Download to read offline
![Because in a world where countless bits of
information are competing for our attention,
the practice of making information personally
relevant to the learner
is essential for both human and professional
development [Elspeth, 2013].](https://image.slidesharecdn.com/theglobalcompetencebadge-940proposal-140915011918-phpapp02/85/The-global-competence-badge-940-proposal-4-320.jpg){kind=icon}
![Badges will show clear results…
Student was engaged in an approved, verified
program [learner centered, experiential, highly
facilitated].
Student shows gains on the Intercultural
Development Inventory (IDI) test.
‘Global Competence Badge’ is awarded.](https://image.slidesharecdn.com/theglobalcompetencebadge-940proposal-140915011918-phpapp02/85/The-global-competence-badge-940-proposal-6-320.jpg){kind=icon}
![New Frontiers in Educational Leadership
“It is only going to take one university coming up with
a scalable model to get the momentum going, and I
think one of the land grant universities will do it...
Such institutions have traditionally maintained an
admirable balance between serious research and a
broad commitment to distributing useful knowledge
beyond the campus walls”
-Kevin Carey [Chronicle] and Sheryl Grant, HASTAC/MacArthur Foundation](https://image.slidesharecdn.com/theglobalcompetencebadge-940proposal-140915011918-phpapp02/85/The-global-competence-badge-940-proposal-11-320.jpg){kind=icon}
More Related Content
Similar to The global competence badge 940 proposal
The global competence badge 940 proposal
- 1. The Global CompetenceBadge A Proposal to the Advisory Board, Division of International Studies University of Wisconsin- Madison Michelle Mazzeo M.S. Educational Leadership and Policy Analysis
- 2. Why should weoffer a Global Competence Badge? Global Competence is an essential skillset for the workforce... Badges often serve as indicators of skills and knowledge gained outside of the classroom… …and research shows that it is best developed outside the classroom, in experiential settings. Therefore, a badge can be used to verify Global Competence to employers.
- 3. Proper programming forGlobal Competence provides for, “guided/structured cultural interaction and experiential learning and guided reflection on cultural experience (2003, Engle).”
- 4. Because in aworld where countless bits of information are competing for our attention, the practice of making information personally relevant to the learner is essential for both human and professional development [Elspeth, 2013].
- 5. Teacher centered isout. Learner centered is in. But, how do we know we are moving in the right direction? Curriculum and Instruction for Global Competence Teacher Centered Learner Centered
- 6. Badges will showclear results… Student was engaged in an approved, verified program [learner centered, experiential, highly facilitated]. Student shows gains on the Intercultural Development Inventory (IDI) test. ‘Global Competence Badge’ is awarded.
- 7. Successful Case Studies Asia Society International Studies Schools feature the “Global Leadership Badge” University of California- Davis features the “Sustainable Agriculture and Food Systems Badge”
- 8. Employers DEMAND Globally Competent Workers. Students demand better workforce development out of their Piecing it all together… Higher Education tuition. must SUPPLY better education in Global Competence. Educational innovation becomes popularized and recognized Advancements in neuroscience justify a learner-centered approach
- 9. Badgers as ‘Global Competence’ Badge Earners Students can share far and wide- with employers on LinkedIn or on their Resumes. UW-Madison can track employability outcomes. Global Competence
- 10. Mission Accomplished TheGlobal Competence Badge is a clear deliverable and it gives “the visible, interdisciplinary, fully integrated nature of global studies” a tangible form of measurement, which is the mission of this Advisory Board.
- 11. New Frontiers inEducational Leadership “It is only going to take one university coming up with a scalable model to get the momentum going, and I think one of the land grant universities will do it... Such institutions have traditionally maintained an admirable balance between serious research and a broad commitment to distributing useful knowledge beyond the campus walls” -Kevin Carey [Chronicle] and Sheryl Grant, HASTAC/MacArthur Foundation
Editor's Notes
- #2 My paper “Barriers and Opportunities to Building Globally Competent Graduates at the University of Wisconsin- Madison” 1. Explain Simulation: Everyone is a mock member of the Advisory Board to the Division of International Studies, which has been meeting regularly to advise the Division of International Studies in the best way to restructure, including a re-working of the mission. Everyone gets the same piece of paper that tells them who they are in this activity, with a description of their role and their individual context. Each person’s specific role is highlighted and they should try to consider my proposal from that person’s perspective. 2. Review Context: After I ask them to get into their role, I recognize the barrier they have been facing as they discuss how to restructure the Division of International Studies has been to create a clear, efficient and effective approach to internationalizing the campus. In particular, the AB has struggled to create and implement a clear approach to developing globally competent graduates at a large, decentralized public research institution. Review Handout Together. Please note that this handout includes information from two documents, the Global Competence Task Force Report to the Division of International Studies (2008) and the Advisory Board Recommendations Report to the Division of International Studies (2013). Between 2008-2013, the efforts have moved away from the discussion about Developing Globally Competent Graduates and instead these conversations have been in the bigger picture discussion on restructuring of the Division of International Studies. Today, the group meets again to hear out a proposal that makes some of these original suggestions relevant to the restructured DIS. This proposal aims to help the committee envision how they can get the ball rolling immediately after formalizing and implementing the restructure.
