Global Enrollment Management 2012 update on GCP

The Global Citizenship Program
of general education (an update)

Bruce Umbaugh Global Enrollment Management
Meeting
Professor, Philosophy
Webster University
Director, Global Citizenship Program June 18, 2012

GLOBAL CITIZENSHIP PUZZLE

Knowledge
Roots of Cultures
Social Systems & Human Behavior
Physical & Natural World
Global Understanding
Arts Appreciation

Skills
Written Communication
Oral Communication
Critical Thinking
Quantitative Literacy
Ethical Reasoning
Intercultural Competence
Integrative Learning

Development and
Implementation
Timeline

2011
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Develop, Build, implement First class bound by Graduates
adopt GCP requirements !

International Connections in Developing and
Implementing the Global Citizenship Program
• Original General Education Institute Team (2009) members:
Bruce Umbaugh, Bill Lynch, Stephanie Schroeder
• Task Force (2009-2011) included Ron Daniel (Geneva)
• Worldwide Directors Meeting, Fall 2009, 2010, 2011

• GEM Meeting, June 2011
• Global Citizenship Program Summer Collaboratory, July 2011:
Anne de Graaf (Leiden), Julianna Bark (Geneva), Jean-Pascal
Vachon (Vienna), Bill Lynch (London)
• Dorothy Koppel (Vienna) visit, November 2011

• GCP Implementation Cafés (conference calls), Spring II 2012
• First-year Seminar instructors visit, May 2012:
Julianna Bark (Geneva), Kit Barton (London), Claudio Cicuzza
(Thailand), Anne de Graaf (Leiden), Dorothy Koppel (Vienna)

• GEM Meeting, Today
• Second GCP Summer Collaboratory, July 18, 19, 20
• GCP Implementation Cafés

Global Citizenship Program
competencies are key to:

• a “good life” that is satisfying and fulfilling,

• responsible global citizenship in the 21st
century, and

• career success and earning power.

What makes a good life?

Dave Pollard: How to Save the World

http://howtosavetheworld.ca/

Meaningful work and fulfillment

Something that you
you love do well
doing

that makes a
positive
difference

Mission

The mission of the Global Citizenship Program is
to ensure that every undergraduate student
emerges from Webster University with the core
competencies required for responsible global
citizenship in the 21st Century.

GCP Competencies are the Gateway to
Career Success

“Irrespective of college major or
institutional selectivity, what matters
to career success is students’
development of a broad set of cross-
cutting capacities…”
Anthony Carnevale, Georgetown University
Center on Education and the Workforce

GCP and Career Success
“Young people now entering the labour market may well
have to change employers and even occupations
several times during their (probably longer) working
lives. They have to be able to manage uncertainty and
change, as well as be productive in increasingly
competitive circumstances. So the skills they’ll need
are not just occupation-specific, but also more
general–such as basic literacy and numeracy
skills, skills in problem-solving and analytic
reasoning, interpersonal skills, the ability to work in
teams, skills in using information and communication
technologies, and, quite simply, knowing how to learn.”

Marilyn Achiron, “Taking stock of skills,”
OECD Observer No 287 Q4 2011


 Today's students will have 10-14 jobs by the time
they are 38.
 Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.

Department of Labor – Bureau of Labor Statistics

Randy Nelson of Pixar

• How do you hire for genuinely new jobs?

• Resume method won’t work (no one could
have done the work before)

Randy Nelson says Pixar hires for:
Depth
Breadth
Communication
Collaboration
(and looks for people who are interested
rather than interesting)

http://www.edutopia.org/randy-nelson-school-to-career-video

What do students need?

Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn,
Hart Research Associates, for the AAC&U, January, 2010


30 of 128 hours

Cold-war era general education

Cafeteria “A,” 1947, Duke University Archives. Durham, North Carolina, USA.
CC by-nc-sa, Some rights reserved.

Distribution requirements only is now unusual in
General Education:

Source: “Trends and Emerging Practices in
General Education,” Hart Research
Associates for AAC&U, May, 2009

The majority of institutions uses a
distribution model with additional
integrative features.
Which of these features are part of your institution’s general education
program?
Other features: 64%
Common intellectual
experience
Thematic required courses
Upper-level requirements
Core curriculum
Learning communities
18%
15%

Distribution model Distribution model One or more other
28 only with other features features only

Knowledge and Skills
that our students need
(21st Century skills)


 Every year, more than 1/3 of the entire US labor
force changes jobs.
 Today's Students Will Have 10-14 Jobs by the Time
They Are 38.
 50% of Workers Have Been With Their Company Less
Than 5 Years.
 Every year, more than 30 million Americans are
working in jobs that did not exist in the previous
quarter.
Department of Labor – Bureau of Labor Statistics

UNDERGRADUATE EXPERIENCE

GEN ED

How do these
(all) integrate?

