3. 3. 3 This is GEN Z http://www.ologie.com/gen-z/#
  4. 4. GENERATION Z OVERVIEW 4 Identity Technology Family Life Social Issues Careers Education Privacy & Safety Global + Innovative
  5. 5. OVERVIEW OF GLOBAL & LOCAL ENGAGEMENTS 5 Purposeful Interactions
  6. 6. KEY ELEMENTS OF OUR APPROACH 6
  7. 7. VISION 7 Responding to the needs of the 21st century: Students need to demonstrate intercultural agility, curiosity and empathy to navigate the complexities of the contemporary world. Our vision is to promote a wide-range of experiential learning experiences to all stakeholders. GALE Vision: The Center for Global and Local Engagement at the University of St. Thomas facilitates learning programs that promote intercultural agility and ethical community engagement. The Center gives all students, faculty, staff, and alumni the opportunity to advance the common good through study away experiences and transformational community partnerships that address social, environmental, and economic issues important for our region and world.
  8. 8. MISSION 8 GALE Mission The Center for Global and Local Engagement provides a University-wide structure to support ethical and sustainable partnerships, programs, and policies that enable the University to advance the common good through traditional and innovative approaches to study abroad and community engagement.  Responding to our Strategic Plan- St. Thomas 2020: Living our Mission, Expanding Our Horizon  From a global perspective, coordination with study abroad experiences  From a local perspective, emphasize the ‘glocal’ and the need to introduce intercultural learning in our diverse metropolis
  9. 9. STRUCTURE 9 Structure: Faculty & staff for programmatic efforts: Study Abroad, Community Engagement, Sustainability Initiatives, Social Impact. Directors are both staff and faculty Directors meet once a month Shared resources: Centralized administration (event planning, calendar coordination), assessment and budget support.
  10. 10. AGREEMENTS & ASSESSMENT 10 Two areas of expertise that are often overlooked Develop a more coordinated approach to agreements with external partner organizations Develop consistent policies Develop an assessment strategy to refine our programs
  11. 11. OFFICES WORKING TOGETHER 11 Office of Sustainability Initiatives Office of Community Engagement Office of Study Abroad Social Innovation ‘Collaboratory’
  12. 12. SUSTAINABILITY energy water urban wetlandsurban agriculture waste transportation community climate
  13. 13. OFFICE OF SUSTAINABILITY INITIATIVES
  14. 14. GLOBAL SUSTAINABILITY Evolution Interdisciplinarity Value Opportunities
  15. 15. CASE: PSYCHOLOGY OF SUSTAINABILITY ABROAD •Copenhagen, Hamburg, Berlin, Freiburg, Köln, Lüneburg, Magdeburg, Göhrde •Explore how behavior affects the environment and how the environment affects behavior •Understand social, cognitive and developmental aspects of real social problems •Upper-level credit toward majors/minors in Psychology, Environmental Studies & Environmental Science
  16. 16. LOCAL SUSTAINABILITY Sustainable Communities Partnership Collaborates with cities to link city- identified, high-priority, sustainability projects with St. Thomas courses
  17. 17. SUSTAINABLE COMMUNITIES PARTNERSHIP
  18. 18. SCOPE? Individual project Unit Group project Course theme
  19. 19. STUDENT WORK Needs assessment best practices precedents Data collection & analysis Designs, models, prototypes, maps, plans, programs Cost/benefit analysis Communication, outreach, education Policy recommendations
  20. 20. OFFICE OF SUSTAINABILITY INITIATIVES
  21. 21. OFFICE OF COMMUNITY ENGAGEMENT (OCE) 21 OCE Mission Inspired by Catholic Social Teaching, the Office of Community Engagement accompanies global and local partner organizations by supporting the design, implementation, and evaluation of courses that use collaborative strategies of engagement to advance the common good. ENGAGE, EXAMINE, EMPOWER
  22. 22. OFFICE OF COMMUNITY ENGAGEMENT 22 Analyzed past Service Learning Courses in light of the world’s most pressing needs Identified theme based initiatives Guiding Principles Best Practices
  23. 23. OCE - GUIDING PRINCIPLES 23 Do no harm & maximize the common good Recognize the Scholarship of Engagement (community partners are co- educators) Critical Service-Learning (attends to dynamics of privilege and power) Radically Inclusive (inspired by Catholic Social Teaching where diverse worldviews and faith traditions are respected) Collaborative Strategies of Engagement (wide framework from charity to justice) Project-based Approach (partner organizations define deliverables) All staff are educators to extend learning and serve the mission of education
  24. 24. OCE BEST PRACTICES 24 Adopted six best practices Reciprocity (partner articulates a real need) Student Orientation (every student trained for engagement across lines of difference) Quality Reflection (the experience is not graded; student learning is evaluated) Common Good (work promoting the net social & environmental conditions necessary for human thriving) Student Evaluation (connection between academic content and experiences) Program Assessment/Community Voice (partner’s voice in assessing success)
  25. 25. 25
  26. 26. OFFICE OF STUDY ABROAD 26 Stabilization Assessment & Finance Commonalities Community engagement – global or local Intercultural learning/agility Program management Short-term – course-based, faculty-directed Language of experiential learning
  27. 27. 27
  28. 28. EXTRA THOUGHTS 28
  29. 29. 29
  30. 30. 30 QUESTIONS? DISCUSSION How are your current students engaging with complex, contemporary local and global communities? http://www.ologie.com/gen-z/#
  31. 31. THANK YOU

