The document outlines the Global Citizenship Program at Webster University, aimed at equipping undergraduates with core competencies for responsible global citizenship in the 21st century. It highlights the university's mission to create a diverse and student-centered educational environment while addressing assessment practices and program implementation strategies. Additionally, it discusses the importance of integrating critical skills and knowledge into the curriculum to enhance career readiness and student employability in a dynamic job market.

1. The Global Citizenship Program of general education

3. What makes a good life?Dave Pollard: How to Save the Worldhttp://blogs.salon.com/0002007/http://howtosavetheworld.ca/

4. Meaningful work and fulfillment

5. General Education revision began in 2009

6. Three things converged:New University mission statementHLC Visit and Report: “Improve assessment practices.”Presidential search: Significant changes ahead.

7. (Old) Mission StatementMission & ValuesAlthough the Sisters of Loretto no longer oversee the day-to-day operation of Webster University, the general mission they established when they founded the university remains unchanged — to satisfy unmet educational needs.Webster today operates as an independent, comprehensive, non-demominational university with campus locations around the world. It offers undergraduate and graduate programs in a wide array of disciplines, including the liberal arts, fine and performing arts, teacher education, business and management.In striving to fulfill educational needs that may be underserved, Webster University: * Creates a student-centered environment accessible to individuals of diverse ages, cultures and socioeconomic backgrounds. * Sustains a personalized approach to education through small classes and close relationships among faculty and students. * Develops educational programs that join theory and practice, and instill in students the spirit of systematic inquiry. * Encourages creativity, scholarship and individual enterprise in its students and faculty. * Promotes international perspectives in the curriculum and among students and faculty. * Encourages in its students a critical perspective, a respect for diversity and an understanding of their own and others’ values. * Fosters in its students a lifelong desire to learn and a commitment to contribute actively to their communities and the world. * Educates diverse populations locally, regionally, nationally and internationally. * Strengthens the communities it serves through support of civic, cultural, corporate and educational organizations.

8. 2007-2008 Strategic PlanningMission StatementStrategic PlanPlanning Process and Institutional Planning Committee

11. 2008: Self-study process for reaccreditation completedHigher Learning Commission VisitHigher Learning Commission -- 10-year reaccreditationGeneral Education – criterion met, assessment needs attention

12. 2008-2009: Presidential SearchSummer 2009Dr. Elizabeth (Beth) Stroble joins Webster University as our 11th President

13. February 2009:Webster submits proposal to the Association of American Colleges & Universities for a team to attend the summer Institute on General Education and Assessment

15. Arrow ProcessThe General Education Reform ProcessWhy use graphics from PowerPointing.com?What do we want for students?“transform students for global citizenship and individual excellence”What students experienceProgram Design; Assessment PlanUniversity MissionLearning Goals & Outcomes Program ContentProgram Mission“core competencies for responsible global citizenship in the 21st century”Purposeful pathways and a plan for telling whether they work

17. Mission, chargeThe mission of the Global Citizenship Program is to ensure that every undergraduate student emerge from Webster University with the core competencies required for responsible global citizenship in the 21st Century.The Global Citizenship Project Task Force is charged with making recommendations to the Senate for the creation and implementation of the Global Citizenship Program.

18. Global Citizenship Project Task Force ChargeThe GCPTF shall be consultative and transparent in its processes and report monthly to the Senate. The GCPTF shall identify the core competencies of global citizenship.The GCPTF shall identify best practices in assessment of general education.The GCPTF shall explore multiple models of general education program.The GCPTF shall explore best practices in general education which may include but is not limited to learning communities, paired classes, e-portfolios and co-curricular experiences.The GCPTF shall identify examples of best practices that currently exist within our curriculum.The GCPTF shall request of the Senate additional resources and/or support as the need arises, including changes in the membership of the GCPTF.The GCPTF shall strive have a plan ready for approval of the Faculty Assembly by Spring 2010.The GCPTF shall work through the academic year 2010-2011 to build out the GCP.The GCPTF shall be dissolved once the Global Citizenship Program is implemented. It is expected ha undergraduate students entering Webster University in Fall 2011 will be required to fulfill the GCP.

19. Global Citizenship Project Task ForceBruce Umbaugh, DirectorStephanie Schroeder, Assessment DirectorGary Glasgow, LGCFAKit Jenkins, SOCPaula Hanssen, CASChris Risker, SBTVicki McMullin, SOEGary Kannenberg, Gen Ed CoordinatorKate Parsons, Interdisciplinary ProgramsDonna Campbell, International StudiesJohn Aleshunas, Curriculum CommitteeRon Daniel, Geneva Academic DirectorLarry Baden, Freshman SeminarsRobin Assner, Freshman SeminarsJohn Watson, General StudiesBenjamin O. Akande, DeanDebra Carpenter, DeanBrenda Fyfe, DeanPeter Sargent, DeanDavid Carl Wilson, DeanEmily Bahr, StudentTed Hoef, Dean of StudentsKim Kleinman, Undergraduate AdvisingSarah Tetley, First-year Experience

20. Things we learned

21. Reform is often undertaken in piecemeal and occasional fashion, rather than as a systemic, coordinated, and sustained effort.