- #3 PEDAGOGY= the method and practice of teaching The Global Competence Badge: A Proposal to the Advisory Board of the Division of International Studies (8 minutes) 1. Understand supporting research (3 minutes) *Literature Review: The Importance of Pedagogy and Program Design in Building Globally Competent Graduates 2. Review examples (2 minutes) 3. Visualize outcomes (1 minute) 4. Making it relevant (2 minutes)
- #6 https://www.youtube.com/watch?v=TRSm7IysLGI
- #7 In the past decade, studies tracking development of intercultural/global competence through Intercultural Development Inventory (IDI) actually show that the biggest gains made to global competence in a study abroad program were not a result of direct enrollment in courses at a university (smallest gains), but involved “provision for guided/structured cultural interaction and experiential learning and guided reflection on cultural experience” (2003, Engle).
- #8 Badges are indicators of skills and knowledge gained outside of the classroom, including the skills and knowledge associated with global competence and ELOs [refer to packet]. Badges are shown to jumpstart a commitment to lifelong learning- one of the missions that Division of International Studies adopted from the ELOs [packet]. Asia Society http://www.hastac.org/wiki/project-qa-pathways-global-competence-badge-system-students UCDavis http://www.hastac.org/wiki/project-qa-safs-learner-driven-badges-project “When students have specific badges attached to learning outcomes, it’s much easier for them to see the big picture, and for advisors and faculty to track how their students are progressing through the program.” http://prezi.com/j43eq8wrxuv7/uc-davis-safs-badges-project/
- #9 We must be doing something right-- we boast the most CEOs of global companies as well as one of the top contributions to the Peace Corps and Teach for America corps, but as a leader we should take these advances seriously so as to continue to be a global “talent pipeline.” Students and employers are demanding HEI provide them with opportunities and experiences that better prepare them for the workforce and real world. This is embodied in the Madison Undergraduate Initiative, where our students voted to INCREASE their own tuition so that we could begin funding some of the essential transitions needed into a more learning-focused culture.
- #10 We can put a badge on the transcript, to show our students’ skills learned through portfolio or another of the myriad opportunities. Perhaps more importantly, the students would be invited to put the badge on their linkedin profile next to their degree. This would allow employers to read more about the skills they developed and to what extent. One of the biggest reasons the DIS should consider this idea is that beyond incentivizing students, staff and departments to put more attention and energy forth on quality, ELT, global competence pathways, it ALSO gives them an easy in for tracking their students after graduation, to see how the global comp badge may have “transferred” into their careers. Not to mention, it will get everyone on linkedin, a proven tool for facilitating global networking and employment! Define appropriate global learning outcomes including any suggested core competencies for all students Review learning opportunities available to meet global competence goals and recommend new areas for development Identify methods of assessment Explore models for a certification process, such as through portfolios Identify any barriers that need to be addressed to accomplish the desired results http://campustechnology.com/Articles/2013/06/20/How-Badges-Really-Work-in-Higher-Education.aspx?Page=4
- #11 How does a badge system fit into the context of the DIS restructure? “The Board [you all!] feels that part of a UW ‘branding’ would be the visible, interdisciplinary, fully integrated nature of global studies at UW…reflective of our goals to ensure that students become world citizens.” The Badge System is a clear deliverable and it gives “the visible, interdisciplinary, fully integrated nature of global studies” a tangible form measurement Reward programs and faculty who are engaging in “good pedagogy” for developing global competence through recognition- BADGES How will badges be awarded? The UW Madison Division of Studies asserts, “By graduation, UW–Madison students should be able to: • Communicate effectively across linguistic and cultural boundaries • See and understand the world from a perspective other than one’s own • Understand and appreciate the diversity of societies and cultures It will ultimately be left up to each unit (department) to decide how they will interpret the proposed essential learning outcomes as aligned with global competencies looks like [Exibit D] to their department’s goals. To ensure that all is equal in rigor and quality, the Student Global Engagement Subdivison of the Division of International Studies will “approve” and “accredit” each unit/department’s assessment strategy. The Student Global Engagement Subdivision will be responsible for providing suggestions and recommendations for designing and assessing each program. A list of possible assessment tools are listed in your packet to get an idea. http://www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf The GSE will “accredit” all existing programs that already meet these standards and grant permission to respective units to award a badge in “global competence.” Students can earn badges from other accredited programs not within their department. The Research division will implement an ELT training for all programs, faculty, units that still need to be approved for offering a “global competence” badge, and they will pull from the already-accredited programs as examples- both as a reward to those who are already moving the UW in the right direction, and also to maintain consistency in approach and caliber as much as possible. Though we are well equipped to design a course in house, there are online courses being offered for professional development in the field: http://globalcompetency.org/ By the end of a 2 year accrediting and training process, the UW aims to offer multiple pathways for students (regardless of major, college etc.) to earn the “global competence” badge before graduating. Each of the units/programs under the new DIS that serve students will be responsible for approving the GC badge for each graduate. Graduates will get a badge on their transcript, a chord at graduation. The first three years it will NOT be mandatory, so we can gather data on the number of students who earn the badge and those who do not. Ideally, students could earn a global competence badge as part of the movement toward creating “portfolios” “capstones” “thesis” or other campus efforts to help student articulate their experience/skill outside the classroom. Departments would be held accountable for creating pathways for their students to gain these skills while still graduating on time. Note: The ethnic studies requirement could be changed out for approved global competence experiences to enable students to earn the badge.