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Title: From Global Rhetoric to Global Citizens: Whats at Stake


1
From Global Rhetoric to Global Citizens Whats
at Stake?
The Collaboration ConferenceFebruary 17,
2007Minneapolis, MN
  • Caryn McTighe Musil, Senior Vice President
  • Office of Diversity, Equity Global
    Initiatives
  • Association of
    American Colleges Universities (AACU)

2
My Working Assumptions for Global Learning
  • Global is not out there but implicates the U.S.
    through profound interdependencies.
  • Global learning is more than intercultural
    communication.
  • Global learning is both about new knowledge and
    about reframing existing knowledge.
  • Global learning is not an add-on, but a means for
    our institutions to achieve their educational and
    civic missions.
  • Global learning is not just what we think, but
    what we do as a result of what we know.

3
Association of American Colleges and Universities
(AACU)
  • Founded in 1915
  • Focuses on the quality, vitality, and public
    standing of undergraduate liberal education
  • Committed to advancing liberal education to all
    students, regardless of academic specialization
  • 1100 colleges and universities are members

4
Liberal Education
  • A philosophy of education that empowers
    individuals, liberates the mind, cultivates
    intellectual judgments, and fosters ethical and
    social responsibility
  • By its nature, liberal learning is global and
    pluralistic. It embraces the diversity of ideas
    and experiences that characterize the social,
    natural, and intellectual world.

5
The Challenge to Higher Education
  • Our world cannot survive one-fourth rich and
    three-fourths poor, half democratic and half
    authoritarian with oases of human development
    surrounded by deserts of human deprivation.
  • United Nations Human Development Report, 1994

6
Top Tier outcomes of college education in student
focus groups
  • Maturity and ability to succeed on ones own
  • Time-management skills
  • Strong work habits
  • Self-discipline
  • Teamwork skills and ability to get along
    with different types of people

7
Middle Tier Outcomes for Students
  • Tangible business skills and specific
    expertise in field of focus
  • Critical thinking skills
  • Communication skills
  • Problem-solving skills and analytical
    ability
  • Exposure to business world
  • Leadership skills

8
Least Important Outcomes
  • Values, principles, ethics
  • Tolerance and respect for different cultural
    backgrounds
  • Competency in computer skills
  • Expanded cultural and global awareness and
    sensitivity
  • Civic responsibility and orientation toward
    public service

9
Oppositional Views
  • Civic responsibility and leadership are
    qualities that individuals are born with. . .
  • High School Student in an AACU Focus Group

10
Benjamin Barber
  • We may be born free, but we are not born
    citizenswe have to acquire the traits that
    enable us to participate effectively in the
    world.

11
The Essential Learning Outcomes
  • Beginning in school, and continuing at
    successively higher levels across their college
    studies, students should prepare for
    twenty-first-century challenges by gaining
  • Knowledge of Human Cultures and the Physical and
    Natural World
  • Intellectual and Practical Skills
  • Personal and Social Responsibility
  • Integrative Learning

12
Essential Learning, One
  • Knowledge of Human Cultures and the Physical and
    Natural World
  • Through study in the sciences and mathematics,
    social sciences, humanities, histories,
    languages, and the arts
  • Focused by engagement with big questions, both
    contemporary and enduring

13
Essential Learning Two
  • Intellectual and Practical Skills, including
  • Inquiry and analysis
  • Critical and creative thinking
  • Written and oral communication
  • Quantitative literacy
  • Information literacy
  • Teamwork and problem solving
  • Practiced extensively, across the curriculum, in
    the context of progressively more challenging
    problems, projects, and standards for performance

14
Essential Learning Three
  • Personal and Social Responsibility
  • Civic knowledge and engagementlocal and global
  • Intercultural knowledge and competence
  • Ethical reasoning and action
  • Foundations and skills for lifelong learning
  • Anchored through active involvement with diverse
    communities and real-world challenges

15
Essential Learning Four
  • Integrative Learning, including
  • Synthesis and advanced accomplishment across
    general and specialized studies
  • Demonstrated through the application of
    knowledge, skills, and responsibilities to new
    settings and complex problems