22. Piecemeal reform efforts include:Freshman Seminar

23. MEDC/SOC Gen Ed

24. NEH Ethics Across the Curriculum

25. Title VI Language Across the Curriculum

26. Title III Teaching with Technology

27. Learning Communities: Pathways (undeclared), Biology, Communications, Fine Arts

28. Writing Across the Curriculum/Writing Intensive Courses

29. World Traveler

30. International Distinction

31. Webster Works Worldwide

32. Webster LEADS

33. Learning outcomes

34. 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

35. UNDERGRADUATE EXPERIENCEGEN EDHow do these (all) integrate?How do these (all) complement and align?MAJORCO-CURRICULUM

36. High Impact PracticesFirst-Year Seminars and ExperiencesCommon Intellectual ExperiencesLearning CommunitiesWriting-Intensive CoursesCollaborative Assignments and Projects“Science as Science Is Done”/Undergraduate ResearchDiversity/Global LearningService Learning, Community-Based LearningInternshipsCapstone Courses and Projects

37. High-impact practices are good for students:

38. Impact of Educationally Purposeful Practices on First Academic Year GPA by Pre-College Achievement Level*Source: George Kuh, High Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008) and Carol Geary Schneider, “Helping Students Connect”

39. Impact of Educationally Purposeful Practices on First Academic Year GPA by Race/EthnicitySource: George Kuh, High Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008) and Carol Geary Schneider, “Helping Students Connect”

40. Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year of College by RaceSource: George Kuh, High Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U, 2008) and Carol Geary Schneider, “Helping Students Connect”

41. Students are often instrumental and extrinsically motivated about their education.

42. From The New Yorker Collection.Used by permission.

43. Question: Why must I learn ____ ?Answer: Global Citizenship Program Competencies are the Gateway to Career Success and Earning Power

44. GCP Competencies are the Gateway to Career Success and Earning Power“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 UniversityCenter on Education and the Workforce

45. US Economy Defined by Greater Workplace Challenges and DynamismEvery year, more than 1/3 of the entire US labor force changes jobs.

46. Today's Students Will Have 10-14 Jobs by the Time They Are 38.

47. 50% of Workers Have Been With Their Company Less Than 5 Years.

48. 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

49. Employers want to employ peoplewith the knowledge and skills that are in the GCP:

50. Things we learnedRaising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,Hart Research Associates, for the AAC&U, January, 2010

51. Employers Expect More91% of employers say that they are “asking employees to take on more responsibilities and to use a broader set of skills than in the past”90% of employers say that their “employees are expected to work harder to coordinate with other departments than in the past.”88% of employers say that “the challenges their employees face are more complex than they were in the past.”88% of employers agree that “to succeed in their companies, employees need higher levels of learning and knowledge than they did in the past”Source: “Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Associates, 2010)

52. Global Citizenship Programskills pay better

53. The Growing Demand for Higher Order SkillsSource: Council on Competitiveness, Competitiveness Index41

54. What Employers Say“[Employers] generally are...frustrated with their inability to find ‘360 degree people’ who have both the specific job/technical skills and the broader skills (communication and problem-solving skills, work ethic, and ability to work with others) necessary to promise greater success for both the individual and the employer.”Source: Peter D. Hart Research Associates, Report of Findings Based on Focus Groups Among Business Executives (AAC&U, 2006)

55. Balance of Broad Knowledgeand Specific Skills PreferredWhich is more important for recent college graduates who want to pursue advancement and long-term career success at your company? Broad range of skills and knowledge that apply to a range of fields or positionsIn-depth knowledge and skills that apply to a specific field or positionBOTH in-depth AND broad range of skills and knowledge“Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn” (AAC&U and Hart Research Assoc. 2010)

56. What Employers Say“My company lives and dies on our ability to innovate and to create the new products and processes that give us an edge in this very competitive global economy. ESCO needs people who have both a command of certain specific skills and robust problem-solving and communication skills.” Steven Pratt, CEO, ESCO Corp. and Chair of the Oregon Business Council

57. Wage Premium for GCP Learning Outcomes From a federal database analyzing qualifications for 1,100 different jobs, there is consistent evidence that the highest salaries apply to positions that call for intensive use of liberal education capabilities, including (random order):Writing

