2018 Global Citizenship Collaboratory opening plenary

1. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018

3. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018

4. Usual plan:
History
State of the GCP
Exhortation forward

7. “We Did it Ourselves”
Designing for Impact, Care, and Equity
Bruce Umbaugh
Director, Global Citizenship Program
Eighth Global Citizenship Collaboratory
May 21, 2018

8. Today’s plan:
History
State of the GCP (two slides)
Exhortation forward

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!”)

10. (1) Impact

11. What do we promise?

12. Webster Mission

13. •High-quality learning experiences
•Transformation
•Global citizenship
•Individual excellence
We promise

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

21. (2) Equity

22. “Students don’t do optional.”
Kay McClenney
Director, Center for Community College Student Engagement

23. High Impact Practices
…are almost all optional

24. 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

25. OTOH

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

27. BUT

28. Core Requirements:
Pacific Lutheran University’s Study

29. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM

30. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
Require more high-impact
practices
CO-
CURRICULUM
Increase demands
on students

31. BUT

32. Requirements “pinch,” and
students clearly resent that.

39. (3) The solution?

40. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM

41. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
Integrate
and align
Require more high-impact
practices
CO-
CURRICULUM
Increase demands
on students

42. UNDERGRADUATE EXPERIENCE
MAJOR
Require more high-impact
practices
Won’t that pinch?

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

44. UNDERGRADUATE EXPERIENCE
GCP Increase demands
on students
Won’t that pinch?

46. UNDERGRADUATE EXPERIENCE
GCP Increase student
automony and motivation

47. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Increase student
automony and motivation
Show respect and care
Instructor passion
Bidirectional relationship
Meaningful assignments
Transparency
Student choice
Increase student
automony and motivation

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

49. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Instructor passion
Share enthusiasm
Have a genuine interest in teaching and
in helping students grow in more than
just academic areas
Ensure that students work hard to prepare
for class

50. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Meaningful assignments/transparency
Help students understand the why & how
of assignments, classes, curricula
Design clear explanations of
assignment/course/program goals and
communicate them to students
Let students know how success looks
Develop organized classes & presentations

51. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Student choice (framed by instructor goals)
Flexible curricula
A say in readings/course design
Choice within assignments
Avoid “punitive” syllabi & other communicatio
et cetera

52. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
Being transparent, Showing care,
Giving choice
Student Autonomy
Increased intrinsic motivation and
engagement

53. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
CO-
CURRICULUM
These practices show their
value long after college.

54. Keeping our promise to students
The Gallup-Purdue Index Report
• Workplace engagement – 39%
Gallup, Great Jobs, Great Lives, 2014

55. Keeping our promise to students
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.

56. Keeping our promise to students
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.

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

59. UNDERGRADUATE EXPERIENCE
MAJOR
GCP
Integrate
and align
Require more high-impact
practices
CO-
CURRICULUM
Increase demands
on students
Equity AND Impact

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

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