16
Hart Survey Research of Business Men and Recent
Graduates
  • Integrative learning
  • -The ability to apply knowledge and skills to
    real-world settings through internships or other
    hands-on experiences (73 more emphasis)

17
Hart Survey Research, 2
  • Knowledge of human cultures and the physical and
    natural world
  • - Concepts and new developments in science and
    technology (82)
  • - Global issues and developments and their
    implications for the future (72)
  • - The role of the United States in the world
    (60)
  • - Cultural values and traditions in America and
    other countries (53)

18
Hart Survey Research, 3
  • Intellectual and practical skills
  • -Teamwork skills and the ability to collaborate
    with others in diverse group settings (76)
  • -The ability to effectively communicate orally
    and in writing (73)
  • -Critical thinking and analytical reasoning
    skills (73)
  • - The ability to locate, organize, and evaluate
    information from multiple sources (70)
  • - The ability to be innovative and think
    creatively (70)
  • - The ability to solve complex problems (64)
  • - The ability to work with numbers and understand
    statistics (60)

19
Hart Survey Research, 4
  • Personal and Social Responsibility
  • - Teamwork skills and the ability to collaborate
    with others in diverse group settings (76)
  • - Global issues and developments and their
    implications for the future (72)
  • - A sense of integrity and ethics (56)
  • - Cultural values and traditions in America and
    other countries (53)

20
Liberal Arts Colleges and Global Learning
Research Project (Mellon)
  • There are two pieces of good news from AACU
    research
  • A large (and growing) number of liberal arts
    colleges specifically state in their mission
    statements that their graduates should be
    prepared to thrive in a future characterized by
    global interdependence.
  • Those institutions that have embraced global
    education recognize its interdisciplinary nature
    and therefore the fundamental challenges posed by
    disciplinary structures and the need for
    significant faculty development.

21
Disturbing news
  • Few campuses have comprehensive approaches to
    global learning.
  • There is little evidence that students are
    provided with multiple, robust, interdisciplinary
    learning environments at increasing levels of
    engagement.

22
Global Learning in General Education
  • Global requirements are overwhelmingly satisfied
    by a single non-western culture distribution
    course, avoiding interdependence as an object of
    study itself, thus reinforcing a fractured view
    of the global community.
  • Global learning is often defined as a desired
    outcome of general education, but neither serves
    as the design of coherent, integrative general
    education curricula nor links general education
    and learning in the majors.

23
Inadequate dimensions of social responsibility in
global learning
  • Global education is overwhelmingly approached in
    cultural terms rather than through other frames
    such as economic disparities, security,
    environmental degradation, health and HIV/AIDS,
    or human rights, and science is largely missing
    as a site for global learning.
  • While social responsibility and civic engagement
    are often mentioned as markers of students
    preparedness for global interdependence, such
    learning outcomes are poorly defined and not well
    integrated into global components.

24
The Limitations of Study Abroad
  • Study abroad, the primary mechanism for students
    to experience non-US cultures, can be an
    excellent vehicle for global learning. However it
    is not inherently so the vast majority of the
    overall student population (97) either lacks
    access to or chooses to forgo high quality study
    abroad opportunities.
  • Even for those students who participate in study
    abroad, the experience is often disconnected from
    their subsequent studies.

25
American Council on EducationFindings on
Internationalization on U.S. Campuses
  • Among incoming college students
  • More than 70 percent believe it is important for
    colleges and universities to offer international
    experiences and opportunities
  • Almost 60 percent express a strong preference to
    study or work abroad for a semester
  • 83 percent believe it is important for colleges
    and universities to offer opportunities to
    interact with students from other countries

26
American Council On Education Curricular
Findings, 2
  • During the 2001-02 academic year, 20 of students
    at comprehensive universities took just one
    international course
  • 45 of students took no international courses

27
Barriers to Implementing Pathways to Global
Learning
  • Disciplinary border guards
  • Resistance to interdisciplinary studies
  • Collision of requirements
  • Little faculty development resources
  • Crush of too many demands on faculty
  • Credo of coverage
  • Tensions between global, U.S. diversity, and
    civic engagement

