Global Enrollment Management 2012 update on GCP

The Global Citizenship Program of general education (an update)

Bruce UmbaughProfessor, PhilosophyDirector, Global Citizenship Program

Global Enrollment Management MeetingWebster University

June 18, 2012

KnowledgeRoots of CulturesSocial Systems & Human BehaviorPhysical & Natural WorldGlobal UnderstandingArts Appreciation

SkillsWritten CommunicationOral CommunicationCritical ThinkingQuantitative LiteracyEthical ReasoningIntercultural CompetenceIntegrative Learning

GLOBAL CITIZENSHIP PUZZLE

201420132011201020092008 2012

2011

Develop, adopt

First class bound by GCP requirements

Build, implement

2015 2016 2017

Graduates!

Development and ImplementationTimeline

• Original General Education Institute Team (2009) members: Bruce Umbaugh, Bill Lynch, Stephanie Schroeder

• Task Force (2009-2011) included Ron Daniel (Geneva)• Worldwide Directors Meeting, Fall 2009, 2010, 2011

• GEM Meeting, June 2011• Global Citizenship Program Summer Collaboratory, July 2011:

Anne de Graaf (Leiden), Julianna Bark (Geneva), Jean-Pascal Vachon (Vienna), Bill Lynch (London)

• Dorothy Koppel (Vienna) visit, November 2011

• GCP Implementation Cafés (conference calls), Spring II 2012• First-year Seminar instructors visit, May 2012:

Julianna Bark (Geneva), Kit Barton (London), Claudio Cicuzza (Thailand), Anne de Graaf (Leiden), Dorothy Koppel (Vienna)

• GEM Meeting, Today• Second GCP Summer Collaboratory, July 18, 19, 20• GCP Implementation Cafés

International Connections in Developing and Implementing the Global Citizenship Program

What is the point?

Global Citizenship Program competencies are key to:

• a “good life” that is satisfying and fulfilling,

• responsible global citizenship in the 21st century, and

• career success and earning power.

What makes a good life?

Dave Pollard: How to Save the World

http://howtosavetheworld.ca/

Meaningful work and fulfillment

Guided by Mission

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.

GCP Competencies are the Gateway to Career Success

“Irrespective of college major or institutional selectivity, what matters to career success is students’ development of a broad set of cross-cutting capacities…”

Anthony Carnevale, Georgetown UniversityCenter on Education and the Workforce

GCP and Career Success

“Young people now entering the labour market may well have to change employers and even occupations several times during their (probably longer) working lives. They have to be able to manage uncertainty and change, as well as be productive in increasingly competitive circumstances. So the skills they’ll need are not just occupation-specific, but also more general–such as basic literacy and numeracy skills, skills in problem-solving and analytic reasoning, interpersonal skills, the ability to work in teams, skills in using information and communication technologies, and, quite simply, knowing how to learn.”

Marilyn Achiron, “Taking stock of skills,”OECD Observer No 287 Q4 2011


Today's students will have 10-14 jobs by the time they are 38.

Every year, more than 30 million Americans are working in jobs that did not exist in the previous quarter.

Department of Labor – Bureau of Labor Statistics


Today's students will have 10-14 jobs by the time they are 38.



Randy Nelson of Pixar

• How do you hire for genuinely new jobs?

• Resume method won’t work (no one could have done the work before)



Randy Nelson says Pixar hires for:DepthBreadthCommunicationCollaboration (and looks for people who are interested

rather than interesting)

http://www.edutopia.org/randy-nelson-school-to-career-video

What do students need?




Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,Hart Research Associates, for the AAC&U, January, 2010


30 of 128 hours

Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.CC by-nc-sa, Some rights reserved.

Cold-war era general education

Distribution requirements only is now unusual in General Education:

Source: “Trends and Emerging Practices in General Education,” Hart Research Associates for AAC&U, May, 2009

The majority of institutions uses a distribution model with additional

integrative features.

Distribution model with other features

Distribution model only

One or more other features only

Which of these features are part of your institution’s general education program?

15%

64%

18%

Other features:

Common intellectual experience

Thematic required courses

Upper-level requirements

Core curriculum

Learning communities

28

Knowledge and Skills that our students need

(21st Century skills)


Every year, more than 1/3 of the entire US labor force changes jobs.

