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AAC&U/AIEA Workshop It Takes a Curriculum:

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1 AAC&U/AIEA Workshop It Takes a Curriculum:
Global Education and Essential Learning Outcomes February 15, 2010, Washington, DC

2 Facilitators Harvey Charles, Vice Provost for International Education, Northern Arizona University Kevin Hovland, Director of Global Learning and Curricular Change, Association of American Colleges and Universities Caryn 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 learning Identify emerging consensus of global learning goals across programs See 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 learning Identify strategies for developing support for a global learning agenda Clarify 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 8:35–9:15 Case Study :15–10:00 Break :00–10:20 Getting Institutional Buy In (NAU) 10:20–11:00 Mapping Collaboration 11:00–11:45 Concluding 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 8:35–9:15 To 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 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 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 The 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 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 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. (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 Inclusive Make the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Work, and Life 2. Give Students a Compass Focus 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 Action Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems 6. Foster Civic, Intercultural, and Ethical Learning Emphasize Personal and Social Responsibility, in Every Field of Study 7. Assess Students’ Ability to Apply Learning to Complex Problems Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

15 High Impact Practices Common Intellectual Experiences
First-Year Seminars Learning Communities Writing Intensive Courses Study Abroad Service Learning, Community Based Learning Capstone Courses and Projects Internships Diversity and Global Learning

16 High Impact Practices demand 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 – 10:00 Handout: From Fragmentation to a Comprehensive Global Institutional Vision

18 Break, 10:00 – 10:20

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 Campus Association of International Education Administrators 2010 Annual Conference AAC&U/AIEA Workshop February 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 Campus SIO – To Engage Faculty and Sustain Interest in Global Learning Faculty Ultimately Must do the Work of Internationalizing the Curriculum

22 Legitimacy Mission Statement/Strategic Goals
Presidential and Provost leadership Heavy Faculty Participation Host Credible Speakers

23 Institutional Infrastructure
Budgetary Challenges University Strategic goals Institutional Culture Academic Infrastructure Coursework with Global Content Language Study/Area Studies Programs Globally Focused Institutes, Programs International Partnerships Center for International Programs Senior International Education Leader Study/Internship/Research Abroad International Students Int’l Teaching/Research for Faculty

24 Defining Global Learning
Develop Working Definition Early in Process Focus on Ends as Well as Means Study Abroad vs. Student Learning Outcomes Curriculum Focused The Implementation Quagmire Make Global Learning Easy to Understand What Themes Define Global Learning Relevant to Institutional Priorities Eg. Scientific literacy, Social Justice, Community Engagement Sites for Global Learning: Majors, General Education, Co-Curriculum

25 Northern Arizona University’s Institutional Priorities
Learning Centered University Student Access, Learning, Persistence, Affordability Sustainability and Stewardship of Place Global Engagement Culture of Inclusion, Civility and Respect Commitment to Native Americans Innovative, Effective and Accountable Practices

26 Northern Arizona University’s Approach to Global Learning
Sustainability Transcultural Translingual Competence Diversity Self Society Global Engagement Co– curriculum Liberal Studies All Majors Globally Competent Students

27 Managing The Politics Respected Faculty Should Lead Process
SIO – The Invisible Hand Emphasize Advancing Global Learning with Existing Resources Way to Deflect Concerns About Resources eg. new faculty lines Aligning Student Experience with Post-College Challenges Emphasize that Important Parts of Infrastructure Already Exists Connect Global Learning With Institutional Imperatives Curriculum revision, Accreditation preparation All Schools/Colleges should have Faculty Representation Deliberations Should be Transparent Present Proposals to all Relevant Campus Constituencies Reassure, Reassure, Reassure

28 Core Assumptions and Commitments
The Project – To Articulate a Broad Framework One Course is Not Enough Existing Infrastructure Puts Us Ahead Change 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 Equity Associated Students of NAU Commission on Disability Access & Design Commission on Ethnic Diversity Commission on Native Americans Commissions on the Status of Women Environmental Caucus Environmental Caucus Steering Committee Faculty Senate** Faculty Senate Executive Committee Liberal Studies Committee NAU Yuma Curriculum Committee President’s Cabinet Provost Academic Leadership Council Task Force on Global Education University Curriculum Committee University Graduate Council

30 Managing The Politics Regular Updates on Progress Necessary
Mechanism for Incorporating Feedback from Constituents Necessary Avoid Language of Imperatives and Mandates Themes Adopted Should be Deconstructed by Faculty Faculty Should Sell Process and Outcomes to Colleagues Actively Lobby Committed Faculty to Publicly Articulate Support Time Management of Process Be Willing to Compromise Without Selling Out

31 Giving Ground Without Selling Out
Initial Language That 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 Language That 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 Engagement Alumni Readily Understand & Favorably Disposed to Global Education Accessible Source of Funds to Support Implementation Alumni Support Inspires Faculty Cooperation

34 Allies are Necessary May Exist in Unexpected Quarters
Traditional Allies May Disappoint Actively Cultivate Allies

35 When Recommendations Are Adopted
Publicize Far and Wide Thank Participants and Supporters Maintain Momentum by Constituting an Implementation Team Get Back to Work!!

36 Mapping Collaboration
11:00-11:45 Handout: 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 Questions What 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, 11:45-12:00 Contact Information: Harvey Charles, NAU, Kevin Hovland, AAC&U, Caryn McTighe Musil, AAC&U Presentation will be available at Join the Shared Futures network at

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