AAC&U/AIEA Worshop

AAC&U/AIEA WorkshopIt Takes a Curriculum: Global Education and Essential Learning Outcomes

February 15, 2010, Washington, DC1FacilitatorsHarvey 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 Universities2Workshop GoalsParticipants 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 roles3Workshop 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.4Workshop ScheduleWho Are We? And Why are We Here?8:058:35To What Ends? Goals for Global Learning8:359:15Case Study9:1510:00Break10:0010:20Getting Institutional Buy In (NAU) 10:2011:00Mapping Collaboration11:0011:45Concluding Remarks11:4512:00

58:05-8:35Who Are We? And Why are We Here?Everyone: 20 second introductionsname, institution, role.Share Selectively: What is the one essential thing youd like to gain from this workshop to help you address a specific issue you face on campus?

68:359:15To What Ends? Goals for Global Learning . . .

and Linking Your Work to Liberal Education

7The 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.8One PossibilityThe World is . . . Complex, Interconnected, and Unfair

can be mapped onto Essential Learning Outcomes.

9Essential Learning OutcomesKnowledge of Human Cultures and the Physical and Natural WorldThrough 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, includingInquiry and analysisCritical and creative thinkingWritten and oral communicationQuantitative literacyInformation literacyTeamwork 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:

10ELOs (continued)Personal and social responsibility, includingCivic knowledge and engagementlocal and globalIntercultural knowledge and competenceEthical reasoning and actionFoundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Integrative Learning, includingSynthesis 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 Americas Promise.)

11LEAP Principles of Excellence1. Aim Highand Make Excellence InclusiveMake the Essential Learning Outcomes a Framework for the Entire Educational Experience, Connecting School, College, Work, and Life

2. Give Students a CompassFocus Each Students Plan of Study on Achieving the Essential Learning Outcomesand Assess Progress

12LEAP Principles of Excellence3. Teach the Arts of Inquiry and InnovationImmerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College

4. Engage the Big QuestionsTeach through the Curriculum to Far-Reaching IssuesContemporary and Enduringin Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom13LEAP Principles of Excellence5. Connect Knowledge with Choices and ActionPrepare Students for Citizenship and Work through Engaged and Guided Learning on Real-World Problems

6. Foster Civic, Intercultural, and Ethical LearningEmphasize Personal and Social Responsibility, in Every Field of Study

7. Assess Students Ability to Apply Learning to Complex ProblemsUse Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement

14High Impact PracticesCommon Intellectual ExperiencesFirst-Year SeminarsLearning CommunitiesWriting Intensive CoursesStudy Abroad Service Learning, Community Based LearningCapstone Courses and Projects InternshipsDiversity and Global Learning

15High 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:

16Case Study, 9:15 10:00Handout: From Fragmentation to a Comprehensive Global Institutional Vision

17Break, 10:00 10:20 18

Getting Institutional Buy InThe Northern Arizona University Example10:2011:0019Global Education and Essential Learning Outcomes:The Mechanics of Engaging Faculty and Advancing Global Learning on the Campus

Association of International Education Administrators2010 Annual ConferenceAAC&U/AIEA WorkshopFebruary 15, 201020Ideological StanceThe Curriculum is at the Heart of Global LearningSIO 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 Curriculum21Legitimacy

Mission Statement/Strategic GoalsPresidential and Provost leadershipHeavy Faculty ParticipationHost Credible Speakers

22Institutional InfrastructureBudgetary ChallengesUniversity Strategic goalsInstitutional CultureAcademic InfrastructureCoursework with Global ContentLanguage Study/Area Studies ProgramsGlobally Focused Institutes, ProgramsInternational PartnershipsCenter for International ProgramsSenior International Education Leader Study/Internship/Research AbroadInternational StudentsIntl Teaching/Research for Faculty

23Defining 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

24Northern Arizona Universitys Institutional PrioritiesLearning Centered UniversityStudent Access, Learning, Persistence, AffordabilitySustainability and Stewardship of PlaceGlobal EngagementCulture of Inclusion, Civility and RespectCommitment to Native AmericansInnovative, Effective and Accountable Practices25Northern Arizona Universitys Approach to Global LearningGlobal LearningGlobalEngagementSustainabilityDiversityTranscultural Translingual CompetenceSelf Society Co curriculumLiberal StudiesAll MajorsGlobally Competent Students26Managing The Politics

Respected Faculty Should Lead ProcessSIO The Invisible HandEmphasize Advancing Global Learning with Existing Resources Way 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 preparation All Schools/Colleges should have Faculty RepresentationDeliberations Should be TransparentPresent Proposals to all Relevant Campus ConstituenciesReassure, Reassure, Reassure

27Core Assumptions and CommitmentsThe Project To Articulate a Broad Framework One Course is Not Enough

Existing Infrastructure Puts Us Ahead

Change Will Be Manageable and Occur Over Time

28Constituent Groups From Which Endorsement of Global Learning Recommendations SoughtAcademic 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 CommitteePresidents CabinetProvost Academic Leadership CouncilTask Force on Global EducationUniversity Curriculum CommitteeUniversity Graduate Council

29Managing The PoliticsRegular Updates on Progress NecessaryMechanism 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

30Giving Ground Without Selling OutInitial 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.

31What the Other Recommendations SayThat the three elements of NAUs 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.32Alumni Engagement

Alumni Readily Understand & Favorably Disposed to Global EducationAccessible Source of Funds to Support ImplementationAlumni Support Inspires Faculty Cooperation

33Allies are NecessaryMay Exist in Unexpected QuartersTraditional Allies May DisappointActively Cultivate Allies

34When Recommendations Are AdoptedPublicize Far and WideThank Participants and SupportersMaintain Momentum by Constituting an Implementation TeamGet Back to Work!!35

Mapping Collaboration11:00-11:45

Handout: The Global Institutional Matrix36Mapping ExerciseGlobal Institutional MatrixAt 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 portraita kind of meta-matrix-- of your table members cumulative programs and practices. 37Matrix 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?

38Closing Remarks, 11:45-12:00Contact Information:Harvey Charles, NAU, harvey.charles@nau.eduKevin Hovland, AAC&U, hovland@aacu.orgCaryn McTighe Musil, AAC&U musil@aacu.org

Presentation will be available at www.aacu.org/SharedFutures/Tools.cfm Join the Shared Futures network at http://sharedfutures.ning.com

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