The Global Citizenship Program at Webster University is being updated to better prepare students for the 21st century. The program will include purposeful pathways through required courses in the first year, sophomore year, and a capstone course. It aims to cultivate knowledge, skills, and especially integration across disciplines. The goals are to ensure students develop competencies for global citizenship and career success in a changing world. The program builds on high-impact educational practices and international collaboration.
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
The document summarizes work from the previous year on the Global Citizenship Program (GCP) at Webster University. It discusses developing the GCP to provide students with knowledge, skills, and abilities for meaningful work, responsible global citizenship, and career success. This includes creating purposeful learning pathways through high-impact practices like first-year seminars, learning communities, and a capstone course. The goals are to ensure students graduate with core competencies for the 21st century through the GCP.
From learning design to effective practicesaliceproject
This document discusses developing educators' professionalism in adult education through the ALICE project. It outlines phases of the ALICE project including training adult trainers in designing intergenerational learning experiences using creative languages. The document emphasizes using learning design and design thinking approaches to plan educational interventions and represent practices for discussion, evaluation, and sharing as open educational resources to improve adult education.
Future of education - Insights from discussions building on an initial perspe...Future Agenda
The initial perspective on the Future of Education kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
1. Education for sustainable development (ESD) aims to promote awareness and empower citizens to make changes towards more sustainable societies. It involves reorienting education to address sustainable development issues.
2. ESD is not a new subject but builds on existing areas like environmental education. It helps develop knowledge, values, and skills to envision and participate in sustainable change.
3. The UN proposed seven strategies for countries to implement ESD: vision-building, partnerships, capacity-building, research/innovation, information/communication, monitoring, and evaluation. Examples are given for how countries can apply these strategies.
This document discusses the development of a framework to define key competencies needed for individuals to be successful in life and society. It was developed by the OECD through a collaborative multidisciplinary process. The framework identifies three categories of key competencies: 1) Using tools interactively, such as language, technology, knowledge and information; 2) Functioning in heterogeneous groups; and 3) Acting autonomously. At the core of the competencies is reflectiveness - the ability to think critically and learn from experience. The competencies are interrelated and combinations are needed in different contexts. International assessments like PISA have provided evidence of the importance of competencies like literacy.
This document provides an executive summary of the National Educational Technology Plan (NETP) from 2010. The plan calls for a revolutionary transformation of the American education system through the use of technology. It presents a model of 21st century learning powered by technology, with goals and recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan argues that technology can help improve learning outcomes, assessments, teaching practices, and infrastructure while also increasing productivity and managing costs. It aims to prepare students with 21st century skills and leverage data and technology to drive continuous improvement across the entire education system.
The Global Citizenship Program (GCP) at Webster University underwent revision beginning in 2009 and was approved by the Faculty Assembly in 2011. The GCP aims to provide students with the competencies required for responsible global citizenship in the 21st century by integrating knowledge and skills development. Research indicates the GCP aligns with employer needs, student needs, and national best practices. It emphasizes skills like critical thinking, communication, and intercultural competence that lead to career success. The next steps are to ensure all GCP courses are of high quality and effectively integrate knowledge and skills.
The document summarizes work from the previous year on the Global Citizenship Program (GCP) at Webster University. It discusses developing the GCP to provide students with knowledge, skills, and abilities for meaningful work, responsible global citizenship, and career success. This includes creating purposeful learning pathways through high-impact practices like first-year seminars, learning communities, and a capstone course. The goals are to ensure students graduate with core competencies for the 21st century through the GCP.
From learning design to effective practicesaliceproject
This document discusses developing educators' professionalism in adult education through the ALICE project. It outlines phases of the ALICE project including training adult trainers in designing intergenerational learning experiences using creative languages. The document emphasizes using learning design and design thinking approaches to plan educational interventions and represent practices for discussion, evaluation, and sharing as open educational resources to improve adult education.
Future of education - Insights from discussions building on an initial perspe...Future Agenda
The initial perspective on the Future of Education kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
1. Education for sustainable development (ESD) aims to promote awareness and empower citizens to make changes towards more sustainable societies. It involves reorienting education to address sustainable development issues.
2. ESD is not a new subject but builds on existing areas like environmental education. It helps develop knowledge, values, and skills to envision and participate in sustainable change.
3. The UN proposed seven strategies for countries to implement ESD: vision-building, partnerships, capacity-building, research/innovation, information/communication, monitoring, and evaluation. Examples are given for how countries can apply these strategies.
