How do you define a
“global perspective”?
Join a small group
Answer the question together
5 minutes
Global Citizenship:
Best Practices, Pitfalls, and
The Art of the Rubric
Paul
Burkhardt, CAO, Prescott College
Ed Clausen, VPAA, Daemen College
Sirkka Kauffman, Assist. Dean AA, Marlboro College
Al Fuertes, Assist. Professor, Integrative Studies, New
Century College, GMU
Andrew Wingfield, Assoc. Professor and Codirector
Sustainability Studies, New Century College, GMU
Consortium for Innovative
Environments in Learning
Gret Antilla, Executive Director
gantilla@prescott.edu
www.cielearn.org
Alverno College
Fairhaven College, WWU
Marlboro College
Johnston Center for
Integrative Studies, U of
Redlands
Hampshire College
New Century College, GMU
Daemen College
New College at U of Alabama
New College of Florida
The Evergreen State College
Prescott College
Pitzer College
CIEL Global Competences Project
The task…
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Collect current Mission/Learning Outcome/General Education
language
 Global perspective
 Civic engagement
 Environmental perspective
Develop definition and common learning outcome(s)
Collect and Share best practices
Compare learning outcomes (planned activity)
CIEL Global Competences Project
The context…
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Accountability / Comparability
Mission-based values for global citizenship and
environmental sustainability
AACU LEAP Outcomes
AACU Value Plus Rubrics
Electronic Portfolios at CIEL schools
Global Perspective
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Not just about international travel
Thinking without boundaries, but in an
integrative way, focusing on relationships and
interconnectedness of systems
Intercultural knowledge and competence
(including language)
Civic Engagement
Environmental Literacy (“sustainability”)
Differences in institutional approaches
CIEL Future Directions
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Virtual Language Learning for Global
Perspectives
Technology for shared language learning across
schools
 Pathways to shared international field sites for
community-based learning / immersion
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Common Learning Outcomes / E-portfolios
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Leap Outcomes / Value Rubrics
Intercultural Knowledge and Competences
 Civic Engagement
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Individual School Outcomes
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CIEL Outcome / Rubric
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“Global Environmental Literacy”
CIEL Global Environmental
Literacy Rubric
CIEL Global Environmental
Literacy Rubric
Marlboro College
Sirkka Kauffman
Assist. Dean Academic Affairs
http://www.marlboro.edu
General Information about Marlboro
Date established: 1946
Type: residential, coed, private liberal arts
Total enrollment: 330
Student-faculty ratio: 8:1
Average class size: 10 students
Number of degree fields: 34
Number of fulltime faculty: 41
Marlboro College Mission Statement
The goal of Marlboro College is to teach students to think clearly and to learn independently through
engagement in a structured program of liberal studies. Students are expected to develop a command of
concise and correct English and to strive for academic excellence informed by intellectual and artistic
they are encouraged to acquire a passion for learning,
discerning judgment and a global perspective. The college
promotes independence by requiring students
to participate in the planning of their own programs of study and to act responsibly
within a self-governing community.
creativity;
Sophomore Review:
Student self-assessment (all students)
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Developing a global
perspective:
Have you studied a culture
outside your own or a
foreign language? Have
you traveled, or have you
worked with people from
other cultures?
Studying broadly across
areas: One of the 5 areas
is World Studies
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Participating in
Community:
How have you engaged in
work that reflects
responsible action in the
community both on and
off campus?
WORLD STUDIES PROGRAM
GOALS
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An introductory knowledge of world history and cultures
An understanding of contemporary issues of global significance
Competence in cross-cultural communication, including
proficiency in a second language, work experience in
another culture, recognition of differing cultural values and
reflection on your own values and place in the world
A deeper understanding of a particular world region, including its geography, culture, history and political,
economic and environmental systems A grasp of one or more academic disciplines, the Fields of Study in
which Marlboro students do Plan work, and an ability to apply the concepts and methods of these disciplines
to a particular problem or issue
The integration of academic and experiential learning,
including the practical application of academic learning
during the internship and the integration of internship
experiences and learning into Plan work
An ability to communicate clearly through the written and spoken word
Potential New Directions
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Definitions
Revisiting mission statement to combine global
& local citizenship
What does a student with global environmental
literacy look like? (As part of larger discussion
of what does a student who graduates with a
degree field in _______________ look like?