58. Inductive and Deductive Reasoning

59. Judgment and Decision Making

60. Problem Solving

61. Social/Interpersonal Skills

62. Mathematics

63. OriginalitySource: Georgetown University Center on Education and the Workforce

64. Mean Earnings of Jobs that Emphasize WritingSource: Georgetown University Center for Education and the Workforce

65. Mean Earnings of Jobs that Emphasize SpeakingSource: Georgetown University Center for Education and the Workforce

66. Mean Earnings of Jobs that EmphasizeJudgment & Decision MakingSource: Georgetown University Center for Education and the Workforce

67. Mean Earnings of Jobs that EmphasizeProblem SolvingSource: Georgetown University Center for Education and the Workforce

68. GCP and Career Success Students should make sure their college education will help them develop these capabilities because the marketplace rewards graduates with the highest levels of achievement in these key learning outcomes. Moreover, students who lack the hallmarks of a liberal education will not gain access to career paths that require and further develop these high level capabilities.Source: Georgetown University Center on Education and the Workforce

69. But:Is there room for developing those skills, given the demands of the various majors?

70. Core Requirements:Pacific Lutheran University’s Study

71. Core Requirements:compared to outgoing WU gen ed^ SOC 28%^ 9 areas, 21%^ BFA, etc., 12.5%

72. Core Requirements:compared to Global Citizenship Program^ GCP, 23.5%

73. ProductLearning outcomes Program structure Program content ☐

74. May, 2011Arrow ProcessThe General Education Reform ProcessWhy use graphics from PowerPointing.com?You are here.“transform students for global citizenship and individual excellence”What students experienceProgram Design; Assessment PlanLearning Goals & OutcomesUniversity Mission Program ContentProgram Mission“core competencies for responsible global citizenship in the 21st century”Purposeful pathways and a plan for telling whether they work

75. Understanding the Global Citizenship Program of general education

76. PurposefulPathways: A begining, middle, and endFirst-year seminar introduces program, emphasizes critical thinking, interdisciplinarity, integration1Courses address knowledge, communication, critical thinking, ethical reasoning, global understanding, intercultural competence, integrative thinking2Global Keystone Seminar serves as capstone course for the Global Citizenship Program of general education3

77. Knowledge of human cultures and the physical and natural world,Roots of CulturesSocial Systems & Human BehaviorPhysical & Natural WorldGlobal UnderstandingArts AppreciationIntellectual and practical skills,Critical ThinkingWritten and Oral CommunicationQuantitative LiteracyThese skills should be practiced across the curriculum, not only in the Global Citizenship Program, with the challenge of projects, problems, and standards for performance increasing through the course of students' educations.Understanding of personal and social responsibility,Intercultural Knowledge and CompetenceEthical Reasoning This understanding should be fostered through active learning and engagement with diverse communities and real-world challenges.Abilities to integrate and apply what is learned.Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

78. Program Requirements (Native/Four-year Students)Eight other coursesTwo seminarsRoots of Cultures (two)Social Systems & Human Behavior (two)Physical & Natural WorldGlobal UnderstandingArts AppreciationQuantitative LiteracyGreat Thinkers (1st year) Global Keystone (3rd year)Emphasize integration, lifelong learningCollection points for student work for assessmentAlso address Written and Oral Communication, Critical Thinking, Ethical Reasoning, and Intercultural Competence

79. Program Requirements (Transfer Students)Other courses and skills, at Webster or transferred, or A.A. degreeTwo integrativeRoots of Cultures (two)Social Systems & Human Behavior (two)Physical & Natural WorldGlobal UnderstandingArts AppreciationQuantitative LiteracyOne integrative/applied course Global Keystone SeminarEmphasize integration, lifelong learningCollection points for student work for assessmentAlso address Written and Oral Communication, Critical Thinking, Ethical Reasoning, and Intercultural Competence

81. GCP Committee work now underwayDeveloping assessment rubricsPreparing guidance for academic departmentsMeetings with Admissions, Registrar, and so onRobin Assner briefing European campusesPlanning summer “Collaboratory”Course-coding begins in FallCoded courses will guide articulation and transfer planning

82. The mission of the Global Citizenship Program to ensure that every undergraduate student emerge from Webster University with the core competencies required for responsible global citizenship in the 21st Century.

83. GLOBAL CITIZENSHIP PUZZLEKnowledgeRoots of CulturesSocial Systems & Human BehaviorPhysical & Natural WorldGlobal UnderstandingArts AppreciationSkillsWritten CommunicationOral CommunicationCritical ThinkingQuantitative LiteracyEthical ReasoningIntercultural CompetenceIntegrative Learning

84. Bruce Umbaughbumbaugh@webster.eduStephanie Schroederschroeds@webster.edu20112018201520142012201120102009201320162017Develop, adoptTransfers in GCP (under 75 hours)Everybody in GCPFirst class bound by GCP requirementsGraduates!Build, implement