This document discusses the development of a framework to define key competencies needed for individuals to be successful in life and society. It was developed by the OECD through a collaborative multidisciplinary process. The framework identifies three categories of key competencies: 1) Using tools interactively, such as language, technology, knowledge and information; 2) Functioning in heterogeneous groups; and 3) Acting autonomously. At the core of the competencies is reflectiveness - the ability to think critically and learn from experience. The competencies are interrelated and combinations are needed in different contexts. International assessments like PISA have provided evidence of the importance of competencies like literacy.
This document provides an executive summary of the National Educational Technology Plan (NETP) from 2010. The plan calls for a revolutionary transformation of the American education system through the use of technology. It presents a model of 21st century learning powered by technology, with goals and recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan argues that technology can help improve learning outcomes, assessments, teaching practices, and infrastructure while also increasing productivity and managing costs. It aims to prepare students with 21st century skills and leverage data and technology to drive continuous improvement across the entire education system.
The Digital Age Teacher Preparation Council was convened in 2010 to identify necessary changes to teacher training for 21st century schooling. The Council put forward five goals for improving teacher professional development: 1) Modernize programs and professional development to promote technology access and collaboration. 2) Train teachers to integrate digital media appropriately. 3) Expand the use of public media resources in classrooms. 4) Advance coherent and equitable technology policies. 5) Create research partnerships for a digital age. These goals aimed to address challenges around the digital divide and ensure more equitable technology distribution.
The future of education and skills Education 2030Peerasak C.
The document discusses the future of education and skills needed by 2030 according to a report by the OECD. It notes that the world is facing unprecedented social, economic, and environmental challenges driven by globalization and rapid technological change. The education system needs to prepare students with the knowledge, skills, attitudes and values to thrive in this uncertain future. This includes competencies like creativity, collaboration, digital literacy, critical thinking, problem solving, and global citizenship. The report proposes a framework for competency-based teaching and learning focused on developing learner agency, knowledge, and transformative competencies like creating new value, reconciling tensions, and responsibility. It also discusses design principles for curriculum redesign to incorporate these competencies into the education
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
The document provides an executive summary of the National Educational Technology Plan for 2010. It discusses two goals for 2020: raising the proportion of college graduates to 60% and closing achievement gaps. It calls for embracing innovation, evaluation, and continuous improvement in education through technology. A model is presented with recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan aims to transform education through personalized and technology-powered learning.
The document discusses how flipped learning fits within the four dimensional education framework. The four dimensions are: 1) knowledge, 2) skills, 3) character, and 4) meta-learning. Flipped learning supports developing cross-curricular themes, 21st century skills like collaboration, and character traits like grit through student-centered approaches. When implemented according to this framework, flipped learning can enhance deep learning and develop self-directed, reflective students well-prepared for the future.
Schools need to reform to better prepare students for the 21st century. Traditional school models are outdated and do not adequately develop skills like critical thinking, creativity, and collaboration. Successful schools of the future will personalize learning, integrate technology, focus on real-world problem solving, and foster learning communities. The role of teachers will be to guide students as they work together on authentic projects.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document outlines the OECD's framework for assessing global competence in PISA 2018. It discusses the importance of developing students' global competence to thrive in an interconnected world. The framework defines global competence as a multidimensional capacity allowing individuals to understand global issues from different perspectives, interact respectfully with others from diverse backgrounds, and take responsible action on global challenges. It describes how schools can promote global competence through intercultural experiences and helping students see their role in both local and global communities. The document argues that assessing global competence is important to help students live harmoniously in diverse societies, succeed in a changing job market, use digital media responsibly, and support progress on global issues like sustainability.
The document discusses integrating technology into teaching and learning. It aims to provide education on using technology in instruction, acquaint students with information technology, and engage learners with practical technology applications. This will help develop higher-level thinking and creativity among students. The document also discusses how technology has changed the way students learn and teachers teach, from the old style of teaching to methods more suitable for the new digital generation. It outlines six new digital fluencies needed for students in the 21st century.
My contribution at the ICDE Leadership Summit 2022 hosted by #KNOW Korea #ICDELS2022 INNOVATIVE LEADERSHIP FOR OPEN EDUCATION Open Access, Open Science, and OER 20-21 Jan 2022
This document discusses how technology impacts education and learning. It explores the relationship between teachers, technology, and educational outcomes. While technology has transformed many aspects of life and schooling, its impact on learning is unclear. Effective implementation of technology requires skilled teachers and a focus on pedagogy. Students now need skills such as collaboration, problem solving and digital literacy to succeed in an increasingly digital world. However, schools and teaching must continue to adapt to prepare students.
