Mock Simulation: Advisory Board, Division of International Studies Facilitated by Michelle Mazzeo Agenda: 1. Understand Roles (2 minutes) 2. Review Context (5 minutes) 3. Consider a proposal for the Student Global Engagement Division within the new structure of the Division of International Studies (8 minutes) 1. In this meeting, you will represent: Caitilyn Allen (Professor, College of Agriculture and Life Sciences) Marianne Bird Bear (Assistant Dean, Division of International Studies) Michael Corradini (Professor, Engineering) Elizabeth Covington (Executive Director, Center for European Studies; Letters and Science) Suzanne Dove (Special Assistant to the Dean, School of Business) Margaret Hawkins (Professor, School of Education Curriculum and Instruction)

Yoshiko Herrera (Associate Professor, Letters and Science) David McDonald (Professor, Letters and Science and Chairperson)

Kristopher Olds (Professor, Letters and Science Department of Geography) Jonathan Patz (Professor, School of Medicine and Public Health)

Mark Sidel (Professor, Law School) *Laurie Cox (Assistant Dean and Director, International Student Services) *All but Laurie Cox, who was added for the International Student Perspective, are actual members of the Advisory Board 2. Review. Advisory Board Mission: To guide the formation of a clear, efficient and effective approach to addressing internationalization at the University of Wisconsin- Madison via the restructuring of the Division of International Studies

This handout includes information from two documents, the Global Competence Task Force Report to the Division of International Studies (2008) and the Advisory Board Recommendations Report to the Division of International Studies (2013). After defining and recommending how the UW Madison can best “Develop Globally Competent Graduates” in 2008, the conversations have been focused on a bigger picture discussion on restructuring of the Division of International Studies. Today, the group meets again to discuss how some of the 2008 suggestions can be re-integrated into the plans to restructure the DIS. The development of a Global Competence Badge System will help the Advisory Board members envision a clear path for getting the ball rolling immediately after formalizing and implementing the restructure.

A. Summary of Efforts to Develop Globally Competent Graduates

Before the proposed reorganization, programs and opportunities for developing Global Competence were bountiful*, but decentralized and “buried.”

“Inventory of UW Madison’s undergraduate “international” opportunities” Pg. 13-24 (GCTF, 2008)

As a response, the reorganization of the Division into four administrative/functional sub-units or “pillars”, under the supervision of associate and assistant deans as described on page 16 (DIS, 2013)

Research: Led by an Associate Dean (faculty) this pillar would house research

and graduate training, incorporating oversight of existing centers, programs and

initiatives currently included in the International Institute (which would cease

to exist in its current form), in addition to the coordination of programs and

initiatives across campus that are not currently part of the International

Institute.

Global Student Engage ment: Also headed by an Associate Dean (faculty),

this pillar would oversee undergraduate exchanges, study programs, degree

programs, and vocational activities involving international or global study.

Finance and Operations: As its title states, this pillar would manage

administration, budget, human resources, IT, and support activities, under the

supervision of an Assistant Dean (staff).

External Communications, Advancement and Outreach, under an

Assistant/Associate Dean responsible for coordinating and integrating all

Division activities in these areas. B. Global Student Engagement Division as a part of the new DIS restructuring pg. 15 -17 (DIS, 2013)

On such a large campus, a comprehensive approach aims to bring clarity to the many paths to achieving global competence on both the individual and institutional level. We now have an end goal that to work backwards from: producing globally competent graduates. We agree that creating clear pathways for gaining global competence is necessary.

As my presentation will cover, research shows that not all ‘international’ experiences are created equal and that intervention from faculty and staff is essential. So, as we consider how to create clear pathways, we must also consider how to ensure quality through our programs’ design and faculty’s expertise.

C. As we restructure for clarity, let us not lose sight of an opportunity to ensure quality so that we might more effectively achieve our goal to produce globally competent graduates. 3. Proposal A. As you consider this proposal for piloting a campus-wide “Global Competence Badge,” please note the following matrix proposed by the Global Competence Task Force (2008) to align the UW Madison’s Essential Learning Outcomes for undergraduates with the general employer-endorsed indicators of global competence [Kuh, 2008].