28
Ways Out of the Conundrum
  • Complimentary referential learning frames
  • Convergences between civic, U.S. diversity, and
    global learning
  • Creating intellectual commons
  • Defining global learning goals and outcomes
    clearly
  • Drawing on high yield pedagogies
  • Developmental offerings that are assessed

29
DIVERSITY, GLOBAL, and CIVIC LITERACY
  • WHO AM I?
  • (knowledge of self)
  • WHO ARE WE?
  • (communal/collective knowledge)
  • WHAT DOES IT FEEL LIKE TO BE THEM?
  • (empathetic knowledge)
  • HOW DO WE TALK WITH ONE ANOTHER?
  • (intercultural process knowledge)
  • HOW DO WE IMPROVE OUR SHARED LIVES?
    (applied, engaged knowledge)

30
Engaged Learning Across Differences andCivic
Learning For the Common Good
  • Critical thinking
  • (through others) intellectual skills
  • Connecting
  • (to others) intercultural skills
  • Caring
  • (about others) moral discernment
  • Collaborating
  • (with others) civic practice

31
Engaged Learning Across DifferencesandCivic
Learning for the Common Good
  • Require moving through the self to others
  • Require understanding interdependencies
  • Require dialogue
  • Require mindfulness
  • Require ethical sense of obligation and
    responsibility
  • Require practice and action in concert with others

32
CONVERGENT LEARNING GOALS FOR CIVIC, GLOBAL, AND
U.S.DIVERSITY
  • Gain a deep, comparative knowledge of the worlds
    peoples and problems
  • Explore the historical legacies that have created
    the dynamics and tensions of their world
  • Develop intercultural competencies to move across
    boundaries and unfamiliar territory and see the
    world from multiple perspectives

33
Other civic, global, and U.S. diversity goals
  • Sustain difficult conversations in the face of
    highly emotional and perhaps uncongenial
    differences
  • Understandand perhaps redefinedemocratic
    principles and practices within an intercultural
    and global context
  • Gain opportunities to engage in practical work
    with fundamental issues that affect communities
    not yet well served by their societies
  • Believe that actions and ideas matter and can
    influence the world we live in.

34
Use High Yield Pedagogies
  • Engaged learning
  • First-year seminars and experiences
  • Learning communities
  • Collaborative assignments and projects
  • Writing-intensive courses
  • Hands-on practice of science
  • Undergraduate research

35
More High Yield Pedagogies
  • Problem-based Learning
  • Inquiry-based Learning
  • Interdisciplinary Learning
  • Applying knowledge to real-world issues
  • Service Learning, Community-based Courses
  • Experiential Learning, Internships
  • Capstone Courses and Projects

36
Assessing Students Best Work
  • Developmental design laid out over time and
    assessed along the way to establish learning in
    three areas
  • 1. Foundational
  • 2. Milestone
  • 3. Capstone

37
Global Education Continuum Phase Three of Four
  • Learning Objective Global Perspectives
  • Category
  • Introductory
  • Exploratory Explain two ethical perspectives
    and evaluate the potential effectiveness of
    two relevant contrasting responses to one
    general world issue.
  • Participatory Assess your own perspective and
    locate it amid several philosophical,
    religious, ideological, and/or intellectual
    frameworks, taking into account their ethical
    assumptions.
  • Integrative Articulate the basic assumptions of
    two value-based perspectives (world views) and
    apply them in formulating alternative
    responses to one of the worlds major issues.
  • PACIFIC LUTHERN UNIVERSITY

38
LEAPs Principles of Excellence
  • Aim High and Make Excellence Inclusive
  • Give Students a Compass
  • Teach the Arts of Inquiry and Innovation
  • Engage the Big Questions
  • Connect Knowledge with Choices Action
  • Foster Civic, Intercultural, Ethical Learning
  • Assess Students Ability to Apply Learning to
    Complex Problems

39
New Understandings of Global Learning
  • Global learning ... must challenge students to
    gain deep knowledge about the worlds people and
    problems, explore the legacies that have created
    the dynamics and tensions that shape the world,
    and struggle with their own place in that world.