Trendvoorspellingen opleidingsmarkt 2020 | Trends & forecast educational mark...Christiaan Tome
The document discusses trends predicting changes in the education market by 2020. It argues that traditional education models will be disrupted and transformed. Entrepreneurs are challenging the status quo through innovative learning platforms that are student-centric, personalized, and provide interactive, self-paced education. By 2020, education systems are predicted to be hybrid models that blend online and in-person learning, customizable to individual students' needs and interests in a motivating way.
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
This keynote presentation focused on inclusive education for gifted and talented students in meeting 21st century standards. The speaker discussed how 21st century skills require teachers skilled in using technology as a learning tool. Teachers also need to understand inclusive education and teaching gifted students who are second language learners. The goal is to adequately identify and nurture gifted learners in UAE schools by preparing more teachers to teach at higher levels using technology.
Product •Technical Process
Support
Pittman, J.(2003)
Policy
#4
21st Century Learning is
Project-based
Project-based Learning
- Authentic problems or questions
- Student-centered activities
- Projects
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
Board of Trustees presentation on Global Citizenship Programbumbaugh
The Global Citizenship Program at Webster University aims to ensure that all undergraduate students develop the core competencies required for responsible global citizenship in the 21st century. The program is guided by the university's mission and aligns with employer needs, student needs, and national research on skills development. It focuses on providing students with knowledge in various areas as well as skills like critical thinking, communication, cultural competence, collaboration, and ethical reasoning. A key part of the program is integrative learning experiences like first-year seminars and a global keystone seminar in the third year that combine knowledge and skill development.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
The Digital Age Teacher Preparation Council was convened in 2010 to identify necessary changes to teacher training for 21st century schooling. The Council put forward five goals for improving teacher professional development: 1) Modernize programs and professional development to promote technology access and collaboration. 2) Train teachers to integrate digital media appropriately. 3) Expand the use of public media resources in classrooms. 4) Advance coherent and equitable technology policies. 5) Create research partnerships for a digital age. These goals aimed to address challenges around the digital divide and ensure more equitable technology distribution.
The future of education and skills Education 2030Peerasak C.
The document discusses the future of education and skills needed by 2030 according to a report by the OECD. It notes that the world is facing unprecedented social, economic, and environmental challenges driven by globalization and rapid technological change. The education system needs to prepare students with the knowledge, skills, attitudes and values to thrive in this uncertain future. This includes competencies like creativity, collaboration, digital literacy, critical thinking, problem solving, and global citizenship. The report proposes a framework for competency-based teaching and learning focused on developing learner agency, knowledge, and transformative competencies like creating new value, reconciling tensions, and responsibility. It also discusses design principles for curriculum redesign to incorporate these competencies into the education
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
The document provides an executive summary of the National Educational Technology Plan for 2010. It discusses two goals for 2020: raising the proportion of college graduates to 60% and closing achievement gaps. It calls for embracing innovation, evaluation, and continuous improvement in education through technology. A model is presented with recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan aims to transform education through personalized and technology-powered learning.
The document discusses how flipped learning fits within the four dimensional education framework. The four dimensions are: 1) knowledge, 2) skills, 3) character, and 4) meta-learning. Flipped learning supports developing cross-curricular themes, 21st century skills like collaboration, and character traits like grit through student-centered approaches. When implemented according to this framework, flipped learning can enhance deep learning and develop self-directed, reflective students well-prepared for the future.
Schools need to reform to better prepare students for the 21st century. Traditional school models are outdated and do not adequately develop skills like critical thinking, creativity, and collaboration. Successful schools of the future will personalize learning, integrate technology, focus on real-world problem solving, and foster learning communities. The role of teachers will be to guide students as they work together on authentic projects.
The document discusses whether ICT is truly helping learners take the driver's seat in their education. It explores different perspectives from research on how ICT could empower learners, but identifies challenges that have prevented learners from fully benefiting from ICT. These include issues with technology, curriculum, skills, and resistance to change from educational institutions. The document also examines policy dilemmas and the potential for ICT to polarize learning between formal, credentialed paths and informal, self-managed paths. It argues this polarization can be avoided by raising awareness, redefining education goals, and facilitating transition with research support while respecting individual learners.
