Opening plenary "What to do when the new car smell is gone" for the 2015 Global Citizenship Program Collaboratory at Webster University

1. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
May 19, 2015

2. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
May 19, 2015
What to do when the
“new car smell” is gone:
shared criteria for teaching
and learning
Fifth Annual GCP Collaboratory

3. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

4. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

5. Guided by Mission

6. 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.

7. Vision

9. Program Requirements
Two seminars
• First Year Seminar (1st year)
• 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

10. What do students need?
30 of 128 hours

11. What do students need?
Several strategies

12. Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
Cold-war era general education

13. Purposeful Pathways: A beginning, middle,
and end (with repeated practice)
First Year Seminar introduces program,
emphasizes communication, critical
thinking, interdisciplinarity, integration
1
2
3
Courses address knowledge, communication,
critical thinking, ethical reasoning, global
understanding, intercultural competence,
integrative thinking
Global Keystone Seminar serves as capstone
for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major

14. Program Requirements
Two seminars
• First Year Seminar (1st year)
• 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

15. 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

16. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

17. What to do when the
“new car smell” is gone

18. What to do when the
“new car smell” is gone
• Keep it driveable

19. What to do when the
“new car smell” is gone
• Keep it driveable

20. What to do when the
“new car smell” is gone
• Keep it driveable
• Maintain Blue Book value

21. What to do when the
“new car smell” is gone

22. What to do when the
“new car smell” is gone
• Keep it driveable
• Maintain Blue Book value
• Appreciate rather than depreciate

23. What to do when the
“new car smell” is gone
•
•
• Appreciate rather than depreciate
That’s why we’re here

24. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

25. Evaluating our Progress

26. National Research and Best Practices
The Global Citizenship Program aligns with:
 Webster University Mission and Values
 Employer needs
 Student needs

27. National Research and Best Practices
The Global Citizenship Program aligns with:
 Webster University Mission and Values
 Employer needs
 Student needs

28. National Research and Best Practices:
2015 Employer Survey
91% agree that “a candidate’s demonstrated capacity
to think critically, communicate clearly, and solve
complex problems is more important than his or her
undergraduate major.”
Hart Research Associates. 2015. Falling
Short? College Learning and Career
Success. Washington, DC: Association of
American Colleges and Universities.

29. National Research and Best Practices:
2015 Employer Survey
96% agree that “all college students should have
experiences that teach them how to solve problems
with people whose views are different from their
own.”
Hart Research Associates. 2015. Falling
Short? College Learning and Career
Success. Washington, DC: Association of
American Colleges and Universities.

30. National Research and Best Practices:
2015 Employer Survey
78% say “all college students should gain intercultural
skills and an understanding of societies and countries
outside the United States.”
Hart Research Associates. 2015. Falling
Short? College Learning and Career
Success. Washington, DC: Association of
American Colleges and Universities.

31. National Research and Best Practices:
2015 Employer Survey
Only 23% say recent college grads are well prepared to
apply knowledge and skills in real world settings.
Hart Research Associates. 2015. Falling
Short? College Learning and Career
Success. Washington, DC: Association of
American Colleges and Universities.

32. National Research and Best Practices
The Global Citizenship Program aligns with research:
 Association of American Colleges & Universities
 Research on High Impact Practices
 Organization for Economic Cooperation and
Development
 Association of College & Research Libraries

34. High Impact Practices
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Research
• Diversity/Global Learning
• Service Learning, Internships, Community-Based Learning
• Capstone Courses and Projects

35. 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)
• Effects greater for underserved students
• Effects cumulative

36. OECD “Skills Strategy”

37. OECD “Skills Strategy”
The post-2015 agenda “is not primarily about
providing more people with more years of
schooling…. It is most critically about making
sure that individuals acquire a solid
foundation of knowledge in key disciplines,
that they develop creative, critical thinking
and collaborative skills, and that they build
character attributes, such as mindfulness,
curiosity, courage and resilience.”
Andreas Schleicher, Director for Education and Skills, OECD, and
Qian Tang, Assistant Director-General, UNESCO, “Education post-2015:
Knowledge and skills transform lives and societies,” in OECD/E. Hanushek/L. Woessmann (2015),
Universal Basic Skills: What Countries Stand to Gain, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/9789264234833-en

38. OECD “Skills Strategy”

39. 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)
• Effects greater for underserved students
• Effects cumulative
Also:
• Personal and Social Development (developing ethics, understanding
different backgrounds, understanding self, contributing to community,
voting)
• Social, emotional, mental well being and flourishing

40. • Framework for
• Information Literacy
in Higher Education
Information Literacy Competency
Standards for Higher Education,
January, 2000.
Task force began revisions in 2011.
New Framework for Information
Literacy in Higher Education adopted
February, 2015.

