Presentation on theme: "AAC&U/AIEA Workshop It Takes a Curriculum:"— Presentation transcript:
1 AAC&U/AIEA Workshop It Takes a Curriculum: Global Education and Essential Learning OutcomesFebruary 15, 2010, Washington, DC
2 FacilitatorsHarvey Charles, Vice Provost for International Education, Northern Arizona UniversityKevin Hovland, Director of Global Learning and Curricular Change, Association of American Colleges and UniversitiesCaryn McTighe Musil, Senior Vice President, Office of Diversity, Equity, and Global Initiatives, Association of American Colleges and Universities
3 Workshop Goals Participants will: Explore how to take advantage of the national context to accelerate institutional commitment to global learningIdentify emerging consensus of global learning goals across programsSee the curriculum as a central and shared responsibility, and therefore understand how to be effective in shaping the curriculum across institutional roles
4 Workshop Goals (continued) Participants will:Investigate the range of high impact pedagogies and practices that enhance global learningIdentify strategies for developing support for a global learning agendaClarify how Senior International Officers can play leadership roles in creating a comprehensive institutional commitment to global learning as an essential priority.
5 Workshop Schedule Who Are We? And Why are We Here? 8:05–8:35 To What Ends? Goals for Global Learning 8:35–9:15Case Study :15–10:00Break :00–10:20Getting Institutional Buy In (NAU) 10:20–11:00Mapping Collaboration 11:00–11:45Concluding Remarks 11:45–12:00
6 8:05-8:35 Who Are We? And Why are We Here? Everyone: 20 second introductions—name, institution, role.Share Selectively: What is the one essential thing you’d like to gain from this workshop to help you address a specific issue you face on campus?
7 8:35–9:15To What Ends? Goals for Global Learning and Linking Your Work to Liberal Education
8 The World Is _________?At your tables, brainstorm the adjectives you would use to describe the world.Think about how those words are linked to your work/educational mission.
9 One Possibility The World is . . . Complex, Interconnected, and Unfair can be mapped onto Essential Learning Outcomes.
10 Essential Learning Outcomes Knowledge of Human Cultures and the Physical and Natural WorldThrough study in the sciences and mathematics, social sciences, humanities, histories, languages, and the artsFocused by engagement with big questions, both contemporary and enduringIntellectual and practical skills, includingInquiry and analysisCritical and creative thinkingWritten and oral communicationQuantitative literacyInformation literacyTeamwork and problem solvingPracticed extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performanceThe outcomes represent a framework for learning that should begin in school and continue at successively higher levels across their college studies. Within this framework students will prepare for twenty-first-century challenges by gaining:
11 ELOs (continued) Personal and social responsibility, including Civic knowledge and engagement—local and globalIntercultural knowledge and competenceEthical reasoning and actionFoundations and skills for lifelong learningAnchored through active involvement with diverse communities and real-world challengesIntegrative Learning, includingSynthesis and advanced accomplishment across general and specialized studiesDemonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.(College Learning for the New Global Century: A report from the National Leadership Council for Liberal Education and America’s Promise.)
12 LEAP Principles of Excellence 1. Aim High—and Make Excellence InclusiveMake the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Work, and Life2. Give Students a CompassFocus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes—and Assess Progress
13 LEAP Principles of Excellence 3. Teach the Arts of Inquiry and Innovation Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College 4. Engage the Big Questions Teach through the Curriculum to Far-Reaching Issues—Contemporary and Enduring—in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom
14 LEAP Principles of Excellence 5. Connect Knowledge with Choices and ActionPrepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems6. Foster Civic, Intercultural, and Ethical LearningEmphasize Personal and Social Responsibility, in Every Field of Study7. Assess Students’ Ability to Apply Learning to Complex ProblemsUse Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement
15 High Impact Practices Common Intellectual Experiences First-Year SeminarsLearning CommunitiesWriting Intensive CoursesStudy AbroadService Learning, Community Based LearningCapstone Courses and ProjectsInternshipsDiversity and Global Learning
16 High Impact Practicesdemand that students devote considerable time and effort to purposeful tasks.put students in circumstances that essentially demand they interact with faculty and peers about substantive matters, typically over extended periods of time.increase the likelihood that students will experience diversity through contact with people who are different from themselves.pr0vide students with frequent feedback about their performance.provide opportunities for students to see how what they are learning works in different settings, on and off campus.Examining data from the National Survey of Student Engagement, George Kuh identifies several learning activities that are high impact. What make a practice high impact? Kuh describes five characteristics:
17 Case Study, 9:15 – 10:00Handout: From Fragmentation to a Comprehensive Global Institutional Vision
19 Getting Institutional Buy In The Northern Arizona University Example 10:20–11:00
20 Association of International Education Administrators Global Education and Essential Learning Outcomes: The Mechanics of Engaging Faculty and Advancing Global Learning on the CampusAssociation of International Education Administrators2010 Annual ConferenceAAC&U/AIEA WorkshopFebruary 15, 2010