This document outlines the OECD's framework for assessing global competence in PISA 2018. It discusses the importance of developing students' global competence to thrive in an interconnected world. The framework defines global competence as a multidimensional capacity allowing individuals to understand global issues from different perspectives, interact respectfully with others from diverse backgrounds, and take responsible action on global challenges. It describes how schools can promote global competence through intercultural experiences and helping students see their role in both local and global communities. The document argues that assessing global competence is important to help students live harmoniously in diverse societies, succeed in a changing job market, use digital media responsibly, and support progress on global issues like sustainability.
The document discusses integrating technology into teaching and learning. It aims to provide education on using technology in instruction, acquaint students with information technology, and engage learners with practical technology applications. This will help develop higher-level thinking and creativity among students. The document also discusses how technology has changed the way students learn and teachers teach, from the old style of teaching to methods more suitable for the new digital generation. It outlines six new digital fluencies needed for students in the 21st century.
My contribution at the ICDE Leadership Summit 2022 hosted by #KNOW Korea #ICDELS2022 INNOVATIVE LEADERSHIP FOR OPEN EDUCATION Open Access, Open Science, and OER 20-21 Jan 2022
This document discusses how technology impacts education and learning. It explores the relationship between teachers, technology, and educational outcomes. While technology has transformed many aspects of life and schooling, its impact on learning is unclear. Effective implementation of technology requires skilled teachers and a focus on pedagogy. Students now need skills such as collaboration, problem solving and digital literacy to succeed in an increasingly digital world. However, schools and teaching must continue to adapt to prepare students.
Trendvoorspellingen opleidingsmarkt 2020 | Trends & forecast educational mark...Christiaan Tome
The document discusses trends predicting changes in the education market by 2020. It argues that traditional education models will be disrupted and transformed. Entrepreneurs are challenging the status quo through innovative learning platforms that are student-centric, personalized, and provide interactive, self-paced education. By 2020, education systems are predicted to be hybrid models that blend online and in-person learning, customizable to individual students' needs and interests in a motivating way.
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
This keynote presentation focused on inclusive education for gifted and talented students in meeting 21st century standards. The speaker discussed how 21st century skills require teachers skilled in using technology as a learning tool. Teachers also need to understand inclusive education and teaching gifted students who are second language learners. The goal is to adequately identify and nurture gifted learners in UAE schools by preparing more teachers to teach at higher levels using technology.
Product •Technical Process
Support
Pittman, J.(2003)
Policy
#4
21st Century Learning is
Project-based
Project-based Learning
- Authentic problems or questions
- Student-centered activities
- Projects
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
Board of Trustees presentation on Global Citizenship Programbumbaugh
The Global Citizenship Program at Webster University aims to ensure that all undergraduate students develop the core competencies required for responsible global citizenship in the 21st century. The program is guided by the university's mission and aligns with employer needs, student needs, and national research on skills development. It focuses on providing students with knowledge in various areas as well as skills like critical thinking, communication, cultural competence, collaboration, and ethical reasoning. A key part of the program is integrative learning experiences like first-year seminars and a global keystone seminar in the third year that combine knowledge and skill development.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
2013 GCP Collaboratory Overview and Progress Updatebumbaugh
Overview of the Global Citizenship Program, its structure, background, and rationale, indications of progress in implementation and in development of the GCP as a strong program of general education, preview of the 2013 Collaboratory experience.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
This document outlines an e-mentoring program between students and recent graduates. The program aimed to help students develop employability skills through virtual mentorship. Interviews with student mentees found that the program was generally positive and helped them discuss topics like CVs, job applications, people management strategies, and gaining insight into the UK working environment. The document evaluates theories of employability and the potential for e-mentoring to help students explore career options and develop skills needed for the workforce.
The document outlines an agenda for a future ready workshop focusing on ten trends in education including social mapping, big and small data, micro-credentials, and wellbeing. It includes activities for participants to explore trends in more depth and discuss characteristics of future ready learners. The workshop also addresses focusing curriculum, learning environments, activities on capabilities rather than subjects, and integrating principles of the New Zealand curriculum. Next steps suggested are for participants to identify concrete actions they will take back to their schools.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
This document discusses high-impact educational practices (HIPs) such as internships and civic engagement. It notes that HIPs have been shown to provide substantial educational benefits to students when implemented effectively. However, not all students participate in HIPs, with underrepresented minority students having less access. The document advocates for integrating HIPs more fully into liberal education and ensuring equitable access for all students. It also argues that HIPs work best when they involve real-world experience, critical reflection, and are tied to academic curriculum.