Today's Students Will Have 10-14 Jobs by the Time They Are 38.

50% of Workers Have Been With Their Company Less Than 5 Years.



UNDERGRADUATE EXPERIENCE

MAJOR

GEN ED

How do these (all) complement and align?

How do these (all) integrate?

CO-CURRICULUM

Kelly Diecker, Psychology majorResearch Assistant, ICF International

Kelly Diecker, Psychology majorResearch Assistant, ICF International

Ben Goldsmith, Philosophy majorExecutive Director, Farm Forward

Emily Bahr, Mathematics majorStudying college student personnel,International student services assistantship

Aubrey Gohl, Public Relations majorActivity Director, Adams Place assisted living center

Meaningful work and fulfillment

You have similar stories

• Students rarely come to us to major in policy analysis, or activity direction, or study abroad advising

• AND we prepare them to do these things, anyway.

• The GCP will help us even better prepare students for careers in the 21st century.

Understanding the Global Citizenship Program of undergraduate education


• Create purposeful pathways for students to learn• Build on high-impact practices• Cultivate knowledge, skills, and especially integration



Purposeful Pathways: A beginning, middle, and end

First Year Seminar introduces program, emphasizes communication, critical

thinking, interdisciplinarity, integration1

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

(To increase breadth of knowledge, the same course prefix cannot be used twice in meeting the Roots of Cultures requirement or in meeting the Social Systems and Human Behavior requirement.)

(To increase breadth of knowledge, GCP requirements must be satisfied with courses beyond those required for a students’ first major – if that major is fewer than 75 hours.)



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



OECD on high-quality learning environments

High-quality learning environments need to:

• make learning central and encourage engagement• ensure that learning is social and often collaborative• be highly attuned to the motivations of learners• be sensitive to individual differences, including prior knowledge• use assessments that emphasise formative feedback• promote connections across activities and subjects,

both in and out of school.

Source: OECD, Innovative Learning Environment Project.

Question: Why do I have to take ____ ?


Answer: Global Citizenship Program competencies are the means to living a genuinely good and fulfilling life.


Answer: Global Citizenship Program competencies are essential to responsible global citizenship in the 21st century.

Students are often highly instrumental about their education.


Answer: Global Citizenship Program competencies are the gateway to career success and earning power.

The Growing Demand for Higher Order Skills

55

Wage Premium for GCP Learning Outcomes

The highest salaries apply to positions that call for intensive use of liberal education capabilities, including (random order):

WritingInductive and Deductive ReasoningJudgment and Decision MakingProblem SolvingSocial/Interpersonal SkillsMathematicsOriginality

Source: Georgetown University Center on Education and the Workforce

Mean Earnings of Jobs that Emphasize Speaking

0

30,000

60,000

q1(low) q2 q3 q4 q5(high)

earn

ings

quintiles

Mean earnings of speaking quintiles

Earnin…

Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Writing

0

35,000

70,000


earn

ings

quintiles

Mean earnings of writing quintiles

Earnings


Mean Earnings of Jobs that Emphasize Judgment & Decision Making

0

35,000

70,000


earn

ings

quintiles

Mean earnings of judgement and decision making quintiles

Earnings


Mean Earnings of Jobs that Emphasize Problem Solving

0

35,000

70,000


earn

ings

quintiles

Earnings of complex problem solving quintiles

Earnings


OECD “Skills Strategy”

“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”

Launched May 2012


“Skills have become the global currency of 21st century economies.”

-- OECD Secretary-General Angel Gurría


“Since skills requirements change and people need to adapt and learn new skills over their working lives to ensure occupational mobility, compulsory education is where people should master foundation skills and where they should develop the general desire and capacity to engage in learning over an entire lifetime.”

Better Skills Better Jobs Better Lives: A Strategic Approach to Skills Policies, OECD Publishing, 2012, p. 26






Curricula for the 21st century:• Knowledge – connected to real-world

experience• Skills – including higher-order skills (Creativity,

Communication, Critical Thinking, Communication, Collaboration)

• “Character” – behaviors, attitudes, values• Meta-layer – integration and learning how to

continue to learn


For career success students should develop these capabilities in college, because

• the marketplace rewards graduates with the highest levels of achievement in these key learning outcomes, and

• they give access to career paths that require and further develop these high level capabilities.