40
Global Learning, cont
  • Global learning at its best emphasizes the
    relational nature of students identitiesidentiti
    es that are variously shaped by the currents of
    power and privilege, both within a multicultural
    U.S. democracy and with an interconnected and
    unequal world.
  • Global questions require students to connect,
    integrate, and act.
  • Kevin Hovland, AACU

41
Wendell Berry
  • Rats and roaches live by competition under the
    law of supply and demand it is the privilege of
    human beings to live under the laws of justice
    and mercy.

42
Edgar F. Beckham
  • I consider myself an advocate of liberal
    education, and for me the function of liberal
    education is to liberate.
  • To liberate us all from both oppression and
    privilege, from unexamined assumptions, from
    passivity in the living of our lives, from
    ignorance of ourselves and others to free us for
    the pursuit of a world lived in common. Our
    diversity is our pathway to liberation.
  • October 2002

43
End of Plenary
  • See the following power points for examples of
    how some campuses are organizing global learning.

44
Campus Practices
45
Arcadia University
  • Current Core
  • Two Courses
  • ID 111 Global Justice
  • An interdisciplinary course designed to give
    students strategies for exploring and thinking
    critically about issues of justice on a global
    scale. It is meant to enable them to see the
    place of their culture, nation and beliefs in the
    context of major encounters between the West and
    the other parts of the world.
  • ID 222 Pluralism in the United States
  • This course is designed to provide students with
    an understanding of life in the pluralistic
    society of the United States. Using concepts
    grounded in the social sciences as an analytical
    framework, the course will develop skills for
    moving beyond ethnocentrism to an appreciation of
    diversity in society.
  • We need to put the United States back on the
    globe. Our general education curriculum has kept
    international issues separate from domestic ones.
    Students tend to exoticize and romanticize what
    is non-American while at the same time minimizing
    or dismissing issues of race, class, gender, and
    sexual orientation in the U.S. We need to make
    these connections explicit, to insure that the
    role the U.S. plays in a global world is made
    apparent. A good place for us to start in this
    regard is to make linkages between our two core
    courses Global Justice and Pluralism in the
    United States.
  • -- Arcadia University

46
Arcadia University
A proposal now being considered First
Year Course on Globalization (emphasis on visual
thinking and composition) Second Year US
Pluralism Third Year Global Justice Fourth
Year Problem-Based Courses (and Experiential
Learning)
47
Drury University
  • In 1995, Drury University introduced Global
    Perspectives for the 21st Century (GP 21), a core
    general education program focused on global
    studies.
  • As an integrated, developmental sequence of
    interdisciplinary courses, the Global Studies
    program helps students synthesize the
    perspectives and insights of many disciplines
    into a coherent understanding of the world, its
    peoples, and future possibilities.

48
Drury University A. GP21 Core
  • (FR) American Experience Requirement (GLST 101
    102)
  • This yearlong course explores the roots of
    American traditions and contemporary expressions
    of those traditions, with special emphasis on the
    experiences of minorities.
  • (SO) Global Awareness Cultural Diversity (GLST
    201)
  • Students develop cultural analysis skills by
    examining representative examples of the worlds
    cultures. Students become familiar with specific
    cultures by examining (a) nonmaterial culture
    (religious beliefs, social values and norms) (b)
    material cultures (arts, way of life, technology,
    etc.) and (c) specific cultural and social
    issues.
  • This course is required of all students and
    provides a framework for understanding cultures
    and peoples that will be further developed by
    in-depth studies under the category of
    Minorities and Indigenous Cultures.
    Prerequisite Completion of either GLST 102 or
    GLST 200.