Developing better way to determine whether a
specific course meets definition of “global”
content
Potential New Directions
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Assessments
Proposal for new system of evaluating Merit
Scholarships to include criteria of global &
local citizenship (and other mission-related
aspects)
Revising Sophomore Review to integrate
global & local citizenship
Global Perspectives: Best Practices, Pitfalls,
and he Art of the Rubric
Sources and Destinations
Andrew Wingfield, Associate Professor and
Codirector Sustainability Studies
New Century College, George Mason University
http://ncc.gmu.edu
New Century College Competencies
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Communication
Critical Thinking
Strategic Problem Solving
Valuing
Group Interaction
Global Understanding
Effective Citizenship
Aesthetic Awareness
Information Technology
Sustainability Studies Learning
Outcomes (2 & 4)
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an ability to apply the concept of sustainability
in critically examining social issues related to the
use of Earth’s natural resources;
an ability to creatively and effectively apply the
principles of sustainability to his or her own
field of study.
Sustainability Studies Learning
Outcomes (1 & 3)
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a well-grounded understanding—informed by natural
science, social science, and humanistic perspectives—of
the role humans have played in creating current
environmental challenges, and that they must play in
devising and implementing sustainable solutions to
environmental problems;
an ability to think critically about the diversity of ethical
issues raised by human interactions with the
environment, and to use these ethical insights as a
foundation for responsible behavior.
Four Key Competencies in
Sustainable World
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Communication
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Critical Thinking
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Strategic Problem Solving
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Valuing
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Group Interaction
Global Understanding
 Effective Citizenship
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Aesthetic Awareness
Information Technology
Sources and Destinations Essay
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The Dasani Deception
Menstrual Products: From Cradle to Grave
Battery Assault
Industrial Corn
Tea and Sustainability
I Know Jack
The Coal in your Water
Sources and Destinations: The
Process
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Ecological Footprint Quiz & Reflection
Proposal (2 topics)
Library Workshop
Draft with Annotated Bibliography
Final Essay
Evidence of Learning (optional)
Global Understanding…
…is the respect for and appreciation of the
interconnections among systems on the planet.
Global understanding includes the ability to:
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Respect different perspectives and ways of knowing that
are based on cultural, ethnic, religious, and geographical
differences.
Comprehend the way in which technology has created a
small world, politically, socially, economically and
culturally.
Appreciate the interconnectedness of the local and
global communities.
Understand various life forms and the environment.
Reasons for Hope
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Students learn about big planetary crises such as
climate change and biodiversity loss
They learn about how our society’s habits of
consumption affect the natural world and other
people
They take this to heart and make changes in their
own choices/behaviors
Through service learning, they engage with campus
sustainability initiatives and find this meaningful
Reasons for Concern
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New light bulbs won’t save the planet
Citizenship is more than service
“Developing Global Citizenship: Best
Practices, Pitfalls, and the Art of the
Rubric.”
Al Fuertes, PhD
Assistant Professor of Integrative Studies
New Century College
George Mason University
Faculty Director, Global Education Program to
the Philippines, Cambodia, and Thailand
Center for Global Education
George Mason University
Fairfax, VA 22030
(703)993-9727
New Century College
George Mason University
<http://ncc.gmu.edu>
Motto:
Connecting your Classroom to
the World
Mission Statement
 New Century College is committed to integrating interdisciplinary
knowledge with lifelong learning by offering experiential,
hands-on learning that connects the classroom to the world.
Our community encourages students to engage in active learning,
independent inquiry, and research that respond to the needs and
opportunities of a diverse society while preparing them for
responsible leadership and citizenship.
NCC meets this challenge through
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Advancing integrative knowledge and understanding
Encouraging collaborative learning through teaching
and research
Facilitating student-faculty engagement and mentoring
in a small college environment
Providing opportunities for civic and community
engagement and leadership
Global Understanding
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Global Understanding is the respect for and appreciation of the interconnections among
systems on the planet. Global understanding includes the ability to:
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Respect different perspectives and ways of knowing that are based on cultural,
ethnic, religious, and geographical differences.
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Comprehend the way in which technology has treated a small world, politically,
socially, economically and culturally.
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Appreciate the interconnectedness of the local and global communities.
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Understand various life forms and the environment.
Effective Citizenship
Effective citizenship means the development of an
informed understanding of communities and the
roles and responsibilities of individuals within those
communities. Effective citizens will:
 Develop the ability to examine contemporary issues and
their historical contexts.
 Recognize the value of multiple perspectives in civic life.
