Title: From Global Rhetoric to Global Citizens: Whats at Stake
1From 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)
2My 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.
3Association 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
4Liberal 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.
5The 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
6Top 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
7Middle 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
8Least 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
9Oppositional Views
- Civic responsibility and leadership are
qualities that individuals are born with. . . -
- High School Student in an AACU Focus Group
10Benjamin 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.
11The 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
-
12Essential 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
13Essential 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
14Essential 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
15Essential 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
16Hart 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)
17Hart 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)
18Hart 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)
19Hart 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)
20Liberal 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.
21Disturbing 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.
22Global 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.
23Inadequate 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.
24The 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.
25American 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
26American 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
27Barriers 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
28Ways 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
29DIVERSITY, 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)
30Engaged 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
31Engaged 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
32CONVERGENT 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
33Other 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.
34Use 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
35More 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
36Assessing 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
37Global 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
38LEAPs 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
39New 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.
-
40Global 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
41Wendell 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.
42Edgar 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
43End of Plenary
- See the following power points for examples of
how some campuses are organizing global learning.
44Campus Practices
45Arcadia 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
46Arcadia 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)
47Drury 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.
48Drury 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.
49Drury 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.
50Drury 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
51Mesa 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 -
52Hawaii 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
53Beloit 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.
54Beloit 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.
55Dickinson 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.
56Dickinson 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.
57Dickinson 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.
58HIGHER 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)
59Global 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.
60Global 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.
61Global 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