21 Ideological Stance The Curriculum is at the Heart of Global Learning SIO – Principal Agent in Agitating for Advancing Global Learning on the CampusSIO – To Engage Faculty and Sustain Interest in Global LearningFaculty Ultimately Must do the Work of Internationalizing the Curriculum
23 Institutional Infrastructure Budgetary ChallengesUniversity Strategic goalsInstitutional CultureAcademic InfrastructureCoursework with Global ContentLanguage Study/Area Studies ProgramsGlobally Focused Institutes, ProgramsInternational PartnershipsCenter for International ProgramsSenior International Education LeaderStudy/Internship/Research AbroadInternational StudentsInt’l Teaching/Research for Faculty
24 Defining Global Learning Develop Working Definition Early in ProcessFocus on Ends as Well as MeansStudy Abroad vs. Student Learning OutcomesCurriculum FocusedThe Implementation QuagmireMake Global Learning Easy to UnderstandWhat Themes Define Global Learning Relevant to Institutional PrioritiesEg. Scientific literacy, Social Justice, Community EngagementSites for Global Learning:Majors, General Education, Co-Curriculum
25 Northern Arizona University’s Institutional Priorities Learning Centered UniversityStudent Access, Learning, Persistence, AffordabilitySustainability and Stewardship of PlaceGlobal EngagementCulture of Inclusion, Civility and RespectCommitment to Native AmericansInnovative, Effective and Accountable Practices
26 Northern Arizona University’s Approach to Global Learning SustainabilityTranscultural TranslingualCompetenceDiversitySelf SocietyGlobalEngagementCo– curriculumLiberal StudiesAll MajorsGloballyCompetent Students
27 Managing The Politics Respected Faculty Should Lead Process SIO – The Invisible HandEmphasize Advancing Global Learning with Existing ResourcesWay to Deflect Concerns About Resources eg. new faculty linesAligning Student Experience with Post-College ChallengesEmphasize that Important Parts of Infrastructure Already ExistsConnect Global Learning With Institutional ImperativesCurriculum revision, Accreditation preparationAll Schools/Colleges should have Faculty RepresentationDeliberations Should be TransparentPresent Proposals to all Relevant Campus ConstituenciesReassure, Reassure, Reassure
28 Core Assumptions and Commitments The Project – To Articulate a Broad FrameworkOne Course is Not EnoughExisting Infrastructure Puts Us AheadChange Will Be Manageable and Occur Over Time
29 Constituent Groups From Which Endorsement of Global Learning Recommendations Sought Academic Chairs Council*Academic Council on Diversity and EquityAssociated Students of NAUCommission on Disability Access & DesignCommission on Ethnic DiversityCommission on Native AmericansCommissions on the Status of WomenEnvironmental CaucusEnvironmental Caucus Steering CommitteeFaculty Senate**Faculty Senate Executive CommitteeLiberal Studies CommitteeNAU Yuma Curriculum CommitteePresident’s CabinetProvost Academic Leadership CouncilTask Force on Global EducationUniversity Curriculum CommitteeUniversity Graduate Council
30 Managing The Politics Regular Updates on Progress Necessary Mechanism for Incorporating Feedback from Constituents NecessaryAvoid Language of Imperatives and MandatesThemes Adopted Should be Deconstructed by FacultyFaculty Should Sell Process and Outcomes to ColleaguesActively Lobby Committed Faculty to Publicly Articulate SupportTime Management of ProcessBe Willing to Compromise Without Selling Out
31 Giving Ground Without Selling Out Initial LanguageThat each department insure that students have substantive and multiple encounters within the major with perspectives associated with global engagement, diversity and environmental sustainability, regardless of the approach or strategy they ultimately adopt.Compromise LanguageThat departments accept and embrace a role in providing students with substantive and multiple opportunities within their degree program that includes guiding them through advisement to opportunities in the University curriculum (including the minor program, the Liberal Studies Program, Education Abroad, and co-curricular learning experiences) to acquire knowledge and develop competencies associated with global engagement, diversity and environmental sustainability.
32 What the Other Recommendations Say That the three elements of NAU’s vision for global education be adopted as the core University Thematic Student Learning Outcomes and that these should be part of the learning experience of all undergraduate students in their undergraduate majors, in the Liberal Studies Program, and in their co-curricular programming.That the program review process be used to facilitate the incorporation of student learning outcomes that reflect the University Thematic Student Learning Outcomes into the curricula of departments, other academic units, and the Liberal Studies program.
33 Alumni EngagementAlumni Readily Understand & Favorably Disposed to Global EducationAccessible Source of Funds to Support ImplementationAlumni Support Inspires Faculty Cooperation
34 Allies are Necessary May Exist in Unexpected Quarters Traditional Allies May DisappointActively Cultivate Allies
35 When Recommendations Are Adopted Publicize Far and WideThank Participants and SupportersMaintain Momentum by Constituting an Implementation TeamGet Back to Work!!
36 Mapping Collaboration 11:00-11:45Handout:The Global Institutional Matrix
37 Mapping Exercise Global Institutional Matrix At your roundtable, take 5-7 minutes first to fill out the matrix individually about your own institution.When everyone is done, fill out only one matrix per table that is a collective portrait—a kind of meta-matrix-- of your table members’ cumulative programs and practices.
38 Matrix QuestionsWhat surprised you most when you did your individual institutional mapping?Assets: What stood out as clusters of particular strength at your school?Gaps: What was revealed as gaps that need to be addressed?How did the collective portrait influence your thinking about new possibilities at your home institution?
39 Closing Remarks, 11:45-12:00Contact Information: Harvey Charles, NAU,Kevin Hovland, AAC&U,Caryn McTighe Musil, AAC&UPresentation will be available atJoin the Shared Futures network at