B. Presentation Guide

The Global Competence Badge: A Proposal to the Advisory Board of the Division of International Studies (8 minutes) 1. Understand supporting research (3 minutes) *Literature Review: The Importance of Pedagogy and Program Design in Building Globally Competent Graduates 2. Review examples (2 minutes) 3. Visualize outcomes (1 minute) 4. Making it relevant (2 minutes)

The GLOBAL COMPETENCE badge system will hold each of the many components [programs] of the DIS restructure accountable to its mission [policy] by offering a clear method for tracking outcomes [student development]. Presentation Goal 1: Clearly present the learning sciences research that shows the importance of educators’ roles and therefore, a need for more “facilitation” [ELT] in providing and tracking student development of global competence. Employers, after all, never ask for your transcript- an archaic piece of paper that lists all your college classes and grades. They ask for your cv or resume with hopes of learning whether your experiences have prepared you enough to transfer and succeed in their environment. Presentation Goal 2: Profile the UCSD + Asia Society badge systems Badges are indicators of skills and knowledge gained outside of the classroom and jumpstart a commitment to lifelong learning- one of the missions that DIS adopted from the ELOs Presentation Goal 3: Propose a UW Global Competence Badge to go on transcript. Show what this would look like [sample] and what skills it would reflect. The badge would go on the transcript in the “certificates section” with designation of mastered skills relating to global competence. Perhaps more importantly, the students would be invited to put the badge on their linkedin profile next to their degree. This would allow employers to read more about the skills they developed and to what extent. One of the biggest reasons the DIS should consider this idea is that beyond incentivizing students, staff and departments to put more attention and energy forth on quality, ELT, global competence pathways, it ALSO gives them an easy in for tracking their students after graduation, to see how the global comp badge may have “transferred” into their careers. Not to mention, it will get everyone on linkedin, a proven tool for facilitating global networking and employment! Presentation Goal 4: How does a badge system fit into the context of the DIS restructure? “The Board [you all!] feels that part of a UW ‘branding’ would be the visible, interdisciplinary, fully integrated nature of global studies at UW…reflective of our goals to ensure that students become world citizens.” The Badge System is a clear deliverable and it gives “the visible, interdisciplinary, fully integrated nature of global studies” a tangible form measurement How will badges be awarded? The UW Madison Division of Studies asserts, “By graduation, UW–Madison students should be able to: • Communicate effectively across linguistic and cultural boundaries • See and understand the world from a perspective other than one’s own • Understand and appreciate the diversity of societies and cultures It will ultimately be left up to each unit (department) to decide how they will interpret the proposed essential learning outcomes as aligned with global competencies looks like [Exibit D] to their department’s goals. To ensure that all is

equal in rigor and quality, the Student Global Engagement Subdivison of the Division of International Studies will “approve” and “accredit” each unit/department’s assessment strategy. The Student Global Engagement Subdivision will be responsible for providing suggestions and recommendations for designing and assessing each program. A list of possible assessment tools are listed in your packet to get an idea. http://www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf The GSE will “accredit” all existing programs that already meet these standards and grant permission to respective units to award a badge in “global competence.” Students can earn badges from other accredited programs not within their department. The Research division will implement an ELT training for all programs, faculty, units that still need to be approved for offering a “global competence” badge , and they will pull from the already-accredited programs as examples- both as a reward to those who are already moving the UW in the right direction, and also to maintain consistency in approach and caliber as much as possible. Though we are well equipped to design a course in house, there are online courses being offered for professional development in the field: http://globalcompetency.org/ By the end of a 2 year accrediting and training process, the UW aims to o ffer multiple pathways for students (regardless of major, college etc.) to earn the “global competence” badge before graduating. Each of the units/programs under the new DIS that serve students will be responsible for approving the GC badge for each graduate. Graduates will get a badge on their transcript, a chord at graduation. The first three years it will NOT be mandatory, so we can gather data on the number of students who earn the badge and those who do not. Ideally, students could earn a global competence badge as part of the movement toward creating “portfolios” “capstones” “thesis” or other campus efforts to help student articulate their experience/skill outside the classroom. Departments would be held accountable for creating pathways for their students to gain these skills while still graduating on time. Note: The ethnic studies requirement could be changed out for approved global competence experiences to enable students to earn the badge.

Universities can simply get out of the way of this movement, or they can guide an increasing number of students toward self-direction by certifying and

assessing prior learning and multiple paths toward mastery