The document discusses the role of curriculum dimensions within the UK National Curriculum, with a focus on the "Global Dimension". It explores how the Global Dimension can support cross-curricular learning and help develop skills in students to become active global citizens. The Global Dimension aims to help students understand challenges facing the planet and how to balance quality of life with sustainability. Teachers are encouraged to incorporate Global Dimension concepts and culturally diverse experiences to help students critically examine values and global issues.
This document discusses developing international social work programs through university-community partnerships. It outlines goals of developing field practicum sites focused on geriatric care and recruiting more geriatric specialist social work students. Key components include competency-driven field education integrated across programs, an expanded field instructor role, and focused recruitment. The document discusses identifying decision-makers and allies from agencies and considering various roles for involvement. It also addresses challenges, best practices, and ideas for sustaining international social work curriculum infusion efforts.
This document outlines the need to prepare students for the global age by transforming elementary education. It discusses how schools must shift from 20th century models to developing students' global competencies through a revitalized curriculum, instruction, and assessments focused on global themes and perspectives. Key aspects of a global elementary school include teacher development in cultural knowledge and technology skills, interdisciplinary thematic units, authentic assessments, and opportunities for students to learn languages and connect with other cultures through travel and community resources. The goal is to start developing global skills at the elementary level to ensure students' future success.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...WASC Senior
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
This document discusses the role and responsibilities of a program leader within the context of national and institutional priorities in higher education. At the national level, priorities include providing excellent learning experiences for students, maintaining high academic standards, and increasing the percentage of the population with qualifications. Institutionally, the priorities discussed include improving student satisfaction survey outcomes, employment rates for graduates, growth in postgraduate programs, and increasing international partnerships and study abroad opportunities. The document prompts reflection on how program leaders can contribute to these priorities through their planning, activities, and need for support. It also considers the balance of interpersonal skills, strategic vision, and organization required of effective program leaders.
Fostering Self-Directed and Lifelong Learners to Meet the Challenges of the F...Greig Krull
This document discusses fostering self-directed and lifelong learning to meet future challenges. It outlines that education needs to develop capable lifelong learners with a variety of skills to manage rapid change. The presentation covers topics like supporting students, important skills, technologies, challenges, and conclusions. It emphasizes developing learning that is learner-centered, flexible, and provides opportunities for lifelong education.
Mark Freeman Ug Challenges Final With Resultsguest49c404
The document discusses considerations for designing undergraduate programs and courses to engage students. It describes how different in-class learning activities like team-based learning can improve student interaction and learning compared to traditional passive lectures. It also identifies strategies for engaging students at the program level, like designing learning spaces and assessments to encourage collaboration, active learning, and immediate feedback.
Liberal Education: Our Students' Best Preparation for Work and Citizenship – ...Robert Kelly
This document discusses the importance of liberal education for preparing students for work and citizenship in the 21st century. It argues that liberal education outcomes like critical thinking, communication skills, and ethical reasoning are valued by employers and important for civic engagement. While liberal education can provide these benefits, not all students currently receive such an education, with some being steered away from broad arts and sciences courses. Overall, the document makes the case that liberal education is essential for both individual and societal success in today's world.
This document summarizes a JTC event from May 2013 focused on inclusive education and the role of technology. It discusses creating universally designed learning environments and flexible pathways for students through innovative uses of technology. School jurisdictions agreed to implement a research project exploring assistive technology and inclusive practices. The purpose is to better understand how to support learner participation and achievement for diverse students through technology and pedagogy. A developmental evaluation approach will be used to understand contexts and iteratively inform the initiative.
Project-based learning (PBL) is proposed as an engaging teaching method that develops 21st century skills. PBL presents complex, open-ended questions around key concepts and keeps students invested through collaborative work on authentic projects. It incorporates technology, inquiry approaches, and higher-order thinking. Students demonstrate their learning through products or performances for real audiences, assessing their development of global competence and perspective consciousness. PBL with a global focus (PBL[g]) includes awareness of cultural dimensions and opportunities for cross-cultural interaction through technology to integrate these aspects into the learning process.
Decolonising DMU: towards the anti-racist UniversityRichard Hall
Workshop materials for strategic visions and values workshop, at the university of Durham. Workshop focuses upon Decolonising DMU: towards the anti-racist University, and the tensions between EDI and decolonising work.
