It Takes a Curriculum: Global Education and Essential Learning
Outcomes February 15, 2010, Washington, DC
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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
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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
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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.
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Workshop Schedule Who Are We? And Why are We Here?8:058:35 To
What Ends? Goals for Global Learning8:359:15 Case Study9:1510:00
Break10:0010:20 Getting Institutional Buy In (NAU) 10:2011:00
Mapping Collaboration11:0011:45 Concluding Remarks11:4512:00
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8:05-8:35 Who Are We? And Why are We Here? A. Everyone: 20
second introductionsname, institution, role. B. 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?
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8:359:15 To What Ends? Goals for Global Learning... and Linking
Your Work to Liberal Education
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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.
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One Possibility The World is... Complex, Interconnected, and
Unfair can be mapped onto Essential Learning Outcomes.
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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
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ELOs (continued) Personal and social responsibility, including
Civic knowledge and engagementlocal 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.
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LEAP Principles of Excellence 1. Aim Highand 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 Students Plan of
Study on Achieving the Essential Learning Outcomesand Assess
Progress
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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 Enduringin Science and
Society, Cultures and Values, Global Interdependence, the Changing
Economy, and Human Dignity and Freedom
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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
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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
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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.
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Case Study, 9:15 10:00 Handout: From Fragmentation to a
Comprehensive Global Institutional Vision
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Break, 10:00 10:20
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Getting Institutional Buy In The Northern Arizona University
Example 10:2011:00
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Association of International Education Administrators 2010
Annual Conference AAC&U/AIEA Workshop February 15, 2010
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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
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Legitimacy Mission Statement/Strategic Goals Presidential and
Provost leadership Heavy Faculty Participation Host Credible
Speakers
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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 Intl
Teaching/Research for Faculty
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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
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Northern Arizona Universitys 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
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Northern Arizona Universitys Approach to Global Learning Global
Learning Global Engagement SustainabilityDiversity Transcultural
Translingual Competence Self Society Co curriculumLiberal
StudiesAll Majors Globally Competent Students
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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
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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
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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 Presidents Cabinet Provost
Academic Leadership Council Task Force on Global Education
University Curriculum Committee University Graduate Council
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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
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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.
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What the Other Recommendations Say That 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.
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Alumni Engagement Alumni Readily Understand & Favorably
Disposed to Global Education Accessible Source of Funds to Support
Implementation Alumni Support Inspires Faculty Cooperation
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Allies are Necessary May Exist in Unexpected Quarters
Traditional Allies May Disappoint Actively Cultivate Allies
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When Recommendations Are Adopted Publicize Far and Wide Thank
Participants and Supporters Maintain Momentum by Constituting an
Implementation Team Get Back to Work!!
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Mapping Collaboration 11:00-11:45 Handout: The Global
Institutional Matrix
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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 portraita
kind of meta- matrix-- of your table members cumulative programs
and practices.
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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?
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Closing Remarks, 11:45-12:00 Contact Information: Harvey
Charles, NAU, [email protected]@nau.edu Kevin
Hovland, AAC&U, [email protected]@aacu.org Caryn McTighe
Musil, AAC&U [email protected]@aacu.org Presentation will be
available at www.aacu.org/SharedFutures/Tools.cfm
www.aacu.org/SharedFutures/Tools.cfm Join the Shared Futures
network at http://sharedfutures.ning.com
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