49
Drury University A. GP21 Core (cont.)
  • (SO) Values Inquiry (GLST 210)
  • - In values inquiry courses, students come to
    understand the important concepts in analyzing
    values and value systems. They gain a clearer
    understanding of their own values and learn to
    apply various ethical approaches in specific
    situations.
  • (SO) Science Inquiry (NSCI 251)
  • - This course is designed for non-science majors.
    (Science majors take the more traditional
    introductory science surveys). This is a six hour
    course team-taught by one physicist, one chemist
    and two biologists. A case study approach is
    used, with topics related to real world issues of
    science and technology, such as environmental
    issues and human health issues. The course will
    have a significant laboratory component that is
    open-ended to make use of the methods of science
    and experimentation.
  • (JR) Global Futures (GLST 301)
  • - Beginning with the concepts of utopia and
    dystopia, Global Futures asks students both to
    consider the futures imagined by others and to
    imagine the real, twenty-first century future in
    the context of globalization, environmental
    issues, and political and cultural trends.

50
Drury University B. GP 21 ELECTIVE CATEGORIES
In addition to their core global studies courses,
students must choose one or two courses from each
of these distribution requirements Ideas and
Events of Western Culture Artifacts of Western
Culture Creativity Explored (2 courses from
different departments) Human Behavior Political
Science or Economics Foreign Language
Minorities and Indigenous Cultures
51
Mesa Community CollegeAcademic Certificate of
Global Citizenship
  • Select one of four tracks
  • -Impact of other cultures on American life
  • -Political/economic world interdependence
  • -Global study of cultures, religions, or
    values
  • -Science, technology, and the world
  • Capstone course
  • -Research project, study abroad, or
    participation in model UN

52
Hawaii Pacific University Thematic Design
  • Common Core Theme Requirements (3 courses per
    theme)
  • COMMUNICATION VALUES AND
    CHOICES
  • A. Writing and Critical Thinking A.
    Ethical Inquiry
  • B. Communication Contexts B.
    Social Choice
  • C. Open Category C. Open Category
  • WORLD CULTURES GLOBAL SYSTEMS
  • A. Cultures, Themes and Movements A.
    Natural Systems
  • B. Engaging with Difference B.
    Globalization
  • C. Open Category C. Open Category
  • RESEARCH AND EPISTEMOLOGY
  • A. Writing, Research and Information Literacy
  • B. Numeracy and Quantitative Reasoning
  • Research and Epistemology in the Disciplines
  • Interestingly, no specific theme has yet been
    flagged as location of global learning

53
Beloit College Changing the Religious Studies
Major
  • To deepen students global understanding and
    engagement in the larger world, Beloit College
    has dramatically redesigned its religious studies
    major.
  • Instead of using the traditional east versus west
    architecture, the major is now organized to
    explore the dynamic local and global
    manifestations of religions.
  • Moving away from a rigid dichotomy based on the
    ostensible origins of religious traditions
    refocuses attention on the dynamic pluralism in
    both local and global communities.

54
Beloit College Changing the Religious Studies
Major
  • Beloit offers two foundational coursesUnderstand
    ing Religious Traditions in a Global Context and
    Understanding Religious Traditions in
    Multicultural Americathrough which students
    consider the historical diversity of religious
    expressions in both global and local contexts.
  • The primary goals of these courses are
  • to enable students to develop critical
    perspectives on diverse religious phenomena and
    the power of religious worldviews in a global
    context and in the North American environment,
    and
  • to encourage students to exercise their global
    citizenship and civic responsibility by engaging
    in experiential learning projects.

55
Dickinson College - Linking the Global and Local
  • The American Mosaic college-community
    collaboration was an experiment in multicultural
    education that combined oral history,
    ethnography, memoir, and political economy.
  • The first Mosaic took place during the spring
    1996. Some 25 students and 3 faculty came
    together with students, teachers, workers, local
    business people, and parishioners of Steelton, PA
    to explore questions of mutual interest how does
    one make a living, raise a family, negotiate
    school, sustain faith, and relate to others in
    the mid-1990s in a small, yet richly diverse,
    town in America?
  • Interacting across race, ethnic, class, gender,
    generational, age, and religious lines, members
    of the Dickinson and Steelton communities engaged
    one another in the union halls and classrooms, in
    churches and cafes, at the mill and in the
    cemeteries.
  • After six weeks of academic study, the next 7
    weeks involved intensive fieldwork in one of the
    first steel mill towns in the United States.
    Dramatically affected by deindustrialization,
    Steelton is struggling hard to survive economic
    hard times.
  • A five-year follow-up (2001) focused on the
    migration, family, and work narratives of members
    of Steeltons African American community.