How do we prepare students to innovate and to succeed in jobs that don’t exist when they

first enroll with us?

Arrow ProcessWhy use graphics from PowerPointing.com?

Program Design; Assessment Plan

“transform students for global citizenship and individual excellence”

What students experience

“core competencies for responsible global citizenship in the 21st century”

Purposeful pathways and a plan for telling whether they work

Learning Goals & Outcomes

Program Content

Program Mission

University Mission

The General Education Reform Process

June, 2012

What do we want for students?

Arrow ProcessWhy use graphics from PowerPointing.com?

Program Design; Assessment Plan

“transform students for global citizenship and individual excellence”

You are here.

What students experience

“core competencies for responsible global citizenship in the 21st century”

Purposeful pathways and a plan for telling whether they work

Learning Goals & Outcomes

Program Content

Program Mission

University Mission

The General Education Reform Process

June, 2012

What do we want for students?

Product

• Learning outcomes • Program structure • Program content


• Knowledge • Skills• Abilities to integrate and apply


• Knowledge – Where meanings come from (Roots of Cultures)– How people and institutions work (Social Systems and

Human Behavior)– How the Physical and Natural World works– Forces that push us apart and pull us together (Global

Understanding)– Human artistic expressions (Arts Appreciation)

• Skills• Abilities to integrate and apply


• Skills– Critical Thinking– Written and Oral Communication– Quantitative Literacy– Intercultural Competence– Ethical Reasoning

• Abilities to integrate and apply– Draw on and connect multiple from multiple disciplines– Draw on and connect to life experience



Integrative Learning

• Knowledge + Skill in one course:– Essentials of Biology I is also a Written

Communication course– Meaning of Life addresses Global Understanding

and Intercultural Competence– Design Concepts is also an Oral Communication

course– Several MUSC courses address both Arts

Appreciation and Written Communication


• Multiple skills in Seminars:– First-year Seminars

• Interdisciplinary• address written communication, oral communication,

critical thinking, and integrative learning

– Global Keystone Seminars• Will address knowledge from interdisciplinary

perspectives • as well as all the skills components


• Global Keystone Seminar prototypes:

– EDUC 3250 (Real World Survivor: Confronting Poverty)

– SCIN 1210 (Water: The World’s Most Valuable Resource)

Program Requirements (Native/Four-year Students)

Two seminars• First-year (1st year) • Global Keystone (3rd year)

– Emphasize integration, lifelong learning

– Collection points for student work for assessment

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

Program Requirements (Transfer Students)

Two integrative• One integrative/applied course • Global Keystone Seminar

– Emphasize integration, lifelong learning

– Collection points for student work for assessment

Other courses and skills, at Webster or transferred, or A.A. degree

• 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


Curricula for the 21st century:• Knowledge – connected to real-world

experience• Skills – including higher-order skills (Creativity,

Communication, Critical Thinking, Communication, Collaboration)

• “Character” – behaviors, attitudes, values• Meta-layer – integration and learning how to

continue to learn


30 of 128 hours

Understanding the Global Citizenship Program of general education

Purposeful Pathways: A begining, middle, and end

First-year seminar introduces program, emphasizes critical thinking,

interdisciplinarity, integration1

2

3

Courses address knowledge, communication, critical thinking, ethical reasoning, global understanding, intercultural competence,

integrative thinking

Global Keystone Seminar serves as capstone course for the Global Citizenship Program of

general education

to ensure that every undergraduate student emerges from Webster University with the

core competencies required for responsible global citizenship in the 21st Century.

The mission of the Global Citizenship Program

201520142012201120102009 2013

2011

Develop, adopt

First class bound by GCP requirements

Build, implement

Bruce [email protected]

2016 2017 2018

Transfers in GCP (under 75 hours)

Graduates!Everybody in GCP

Scott [email protected]

Source: BCcampus_NewsSome rights reserved, CC BY-SA

Global Enrollment Management 2012 update on GCP

Education

responsible global citizenship

gcp competencies

career success todays

mattersto career success

gcp summer collaboratory

century skills

career successyoung

career successrandy