The document discusses the Global Citizenship Program (GCP) at Webster University. It provides background on the development of the GCP over time in response to accreditation reviews. It outlines the mission and requirements of the GCP, including its emphasis on skills, pathways for students, and a capstone course. It also discusses validation of the GCP through external reviews, assessment data, and its inclusion of high-impact practices linked to student success. The document calls for continuing efforts to scale high-impact practices and build a culture of care in order to fulfill the program's promise to students.

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?

4. Webster Mission

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

7. Background
Seasons before GCP

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

31. Validation
Validation! External validation

33. Validation
Validation! External 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.”

40. Validation
Validation! Internal validation

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 don’t 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 © 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 © 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