MAJOR

How do these (all)
complement and
align?

CO-
CURRICULUM

Kelly Diecker, Psychology major
Research Assistant, ICF International

Ben Goldsmith, Philosophy major Kelly Diecker, Psychology major
Executive Director, Farm Forward Research Assistant, ICF International

Emily Bahr, Mathematics major Aubrey Gohl, Public Relations major
Studying college student personnel, Activity Director,
International student services assistantship Adams Place assisted living center

You have similar stories
• Students rarely come to us to major in policy
analysis, or activity direction, or study abroad
advising

• AND we prepare them to do these
things, anyway.

• The GCP will help us even better prepare
students for careers in the 21st century.

Understanding the Global Citizenship
Program of undergraduate education


• Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration

PurposefulPathways: A
beginning, middle, and end
First Year Seminar introduces
program, emphasizes
1 communication, critical
thinking, interdisciplinarity, integration
Courses address
knowledge, communication, critical
2 thinking, ethical reasoning, global
understanding, intercultural
competence, integrative thinking

Global Keystone Seminar serves as capstone
3 for the Global Citizenship Program,
and also prepares students to succeed in
culminating work in the major

(To increase breadth of knowledge, the same course
prefix cannot be used twice in meeting the Roots of
Cultures requirement or in meeting the Social
Systems and Human Behavior requirement.)

(To increase breadth of knowledge, GCP
requirements must be satisfied with courses
beyond those required for a students’ first
major – if that major is fewer than 75 hours.)


•Create purposeful pathways for students
to learn
• Build on high-impact practices
• Cultivate knowledge, skills, and especially
integration

High Impact Practices
• First-Year Seminars and Experiences
• Common Intellectual Experiences
• Learning Communities
• Writing-Intensive Courses
• Collaborative Assignments and Projects
• “Science as Science Is Done”/Undergraduate Research
• Diversity/Global Learning
• Service Learning, Community-Based Learning
• Internships
• Capstone Courses and Projects

OECD on high-quality learning
environments

High-quality learning environments need to:

•make learning central and encourage engagement
• ensure that learning is social and often collaborative
• be highly attuned to the motivations of learners
• be sensitive to individual differences, including prior knowledge
• use assessments that emphasiseformative feedback
•promote connections across activities and subjects,
both in and out of school.

Source: OECD, Innovative Learning Environment Project.

Question:
Why do I have to take ____ ?

Question:

Answer:
competencies are the means to living
a genuinely good and fulfilling life.

Question:

Answer:
competencies are essential to
responsible global citizenship in the
21stcentury.

Students are often highly instrumental
about their education.

Question:

Answer:
competencies are the gateway to
career success and earning power.

The Growing Demand for Higher Order Skills

55

Wage Premium for GCP Learning
Outcomes
The highest salaries apply to positions that call for intensive use of
liberal education capabilities, including (random order):
Writing
Inductive and Deductive Reasoning
Judgment and Decision Making
Problem Solving
Social/Interpersonal Skills
Mathematics
Originality

Source: Georgetown University Center on Education and the Workforce

Mean Earnings of Jobs that Emphasize
Speaking

Mean earnings of speaking quintiles
60,000
earnings

30,000
Earnin…

0
q1(low) q2 q3 q4 q5(high)
quintiles

Source: Georgetown University Center for Education and the Workforce

Mean Earnings of Jobs that Emphasize Writing

Mean earnings of writing quintiles
70,000
earnings

35,000 Earnings

0
quintiles


Judgment & Decision Making
Mean earnings of judgement and decision making
quintiles
70,000
earnings

35,000

Earnings

0
quintiles


Problem Solving

Earnings of complex problem solving quintiles
70,000
earnings

35,000 Earnings

0

quintiles


OECD “Skills Strategy”

“Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies”

Launched May 2012


“Skills have become the global currency of 21st century economies.”

-- OECD Secretary-General Angel Gurría


“Since skills requirements change and people need to adapt and
learn new skills over their working lives to ensure occupational
mobility, compulsory education is where people should master
foundation skills and where they should develop the general
desire and capacity to engage in learning over an entire lifetime.”