Editor's Notes

  • Welcome to Engaging Generation Z: Integrating Global and Local Vision, Structure, and Innovation
    Thank you joining us this morning – wasn’t sure how we would compete with the Washington Update session

  • Inspired by the conference theme, Partnering with Faculty, thrilled to be joined by my colleagues and friends,
    Camille George, AVP, Global & Local Engagement & Associate Professor, Mechanical Engineering
    Elise Amel, Director of Sustainability Initiatives & Professor of Psychology
    Missing fourth colleague, Kim Vrudny, Director of C/E who is attending her professional Theology conference

    We are excited to share our structure and projects and how we have considered integrating global and local activities

    Alternative narrative –
    3 veteran study abroad faculty directors
    1 education abroad professional
    70+ years of experience
    One university
    Found new energy to Reinvent Student Learning

  • How many of you have heard about Generation Z

    First heard about it from my creative agency Marketing Director friend while priming my kitchen walls over a year ago.

    Don’t know if it’s a global phenomenal to make sense of generational trends, but it sounds like we have moved on from the millennials

    Provide a 2 minute overview, recommend you check out this website
  • Selected six areas that are relevant:
    Identity – More open – gender and sexual identity - than previous, identities are blended, global perspective,, world is smaller; views are bigger.
    Technology – The first true digital natives. Communicate constantly, attention span is 8 seconds; and they want personalized content across all devices (Terra Dotta)
    Family Life - Families are diverse and different than the traditional structure. Their Support systems help them make big decisions so need to engage all.
    Social Issues – Believe marriage equality is a fundamental right. Care about human rights, impact on planet; support sustainability and renewable energy; watched international news.
    Careers – Fiercely entrepreneurial and future focused. Want Job-oriented challenges that need to be woven into the fabric of educational experiences (internships, project-based learning)
    Education – Learning is increasingly self-directed and digital. Application in real time. Value teaching that is not just what to think, but how to think and how to make an impact.
    Privacy & Safety – They and their parents take an active role in securing safety & privacy. Want the campus to be comfortable and safe.

    Berlin Conference – Jamie Casap from Google – This generation is Global and Innovative

    Camille George
  • Topics:
    energy
    water
    urban wetlands
    urban agriculture
    waste
    transportation
    Community engagement/environmental justice
  • During spring 2016 pilot we had 150 students working on 14 projects with 13 faculty in 12 classes across 10 disciplines!
  • Fall 2016 partners
  • Needs assessment, best practices, precedents
    Data collection & analysis
    Building designs, models, prototypes, maps, plans, programs
    Cost/benefit analysis
    Communication, outreach, education
    Policy recommendations
  • Where does this leave the Office of Study Abroad?
    Camille’s leadership – Stabilized and championed these units after years of transition
    equity reviews for salaries -
    As she mentioned, hiring specific skills in assessment
    Period of reflection – what do we have in common?

    Commitment to community engagement – whether that is local or global – value that the classroom is not four walls
    Intercultural learning – what are the skills, tools and knowledge to navigate different cultures
    Program management
    Logistics need to be attended do – is the bus showing up on time?
    We talk about faculty-led,- we all have common baseline for faculty-facilitated coursework – support, training and collaboration
    Share a common language and passion of experiential learning.


  • How has the Office of Study Abroad benefited form this adventure?

    First, we acquired three strategic goals over the summer:

    Camille Kool-Aid – get a vision, brand it, tell the story of what it takes and let it happen…

    Increase semester participation

    We have a strong J-term tradition
    The provost is very much behind it

    GALE created nine vision posters and hosted a debut party in early May

    2) Global Semesters – 2020
    - university’s strategic plan for 2020,
    50% of semester outside of Europe -26% now – mostly semester at sea & Bond University in Australia

  • Third - Inclusive global study – reach on campus parody for diverse student study abroad participation
    8% now – 17% current on-campus
  • Other initiatives:

    Classrooms without Borders – each theme featured a study abroad program
    Faculty who teach community-engagement courses
    Participating in a Faculty Learning Community on Intercultural Learning & Education Abroad, co-leading
    Study Abroad & Community Engagement staff attended the International Association for Research on Service-Learning and Community Engagement conference
    Elise is reviewing our partner programs for Curriculum integration potential for Environmental Studies & Science
    Targeted outreach to the Sustainability Living and Learning Community


    Ultimately, as last year’s CIEE conference theme called for, we are looking to reinvent Study Abroad for this new generation.
    As professionals, we are loving the journey…
  • http://www.ologie.com/gen-z/#
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