The document discusses the key competencies outlined in the New Zealand curriculum and how they can enable pedagogical shift and prepare students for the 21st century. It provides context on how the competencies are viewed globally and nationally. It also discusses how developing competencies requires a whole-school approach and professional learning communities to support teachers.
Similar to Global Enrollment Management 2012 update on GCP (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Global Enrollment Management 2012 update on GCP
1.
2. The Global Citizenship Program
of general education (an update)
Bruce Umbaugh Global Enrollment Management
Meeting
Professor, Philosophy
Webster University
Director, Global Citizenship Program June 18, 2012
3.
4.
5. GLOBAL CITIZENSHIP PUZZLE
Knowledge
Roots of Cultures
Social Systems & Human Behavior
Physical & Natural World
Global Understanding
Arts Appreciation
Skills
Written Communication
Oral Communication
Critical Thinking
Quantitative Literacy
Ethical Reasoning
Intercultural Competence
Integrative Learning
6. Development and
Implementation
Timeline
2011
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Develop, Build, implement First class bound by Graduates
adopt GCP requirements !
7. International Connections in Developing and
Implementing the Global Citizenship Program
• Original General Education Institute Team (2009) members:
Bruce Umbaugh, Bill Lynch, Stephanie Schroeder
• Task Force (2009-2011) included Ron Daniel (Geneva)
• Worldwide Directors Meeting, Fall 2009, 2010, 2011
• GEM Meeting, June 2011
• Global Citizenship Program Summer Collaboratory, July 2011:
Anne de Graaf (Leiden), Julianna Bark (Geneva), Jean-Pascal
Vachon (Vienna), Bill Lynch (London)
• Dorothy Koppel (Vienna) visit, November 2011
• GCP Implementation Cafés (conference calls), Spring II 2012
• First-year Seminar instructors visit, May 2012:
Julianna Bark (Geneva), Kit Barton (London), Claudio Cicuzza
(Thailand), Anne de Graaf (Leiden), Dorothy Koppel (Vienna)
• GEM Meeting, Today
• Second GCP Summer Collaboratory, July 18, 19, 20
• GCP Implementation Cafés
9. Global Citizenship Program
competencies are key to:
• a “good life” that is satisfying and fulfilling,
• responsible global citizenship in the 21st
century, and
• career success and earning power.
10. What makes a good life?
Dave Pollard: How to Save the World
http://howtosavetheworld.ca/
11. Meaningful work and fulfillment
Something that you
you love do well
doing
that makes a
positive
difference
13. 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.
14. GCP Competencies are the Gateway to
Career Success
“Irrespective of college major or
institutional selectivity, what matters
to career success is students’
development of a broad set of cross-
cutting capacities…”
Anthony Carnevale, Georgetown University
Center on Education and the Workforce
15. GCP and Career Success
“Young people now entering the labour market may well
have to change employers and even occupations
several times during their (probably longer) working
lives. They have to be able to manage uncertainty and
change, as well as be productive in increasingly
competitive circumstances. So the skills they’ll need
are not just occupation-specific, but also more
general–such as basic literacy and numeracy
skills, skills in problem-solving and analytic
reasoning, interpersonal skills, the ability to work in
teams, skills in using information and communication
technologies, and, quite simply, knowing how to learn.”
Marilyn Achiron, “Taking stock of skills,”
OECD Observer No 287 Q4 2011
16. GCP and Career Success
Today's students will have 10-14 jobs by the time
they are 38.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics
17. GCP and Career Success
Today's students will have 10-14 jobs by the time
they are 38.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics
18. Randy Nelson of Pixar
• How do you hire for genuinely new jobs?
• Resume method won’t work (no one could
have done the work before)
19.
20. GCP and Career Success
Randy Nelson says Pixar hires for:
Depth
Breadth
Communication
Collaboration
(and looks for people who are interested
rather than interesting)
http://www.edutopia.org/randy-nelson-school-to-career-video
24. What do students need?
Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,
Hart Research Associates, for the AAC&U, January, 2010
26. Cold-war era general education
Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
27. Distribution requirements only is now unusual in
General Education:
Source: “Trends and Emerging Practices in
General Education,” Hart Research
Associates for AAC&U, May, 2009
28. The majority of institutions uses a
distribution model with additional
integrative features.
Which of these features are part of your institution’s general education
program?
Other features: 64%
Common intellectual
experience
Thematic required courses
Upper-level requirements
Core curriculum
Learning communities
18%
15%
Distribution model Distribution model One or more other
28 only with other features features only
32. GCP and Career Success
Every year, more than 1/3 of the entire US labor
force changes jobs.
