The document summarizes Bruce Umbaugh's presentation on designing the Global Citizenship Program for impact, care, and equity. It discusses (1) ensuring impact through high-impact learning practices and experiential opportunities, but notes they are often optional; (2) the need for equity given "students don't do optional", so the GCP requires courses in key competencies, but this can cause resentment; (3) the solution is to increase student autonomy and motivation through transparent program design, meaningful assignments, instructor passion, and student choice while still achieving learning goals. This builds lifelong skills and helps the university keep its promise to students of transformation and excellence.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
The gifted and talented program enhances student's individual capacity and allows them to enjoy learning in a meaningful way, ensuring education is relevant to their interest and talent.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
The gifted and talented program enhances student's individual capacity and allows them to enjoy learning in a meaningful way, ensuring education is relevant to their interest and talent.
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Transforming High School Education: Studying and Designing Change ModelsNaima Raza
January-May 2016
The comprehensive journey: the iteration of problem statements, theories, models and prototypes I explore while trying to answer the question, "how can we transform the high school education system on a district-level?"
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
National Trends Affecting Community Engagement and PlanningBonner Foundation
As part of our strategic planning with Maryville College, we will discuss how some current national trends affecting higher education, nonprofits, and community engagement are affecting the local landscape and direction.
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
Exploring Identity, Fostering Agency, Discovering How Students Benefit.pdfBonner Foundation
Join this session to learn and share best practices and emerging models for transformative education involving civic learning and democratic engagement. In a conversational format, presenters will share knowledge and personal experience about the ways in which colleges and universities, as well as faculty and staff, can design the spaces and intentional experiences that support students to develop civic identity. We’ll highlight innovations and point to supporting research and scholarship, while inviting you to do so. Presented by Marina Barnett (Widener University); Samantha Ha DiMuzio (Boston College); Ariane Hoy (Bonner Foundation); and Paul Schadewald (Bringing Theory to Practice) for the Feb 6-7, 2023 CLDE Forum: Bridging the Divides: Including All Students: Diversity, Equity, and High-Impact Civic Learning Pathways
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
We Did it Ourselves: Designing for Impact, Care, and Equity
1. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018
2.
3. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018
7. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018
9. Logic of the presentation:
We face a dilemma:
We make promises to students about learning/growth.
If we don’t force things on students, we fail on equity.
If we force things on students, they resent it.
How do we avoid inequity and resentment at one time?
“We did it ourselves!” (or “It happened naturally!”)
14. The mission of the Global Citizenship Program is
to ensure that every undergraduate student
emerges from Webster University with the core
competencies required for responsible global
citizenship in the 21st Century.
GCP Mission
15. GCP Promises
Understanding of the roots of cultures
Understanding of social systems and human behavior
Understanding of the physical and natural world
Global understanding, especially of forces that pull people of the world together and forces that push us apart.