41. • Framework for
• Information Literacy
in Higher Education
• Authority Is Constructed and
Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration

42. Evaluating our progress:
Program Content
More than 140 courses (more than two-thirds decrease from
previously), with 38 different prefixes

43. Evaluating our Progress

44. Evaluating our Progress

45. Evaluating our Progress

46. Evaluating our Progress

47. Evaluating our Progress

48. Evaluating our Progress

49. Evaluating our Progress

50. Evaluating our Progress

51. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

52. The list of outcomes is reasonable and appropriate. Outcomes describe how students
can demonstrate learning. Faculty have agreed on explicit criteria, such as rubrics, for
assessing students’ mastery and have identified exemplars of student performance at
varying levels for each outcome.
GE curriculum, pedagogy, grading, advising, etc. explicitly aligned with GE outcomes.
Curriculum map and rubrics in use well known and consistently used. Co-curriculum
and relevant student support services are also viewed as resources for GE learning
and aligned with GE outcomes.
The campus has a fully articulated, sustainable, multi-year assessment plan that
describes when and how each outcome will be assessed. A coordinator or committee
leads review and revision of the plan, as needed, based on experience and feedback
from internal & external reviewers. The campus uses some form of comparative data
(e.g., own past record, aspirational goals, external benchmarking).
Assessment criteria, such as rubrics, have been pilot-tested and refined over time;
and they usually are shared with students. Reviewers of student work are calibrated,
and faculty routinely find high inter-rater reliability. Faculty take comparative data
into account when interpreting results and deciding on changes to improve learning.
Relevant faculty routinely discuss results, plan improvements, secure necessary
resources, and implement changes. They may collaborate with others, such as
librarians, student affairs professionals, students, to improve the program. Follow-up
studies confirm that changes have improved learning.

53. The list of outcomes is reasonable and appropriate. Outcomes describe how students
can demonstrate learning. Faculty have agreed on explicit criteria, such as rubrics, for
assessing students’ mastery and have identified exemplars of student performance at
varying levels for each outcome.
GE curriculum, pedagogy, grading, advising, etc. explicitly aligned with GE outcomes.
Curriculum map and rubrics in use well known and consistently used. Co-curriculum
and relevant student support services are also viewed as resources for GE learning
and aligned with GE outcomes.
The campus has a fully articulated, sustainable, multi-year assessment plan that
describes when and how each outcome will be assessed. A coordinator or committee
leads review and revision of the plan, as needed, based on experience and feedback
from internal & external reviewers. The campus uses some form of comparative data
(e.g., own past record, aspirational goals, external benchmarking).
Assessment criteria, such as rubrics, have been pilot-tested and refined over time;
and they usually are shared with students. Reviewers of student work are calibrated,
and faculty routinely find high inter-rater reliability. Faculty take comparative data
into account when interpreting results and deciding on changes to improve learning.
Relevant faculty routinely discuss results, plan improvements, secure necessary
resources, and implement changes. They may collaborate with others, such as
librarians, student affairs professionals, students, to improve the program. Follow-up
studies confirm that changes have improved learning.

54. Evaluating our Progress
Exemplars of student work,
Communication among faculty,
Student understanding

55. What to do
Exemplars of student work,
Communication among faculty,
Student understanding

56. What to do
Exemplars of student work,
Communication among faculty,
Student understanding

57. Student understanding
Why do I have
to take this
course?

58. Student understanding
Why do I have
to take this
course?

64. Faculty & academic
partners need to
take pride in GCP

65. Faculty & academic partners
need to help students
understand and value GCP

66. What to do when the
“new car smell” is gone
• Global Citizenship Program overview
• That new car smell
• How are we doing?
• What should we be doing?
• The day ahead

67. First Year Seminar meeting

68. Using GCP Rubrics to:
implement hopes & dreams
organize student thinking

69. Using GCP Rubrics to:
develop learning experiences
make skills visible

70. Using GCP Rubrics to:
measure learning
demystify the “4s”
translate for shared
understanding

71. What to do when the
“new car smell” is gone

72. Faculty & academic
partners need to
take pride in GCP

73. Faculty & academic partners
need to help students
understand and value GCP

74. Signature program:
shared criteria &
shared understanding

75. Make every learning
experience amazing.
( #LearningHappensEverywhere )

76. Improve assessment:

77. Improve assessment:
Identify exemplars/anchors
Share results and observations
Educate colleagues
Communicate, communicate …

78. Communicate
with students

79. Remember

80. 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.

81. Mission

83. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
bumbaugh@webster.edu