Today's Students Will Have 10-14 Jobs by the Time
They Are 38.
50% of Workers Have Been With Their Company Less
Than 5 Years.
Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics
33. UNDERGRADUATE EXPERIENCE
GEN ED
How do these
(all) integrate?
MAJOR
How do these (all)
complement and
align?
CO-
CURRICULUM
35. Ben Goldsmith, Philosophy major Kelly Diecker, Psychology major
Executive Director, Farm Forward Research Assistant, ICF International
36. Emily Bahr, Mathematics major Aubrey Gohl, Public Relations major
Studying college student personnel, Activity Director,
International student services assistantship Adams Place assisted living center
37. Meaningful work and fulfillment
Something that you
you love do well
doing
that makes a
positive
difference
38. You have similar stories
• Students rarely come to us to major in policy
analysis, or activity direction, or study abroad
advising
• AND we prepare them to do these
things, anyway.
• The GCP will help us even better prepare
students for careers in the 21st century.
40. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
41. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
42. PurposefulPathways: A
beginning, middle, and end
First Year Seminar introduces
program, emphasizes
1 communication, critical
thinking, interdisciplinarity, integration
Courses address
knowledge, communication, critical
2 thinking, ethical reasoning, global
understanding, intercultural
competence, integrative thinking
Global Keystone Seminar serves as capstone
3 for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major
43. (To increase breadth of knowledge, the same course
prefix cannot be used twice in meeting the Roots of
Cultures requirement or in meeting the Social
Systems and Human Behavior requirement.)
44. (To increase breadth of knowledge, GCP
requirements must be satisfied with courses
beyond those required for a students’ first
major – if that major is fewer than 75 hours.)
45. Understanding the Global Citizenship
Program of undergraduate education
•Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
46. 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, Community-Based Learning
• Internships
• Capstone Courses and Projects
47. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
48. OECD on high-quality learning
environments
High-quality learning environments need to:
•make learning central and encourage engagement
• ensure that learning is social and often collaborative
• be highly attuned to the motivations of learners
• be sensitive to individual differences, including prior knowledge
• use assessments that emphasiseformative feedback
•promote connections across activities and subjects,
both in and out of school.
Source: OECD, Innovative Learning Environment Project.
50. Question:
Why do I have to take ____ ?
Answer:
Global Citizenship Program
competencies are the means to living
a genuinely good and fulfilling life.
51. Question:
Why do I have to take ____ ?
Answer:
Global Citizenship Program
competencies are essential to
responsible global citizenship in the
21stcentury.
56. Wage Premium for GCP Learning
Outcomes
The highest salaries apply to positions that call for intensive use of
liberal education capabilities, including (random order):
Writing
Inductive and Deductive Reasoning
Judgment and Decision Making
Problem Solving
Social/Interpersonal Skills
Mathematics
Originality
Source: Georgetown University Center on Education and the Workforce
57. Mean Earnings of Jobs that Emphasize
Speaking
Mean earnings of speaking quintiles
60,000
earnings
30,000
Earnin…
0
q1(low) q2 q3 q4 q5(high)
quintiles
Source: Georgetown University Center for Education and the Workforce
58. Mean Earnings of Jobs that Emphasize Writing
Mean earnings of writing quintiles
70,000
earnings
35,000 Earnings
0
q1(low) q2 q3 q4 q5(high)
quintiles
Source: Georgetown University Center for Education and the Workforce
59. Mean Earnings of Jobs that Emphasize
Judgment & Decision Making
Mean earnings of judgement and decision making
quintiles
70,000
earnings
35,000
Earnings
0
q1(low) q2 q3 q4 q5(high)
quintiles
Source: Georgetown University Center for Education and the Workforce
60. Mean Earnings of Jobs that Emphasize
Problem Solving
Earnings of complex problem solving quintiles
70,000
earnings
35,000 Earnings
0
q1(low) q2 q3 q4 q5(high)
quintiles
Source: Georgetown University Center for Education and the Workforce
61. OECD “Skills Strategy”
“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”
Launched May 2012
62. OECD “Skills Strategy”
“Skills have become the global currency of 21st century economies.”
-- OECD Secretary-General Angel Gurría
63. OECD “Skills Strategy”
“Since skills requirements change and people need to adapt and
learn new skills over their working lives to ensure occupational
mobility, compulsory education is where people should master
foundation skills and where they should develop the general
desire and capacity to engage in learning over an entire lifetime.”
