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
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