Knowledge of human artistic expressions
Understanding of and ability to create arguments supported by quantitative evidence and ability clearly to communicate
those arguments in a variety of formats
Recognize when there is a need for information and identify, locate, evaluate, and responsibly use and share information
relevant for the problem at hand; explore ideas, issues, images, and events comprehensively by analyzing and evaluating
assumptions and arguments, constructing well-supported arguments, and developing innovative plans or ideas to solve
problems
Use language effectively to communicate in a variety of written genres and demonstrate—through effective use of
genre, content, and syntax—their understanding of the purpose of the writing and the appropriate approach to a
particular audience
Communicate ideas, opinions, and information effectively by preparing and delivering purposeful oral presentations
designed to increase knowledge, to foster understanding, or to promote change in the listener’s attitudes
Assess their own ethical values and, in the social context of problems, apply and evaluate ethical perspectives or
concepts
Understand the complexity of elements important to members of another culture in relation to history, values, politics,
communication styles, economy, or beliefs and practices
Ability to synthesize information across different disciplinary perspectives and life experiences
Ability to work constructively as part of a team by contributing directly, facilitating others' contributions, fostering a
constructive climate, and responding well to conflict
16. Purposeful Pathways: A begining, middle,
and end
Initial integrative seminar emphasizes
critical thinking, communiation,
interdisciplinarity, integration1
2
3
“Middle Eight” courses address
knowledge and skills
Global Keystone Seminar serves as capstone
course for the Global Citizenship Program of
general education
17. Program Requirements
Two seminars
• Initial Integrative Seminar (1st
year or after transfer)
• Global Keystone (3rd year)
– Emphasize integration, lifelong
learning
Eight other courses
• Roots of Cultures (two)
• Social Systems & Human Behavior
(two)
• Physical & Natural World
• Global Understanding
• Arts Appreciation
• Quantitative Literacy
Also address Written and Oral Communication,
Critical Thinking, Ethical Reasoning, and Intercultural
Competence
18. Program Requirements
• Critical skills throughout the
curriculum:
– Written & Oral
Communication
– Critical Thinking
– Ethical Reasoning
– Intercultural Competence
• Global Keystone Seminar as
a capstone experience for
gen ed:
– Integrative
– Experiential
– Problem-based
– Interdisciplinary
– Critical skills
– Collaborative
19. High Impact Practices
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• Undergraduate Research
• Diversity/Global Learning
• Service Learning, Internships, Community-Based Learning
• Capstone Courses and Projects
20. High Impact Practices
• GPA
• Students’ reports of how much they learned
• General skills (writing, speaking, analyzing problems)
• Deep Learning (pursuit of learning beyond memorization to seek
underlying meanings & relationships)
• Practical competence (working with others, solving complex/real-
world problems)
• Social & emotional well-being
• Effects greater for underserved students
• Effects cumulative
26. GCP Requires courses aiming at
Understanding of the roots of cultures
Understanding of social systems and human behavior
Understanding of the physical and natural world
Global understanding, especially of forces that pull people of the world together and forces that push us apart.
Knowledge of human artistic expressions
Understanding of and ability to create arguments supported by quantitative evidence and ability clearly to communicate
those arguments in a variety of formats
Recognize when there is a need for information and identify, locate, evaluate, and responsibly use and share information
relevant for the problem at hand; explore ideas, issues, images, and events comprehensively by analyzing and evaluating
assumptions and arguments, constructing well-supported arguments, and developing innovative plans or ideas to solve
problems
Use language effectively to communicate in a variety of written genres and demonstrate—through effective use of
genre, content, and syntax—their understanding of the purpose of the writing and the appropriate approach to a
particular audience
Communicate ideas, opinions, and information effectively by preparing and delivering purposeful oral presentations
designed to increase knowledge, to foster understanding, or to promote change in the listener’s attitudes
Assess their own ethical values and, in the social context of problems, apply and evaluate ethical perspectives or
concepts
Understand the complexity of elements important to members of another culture in relation to history, values, politics,
communication styles, economy, or beliefs and practices
Ability to synthesize information across different disciplinary perspectives and life experiences
48. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Show respect and care/Bidirectional
Relationship
Check to see if students learned the material
before moving on
Provide timely feedback
Know about students; let them know
about you
Engage in high-quality non-classroom
interactions that influence students’ growth,
values, career aspirations, and
interest in ideas
58. Professor made me excited about learning, profs cared about me, I had a mentor,
project semester or longer, internship/job allowed me to apply what I learned,
extremely active in co-curriculum
2.6 x likely to be engaged at work
2.5 x likely to be thriving in all areas
60. If we practice care and “frickin’ amazingness”
• Students learn & get what we promised
• It doesn’t pinch; students don’t complain
• They thrive later in life
Equity AND Impact
61.
62. The best GCP, students
are hardly aware that it exists.
Next best is the GCP that is loved.
Next, one that is feared.
The worst is one that is despised.
If you don’t trust the students,
You make them untrustworthy.
GCP doesn’t talk; it acts.
When its work is done,
Students say, “Amazing!
We did it ourselves!”
2018