Better Skills Better Jobs Better Lives: A Strategic Approach to Skills Policies,
OECD Publishing, 2012, p. 26
68. OECD “Skills Strategy”
Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills
(Creativity, Communication, Critical
Thinking, Communication, Collaboration)
• “Character” – behaviors, attitudes, values
• Meta-layer – integration and learning how to
continue to learn
69. GCP and Career Success
For career success students should develop these
capabilities in college, because
• the marketplace rewards graduates with the highest
levels of achievement in these key learning
outcomes, and
• they give access to career paths that require and
further develop these high level capabilities.
70. GCP and Career Success
How do we prepare students to innovate
and to succeed in jobs that don’t exist
when they first enroll with us?
71. June, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
72. June, 2012
Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?
You are here.
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience
Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan
“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work
76. What do students need?
• Knowledge
• Skills
• Abilities to integrate and apply
77. What do students need?
• Knowledge
– Where meanings come from (Roots of Cultures)
– How people and institutions work (Social Systems and
Human Behavior)
– How the Physical and Natural World works
– Forces that push us apart and pull us together (Global
Understanding)
– Human artistic expressions (Arts Appreciation)
• Skills
• Abilities to integrate and apply
78. What do students need?
• Skills
– Critical Thinking
– Written and Oral Communication
– Quantitative Literacy
– Intercultural Competence
– Ethical Reasoning
• Abilities to integrate and apply
– Draw on and connect multiple from multiple
disciplines
– Draw on and connect to life experience
79. Understanding the Global Citizenship
Program of undergraduate education
• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration
80. Integrative Learning
• Knowledge + Skill in one course:
– Essentials of Biology I is also a Written
Communication course
– Meaning of Life addresses Global Understanding
and Intercultural Competence
– Design Concepts is also an Oral Communication
course
– Several MUSC courses address both Arts
Appreciation and Written Communication
81. Integrative Learning
• Multiple skills in Seminars:
– First-year Seminars
• Interdisciplinary
• address written communication, oral
communication, critical thinking, and integrative
learning
– Global Keystone Seminars
• Will address knowledge from interdisciplinary
perspectives
• as well as all the skills components
82. Integrative Learning
• Global Keystone Seminar prototypes:
– EDUC 3250 (Real World Survivor: Confronting
Poverty)
– SCIN 1210 (Water: The World’s Most Valuable
Resource)
83. Program Requirements
(Native/Four-year Students)
Eight other courses
Two seminars • Roots of Cultures (two)
• First-year (1st year) • Social Systems & Human
• Global Keystone (3rd year) Behavior (two)
– Emphasize
integration, lifelong learning • Physical & Natural World
– Collection points for student • Global Understanding
work for assessment
• Arts Appreciation
• Quantitative Literacy
Also address Written and Oral Communication,
Critical Thinking, Ethical Reasoning, and
Intercultural Competence
84. Program Requirements
(Transfer Students)
Other courses and skills, at Webster
or transferred, or A.A. degree
Two integrative • Roots of Cultures (two)
• One integrative/applied course • Social Systems & Human
• Global Keystone Seminar Behavior (two)
– Emphasize integration, lifelong
learning • Physical & Natural World
– Collection points for student • Global Understanding
work for assessment
• Arts Appreciation
• Quantitative Literacy
Also address Written and Oral Communication,
Critical Thinking, Ethical Reasoning, and
Intercultural Competence
85. OECD “Skills Strategy”
Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills
(Creativity, Communication, Critical
Thinking, Communication, Collaboration)
• “Character” – behaviors, attitudes, values
• Meta-layer – integration and learning how to
continue to learn
88. PurposefulPathways: A
begining, middle, and end
First-year seminar introduces
program, emphasizes critical
1 thinking, interdisciplinarity, integration
Courses address
knowledge, communication, critical
2 thinking, ethical reasoning, global
understanding, intercultural
competence, integrative thinking
Global Keystone Seminar serves as capstone
3 course for the Global Citizenship Program of
general education
89. The mission of the
Global Citizenship Program
to ensure that every undergraduate student
emerges from Webster University with the
core competencies required for
responsible global citizenship in the 21st Century.
90. Bruce Umbaugh
bumbaugh@webster.edu
Scott Jensen
jensensc@webster.edu
2011
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Develop, First class bound by Transfers in Everybod
Build, imple Graduates
adopt ment GCP requirements GCP (under y in GCP !
75 hours)