56
Dickinson College - Linking the Global and Local
  • The first Global Mosaic to Patagonia, Argentina
    was launched in 2001
  • It was designed as a comparative study of
    trans-Atlantic migration to the oil company towns
    of Comodoro Rivadavia in Patagonia, Argentina and
    the steel-mill town of Steelton, Pennsylvania.

57
Dickinson College - Linking the Global and Local
  • In the fall 2003, a follow-up to the first Adams
    County Mosaic engaged students in community
    studies with host communities in Adams County,
    Pennsylvania and the sending community of Peribán
    de Ramos in Michoacán, Mexico.
  • Twenty-one Dickinson students had the opportunity
    to participate in intensive fieldwork in these
    communities which lie on opposite ends of the
    continent, but stand connected through family,
    work, and circular migration.

58
HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS
(HECUA)Education for Social Justice
  • Sample International Programs
  • Bangladesh Sustainable Development,
    Environment, and Culture
  • Addresses the challenges and prospects for
    development in Bangladesh through intensive
    classroom and field study of development models,
    Bengali culture, and religion.
  • Students are led to develop complex
    understandings of how Bangladeshi citizens,
    non-governmental organizations, development
    agencies and the government envision and
    implement plans for a more just and sustainable
    future.
  • (combination of courses, field experiences, and
    internships)
  • Northern Ireland Democracy and Social Change
  • Students examine the historical, political, and
    religious roots of the conflict in Northern
    Ireland, the prospects for peace , and the
    progress being made. Through readings, lectures,
    discussions, internships, group student projects,
    and field experiences, this program invites
    interaction with people involved in social
    change.
  • The program explores theoretical approaches to
    understanding conflict and its transformation as
    well as the processes underway in Northern
    Ireland to create a sustainable democracy.
  • (combination of courses, internship, and seminar)

59
Global Education Continuum Phase One of Four
  • Learning Objective Knowledge and Intellectual
    Skills
  • Category
  • Introductory Explain, with examples, the
    origins of todays world, its trends, and its
    systemic interdependence.
  • Exploratory Describe, with facts as well as
    generalizations, at least two major issues
    facing todays world.
  • Analyze ample evidence about a significant
    topic related to a world issue.
  • Participatory Develop a clear mental map of
    the interrelatedness of global institutions,
    issues, and systems using ample examples.
  • Integrative Describe the worlds economic,
    environmental, and political systems.
  • Assess the complexities and contradictions in
    one of the worlds systems based on ample
    information about one or more of the relevant
    issues currently facing humankind.

60
Global Education Continuum Phase Two of Four
  • Learning Objective Category Cultural Knowledge
    and Skills
  • Introductory Describe, with examples, the
    worlds cultural diversity.
  • Communicate in a second modern language at a
    survival level.
  • Exploratory Compare and contrast distinct
    behavioral characteristics of your own and
    one other culture.
  • Communicate at a beginning level in a second
    modern language.
  • Participatory Analyze two cultures including
    their enculturation processes, worldviews,
    and economic/social/political patterns.
  • Communicate at the intermediate level in a
    second language.
  • Integrative Reflect comparatively and in depth
    on ones own and a second culture.
  • Adapt in a second culture by working
    effectively with a counterpart in that
    culture.
  • Read, write, and speak in a second language.

61
Global Education Continuum Phase Four
  • Learning Objective Personal Commitment
  • Categories
  • Introductory
  • Exploratory Articulate a relationship between a
    global issue and your personal commitments
    and vocational choices.
  • Participatory Engage in creating a just and
    healthy world.
  • Integrative Demonstrate potential for
    distinctive leadership in a local community
    and internationally in the pursuit of a just,
    healthy, sustainable, and peaceful world.
  • By Dr. Ann Kelleher, professor of political
    science, Pacific Lutheran University
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