Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.

1. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
May 17, 2016
Sixth Annual GCP Collaboratory
Who Cares

2. #GCP2016
Sixth Annual GCP Collaboratory
Who Cares

3. Who cares
• Global Citizenship Program review
• What have we been doing?
• How are we doing?
• What should we be doing?

4. Who cares
• Global Citizenship Program review
• What have we been doing?
• How are we doing?
• What should we be doing?

5. Guided by Mission

6. 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.

7. Vision

9. Meaningful work and fulfillment
that you
do well
that makes a
positive
difference
Something
you love
doing
Based on Dave Pollard, How to Save the World

10. How do we do that for students?
that you
do well
that makes a
positive
difference
Something
you love
doing
Based on Dave Pollard, How to Save the World

11. Program Requirements
Two seminars
• First Year Seminar (1st year)
• 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

12. What do students need?
30 of 128 hours

13. What do students need?
Several strategies

14. Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.
Cold-war era general education

15. Purposeful Pathways: A beginning, middle,
and end (with repeated practice)
First Year Seminar introduces program,
emphasizes communication, critical
thinking, interdisciplinarity, integration
1
2
3
Courses address knowledge, communication,
critical thinking, ethical reasoning, global
understanding, intercultural competence,
integrative thinking
Global Keystone Seminar serves as capstone
for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major

16. Program Requirements
Two seminars
• First Year Seminar (1st year)
• 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

17. 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. OECD “Skills Strategy”
The post-2015 agenda “is not primarily about
providing more people with more years of
schooling…. It is most critically about making
sure that individuals acquire a solid
foundation of knowledge in key disciplines,
that they develop creative, critical thinking
and collaborative skills, and that they build
character attributes, such as mindfulness,
curiosity, courage and resilience.”
Andreas Schleicher, Director for Education and Skills, OECD, and
Qian Tang, Assistant Director-General, UNESCO, “Education post-2015:
Knowledge and skills transform lives and societies,” in OECD/E. Hanushek/L. Woessmann (2015),
Universal Basic Skills: What Countries Stand to Gain, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/9789264234833-en

20. OECD “Skills Strategy”

21. Beyond Gen Ed Requirements
• Work in the major • Experiential co-curriculum

22. Who cares
• Global Citizenship Program review
• What have we been doing?
• How are we doing?
• What should we be doing?
• Collaboratory preview

23. Five years ago today

25. Our Progress in Five Years

26. Six Collaboratory events
Faculty Development Center learning communities
LibGuides for GCP Skills, FRSH, and KEYS
Processes for course approval, recertification
Process for KEYS approval in collaboration with Curriculum
Cmte
Global Keystone Seminars developed by interdisciplinary teams
GCP rubrics for knowledge areas and skills
TK20 adoption, training, use
General principles for GCP transfer
GCP equivalencies in TES database

27. GCP Degree audit
#LearningHappensEverywhere: collaboration with First Year
Experience, Residence Life, Library, Career Planning and
Development, Counseling Services, Multicultural and
International Student Affairs, Academic Advising
Communications between Home and International Campuses
BFA, BM, BMEd, BSN all folded into GCP
Accommodations recognize programs’ differences
Changes in “water cooler talk”

28. Webster has contemporary, relevant general education program
Facilitated broad engagement with evidence-based practices
Greater purpose and intention in general education instruction
Beyond initial implementation to reflection and improvement
Recognized as an entity by students and faculty both
Faculty (sometimes) focusing on learning outcomes, not inputs
Faculty considering GCP in redesign of majors

29. We graduated students under
GCP

30. Our progress:
Program Content
More than 140 courses (more than two-thirds decrease from
previously), with 38 different prefixes

31. Who cares
• Global Citizenship Program review
• What have we been doing?
• How are we doing?
• What should we be doing?

32. Evaluating our Progress

33. Evaluating our Progress

34. Evaluating our Progress

35. Evaluating our Progress

36. Evaluating our Progress

37. Evaluating our Progress

38. Evaluating our Progress

39. Evaluating our Progress
From Hannah Price, “Student’s Attitudes and Perceptions Towards
GCP,” Research Across the Disciplines, Webster University, 2016

40. Evaluating our Progress
From Hannah Price, “Student’s Attitudes and Perceptions Towards
GCP,” Research Across the Disciplines, Webster University, 2016

41. Who cares
• Global Citizenship Program review
• What have we been doing?
• How are we doing?
• What should we be doing?

42. 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, Internships, Community-Based Learning
• Capstone Courses and Projects

43. 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)
• Effects greater for underserved students
• Effects cumulative

44. Giving students what they need
“In our research thus far, we have found that four broad
categories of teaching practices and institutional conditions
predict growth on a wide variety of student outcomes ….”

45. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
Meaningful Interactions with Diverse Peers
“Deep Learning “ – analysis, synthesis, reflection, integration

46. Giving students what they need
“Deep Learning “ – analysis, synthesis, reflection, integration

47. High Impact Practices
Ashley Finley and Tia McNair, Assessing Underserved
Students’ Engagement in High-Impact Practices, 2013

48. 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)
• Effects greater for underserved students
• Effects cumulative
Also:
• Personal and Social Development (developing ethics, understanding
different backgrounds, understanding self, contributing to community,
voting)
• Social, emotional, mental well being and flourishing
See Ashley Finley, “Examining the Effects of Engagement:
High-Impact Practices and Student Flourishing,” Webster
University Global Citizenship Program Collaboratory, 2014

49. High Impact Practices:
Why do they work?
Demand interaction with faculty
Help students think about novel challenges
Engage students in using and applying what they
know
Deepen learning and develop perspective
George Kuh, High-Impact Educational Practices:
What They Are, Who Has Access to Them,
and Why They Matter, 2008

50. High Impact Practices:
Why do they work?
Because of who cares?

51. Who cares
Robert D. Reason, “High-Impact Practices and Student Flourishing,”
AAC&U Annual Meeting, 2015

52. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty

53. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
• Check to see if students learned the material
before moving on
• Design clear explanations of course/program goals
• Develop organized classes & presentations
• Ask students to integrate ideas from diverse sources and
include diverse perspectives
• Challenge students to analyze, synthesize, and
make judgments
• Ask students to examine the strengths and weaknesses
of their ideas and to understand someone else’s view by
imagining how an issue looks from his or her perspective

54. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
• Have a genuine interest in teaching and in helping
students grow in more than just academic areas
• Provide timely feedback
• Engage in high-quality non-classroom interactions
that influence students’ growth, values,
career aspirations, and interest in ideas
• Ensure that students work hard to prepare for class

55. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
• Have a genuine interest in teaching and in helping
students grow in more than just academic areas
• Provide timely feedback
• Engage in high-quality non-classroom interactions
that influence students’ growth, values,
career aspirations, and interest in ideas
• Ensure that students work hard to prepare for class

56. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
• Provide timely feedback
what that means (in part) is “exhibit care and respect”

57. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
•Have a genuine interest in teaching and in helping
students grow in more than just academic areas
•Provide timely feedback
•Engage in high-quality non-classroom interactions
that influence students’ growth, values,
career aspirations, and interest in ideas
•Ensure that students work hard to prepare for class

58. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
• Ensure that students work hard to prepare for class
What was a time you worked harder
than you thought you could?
Michael Reder, AAC&U Annual Meeting, 2014

59. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
• Ensure that students work hard to prepare for class
What was a time you worked harder
than you thought you could?
Instructor passion & expertise, “small classes,”
meaningful assignments, “a reason to come to class”
Michael Reder, AAC&U Annual Meeting, 2014

60. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
• Ensure that students work hard to prepare for class
What was a time you worked harder
than you thought you could?
“small classes”
Michael Reder, AAC&U Annual Meeting, 2014

61. Giving students what they need
Good Teaching and High-Quality Interactions with Faculty
Academic Challenge and High Expectations
• Ensure that students work hard to prepare for class
What was a time you worked harder
than you thought you could?
“small classes”– Instructor and student know about one
another & have a relationship
Michael Reder, AAC&U Annual Meeting, 2014

62. Giving students what they need
The Gallup-Purdue Index Report
• Workplace engagement
• Well being
• Attachment to alma mater
Gallup, Great Jobs, Great Lives, 2014

63. Giving students what they need
The Gallup-Purdue Index Report
• Workplace engagement – 39%
Gallup, Great Jobs, Great Lives, 2014

64. Giving students what they need
Gallup, Great Jobs, Great Lives, 2014. Copyright © 2014 Gallup, Inc.
All rights reserved. The content is used with permission; however,
Gallup retains all rights of republication.

65. Giving students what they need
The Gallup-Purdue Index Report
• Well being
• social: 49%
• community: 47%
• financial: 42%
• physical: 35%
• purpose: 54%
• all five: 11%
Gallup, Great Jobs, Great Lives, 2014

66. Giving students what they need
Gallup, Great Jobs, Great Lives, 2014. Copyright © 2014 Gallup, Inc.
All rights reserved. The content is used with permission; however,
Gallup retains all rights of republication.

67. Giving students what they need
Gallup, Great Jobs, Great Lives, 2015. Copyright © 2015 Gallup, Inc.
All rights reserved. The content is used with permission; however,
Gallup retains all rights of republication.

68. Giving students what they need
Gallup, Great Jobs, Great Lives, 2015

69. High Impact Practices:
Why do they work?
Because of who cares?

71. The next five years

72. Faculty & academic
partners need to
take pride in GCP

73. Faculty & academic partners
need to help students
understand and value GCP

74. Faculty & academic partners
need to communicate
with students

75. Faculty & academic partners
need to listen
to students

76. Signature program:
shared criteria &
shared understanding

77. Make every learning
experience amazing.
( #LearningHappensEverywhere )

78. Improve assessment:

79. Improve assessment:
(more tomorrow)

80. How do we do that for students?
that you
do well
that makes a
positive
difference
Something
you love
doing
Based on Dave Pollard, How to Save the World

81. Who cares

82. sWho care

83. shoW care

84. Show care.

85. 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.

86. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
May 17, 2016
Sixth Annual GCP Collaboratory
Who Cares

87. Bruce Umbaugh
Professor of Philosophy
Director, Global Citizenship Program
bumbaugh@webster.edu

88. Show care
that you
do well
that makes a
positive
difference
Something
you love
doing
Based on Dave Pollard, How to Save the World