Better Skills Better Jobs Better Lives: A Strategic Approach to Skills Policies,
OECD Publishing, 2012, p. 26

Curricula for the 21st century:
• Knowledge – connected to real-world
experience
• Skills – including higher-order skills
(Creativity, Communication, Critical
Thinking, Communication, Collaboration)
• “Character” – behaviors, attitudes, values
• Meta-layer – integration and learning how to
continue to learn

For career success students should develop these
capabilities in college, because

• the marketplace rewards graduates with the highest
levels of achievement in these key learning
outcomes, and

• they give access to career paths that require and
further develop these high level capabilities.


How do we prepare students to innovate
and to succeed in jobs that don’t exist
when they first enroll with us?

June, 2012

Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?

“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience

Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan

“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work

June, 2012

Arrow Process
The General Education Reform Process
Why use graphics from PowerPointing.com?

You are here.
“transform students What do we want for
for global citizenship students?
and individual What students
excellence” experience

Program
University Program Learning Goals Design; Program
Mission Mission & Outcomes Assessment Content
Plan

“core competencies
for responsible global Purposeful pathways
citizenship in the 21st and a plan for telling
century” whether they work

Product
• Learning outcomes 
• Program structure 
• Program content 

• Knowledge
• Skills
• Abilities to integrate and apply

• Knowledge
– Where meanings come from (Roots of Cultures)
– How people and institutions work (Social Systems and
Human Behavior)
– How the Physical and Natural World works
– Forces that push us apart and pull us together (Global
Understanding)
– Human artistic expressions (Arts Appreciation)
• Skills

• Skills
– Critical Thinking
– Written and Oral Communication
– Quantitative Literacy
– Intercultural Competence
– Ethical Reasoning
– Draw on and connect multiple from multiple
disciplines
– Draw on and connect to life experience

• Knowledge + Skill in one course:
– Essentials of Biology I is also a Written
Communication course
– Meaning of Life addresses Global Understanding
and Intercultural Competence
– Design Concepts is also an Oral Communication
course
– Several MUSC courses address both Arts
Appreciation and Written Communication

• Multiple skills in Seminars:
– First-year Seminars
• Interdisciplinary
• address written communication, oral
communication, critical thinking, and integrative
learning
– Global Keystone Seminars
• Will address knowledge from interdisciplinary
perspectives
• as well as all the skills components

• Global Keystone Seminar prototypes:

– EDUC 3250 (Real World Survivor: Confronting
Poverty)

– SCIN 1210 (Water: The World’s Most Valuable
Resource)

Program Requirements
(Native/Four-year Students)

Eight other courses
Two seminars • Roots of Cultures (two)
• First-year (1st year) • Social Systems & Human
• Global Keystone (3rd year) Behavior (two)
– Emphasize
integration, lifelong learning • Physical & Natural World
– Collection points for student • Global Understanding
work for assessment
• Arts Appreciation
• Quantitative Literacy
Also address Written and Oral Communication,
Critical Thinking, Ethical Reasoning, and

Program Requirements
(Transfer Students)
Other courses and skills, at Webster
or transferred, or A.A. degree
Two integrative • Roots of Cultures (two)
• One integrative/applied course • Social Systems & Human
• Global Keystone Seminar Behavior (two)
– Emphasize integration, lifelong
learning • Physical & Natural World
– Collection points for student • Global Understanding
work for assessment
• Arts Appreciation
• Quantitative Literacy
Also address Written and Oral Communication,
Critical Thinking, Ethical Reasoning, and

Program of general education

PurposefulPathways: A
begining, middle, and end
First-year seminar introduces
program, emphasizes critical
1 thinking, interdisciplinarity, integration

Courses address
knowledge, communication, critical
2 thinking, ethical reasoning, global
understanding, intercultural
competence, integrative thinking

Global Keystone Seminar serves as capstone
3 course for the Global Citizenship Program of
general education

The mission of the

to ensure that every undergraduate student
emerges from Webster University with the
core competencies required for
responsible global citizenship in the 21st Century.

Bruce Umbaugh
bumbaugh@webster.edu

Scott Jensen
jensensc@webster.edu

2011
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Develop, First class bound by Transfers in Everybod
Build, imple Graduates
adopt ment GCP requirements GCP (under y in GCP !
75 hours)

Source: BCcampus_News
Some rights reserved, CC BY-SA

Global Enrollment Management 2012 update on GCP

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