 Make informed choices regarding personal community
involvement, social justice issues and leadership roles.
 Make an effort to be informed and educated on issues
affecting their communities.
Setting of global citizenship
(global education program)
“The country is the classroom.
The people we encounter, the local communities we visit,
and the activities we undertake are the living texts.
The stories we hear and the experiences we are privileged
to go through embody the message or content of the
course.” (Al Fuertes ’09)
Setting of global citizenship
(classroom as a learning community)
“The classroom is a microcosm of the world around us. We are the
embodiment of the cultures and backgrounds we have come to
represent.
The ideas and perspectives we bring to our learning community reflect
the impact and meanings we associate with our experiences
everyday.
The theories and principles we explore from books and classroom
materials enhance further our experiential learning.”
(Al Fuertes ’09)
A Conglomeration of Competencies
Environmental Awareness
Communication
Information Technology
Global Citizenship
Valuing
Cultural Fluency
Critical Thinking and Analysis
Learning Approaches
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experiential learning
- site visits, community integration
and exposure, S-L
hands-on activities
individual/small group discussion
individual/collaborative facilitation
individual/group sharing and
presentation
reflection/de-briefing
global education program
Assessment
Timeline (formative and summative)
A. Pre/Beginning of the course or program
- expectations/community guidelines
- personal concerns: interests, fears, challenges
B. The actual processes that transpire during the course of the program
C. End of the course or program
- revisit learning goals and objectives
- revisit expectations, community guidelines, and personal concerns: what works/what needs
special attention in the future
- where to from here: planning/envisioning
D. Post (for global education program): when participants returned from the trip (Transformative
Impact of the global education program)
Graduation Portfolio
(New Century College)
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As New Century College values active learning and self-assessment, the college
asks all students to explore their entire educational experience through the
creation of comprehensive graduation portfolios.
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In these portfolios, students assess critically their academic knowledge and
practice, and communicate through extensive self-reflection the value of their
undergraduate work, their understanding of their learning process and their goals
for the future.
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A faculty reviewer (chosen by the individual student)
reads the portfolio and meets the author for an exit interview. Only when the
faculty reviewer accepts the portfolio (as satisfactory or with distinction) is a
student cleared for graduation
Integration Paper
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AFTER the trip, students are required to submit a Final Integrative Paper (7-10 pages) based on their overall travel
experience:
What does the whole travel experience mean to you?
Specific events/activities that you found compelling, inspiring, challenging, thought provoking. In what way? Please
give specific examples to support your statements.
How has the whole experience changed your views in life? How are you being impacted by the experience?
Specific persons you met during the trip that impacted you the most? In what sense? Describe the experience. Lessons
you have learned from the experience.
Most memorable places you have visited. What made them memorable to you?
Most meaningful activities you did during the trip. What made them meaningful to you?
Aspects of the travel where you struggle the most. In what way? Please give specific examples.
Specific lessons/insights/discoveries you have from the trip.
How will you sustain or enhance further the impact the trip has made on you when you go back to the US?
What metaphor best describes your whole travel experience?
“Me: Before and After the Trip”
Daemen College
Ed Clausen
Vice President, Academic Affairs
http://www.daemen.edu
Paul Burkhardt
http://www.prescott.edu
Prescott College
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Mission-based institution
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Self-directed, Integrated Studies
Experiential, Interdisciplinary Learning
Responsibility to Diverse Human and Natural Communities
Student-directed “competencies” and “breadths”
Strong faculty advising built into faculty roles &
evaluations
Narrative evaluation
Residential Degree Program (B.A.)
Adult Degree and Graduate Programs (B.A., M.A.,
Ph.D. in Sustainability Education)
Old PC Learning Outcomes
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Literacy in the content of the chosen field (history, major figures & work,
major theories & application)
Mastery of the methodology of the field (research techniques, scholarly
methods, leadership skills, modes of expression)
Ability to connect and apply learning to real-life situations
Personalization / internalization of learning
Fulfill the Study Program Plan
College-level writing and research
College-level mathematics
Self-direction in degree plan and course of study
Awareness of, and personal responsibility towards cultural diversity, social
justice and the relationships between the natural environment and the human
community.
Assessment Committee
Recommendations
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No CLA, etc.!
Review and align learning outcomes with AACU Value
Plus Outcomes when possible
Develop new outcome / rubrics for environmental
literacy with CIEL / Ecoleague / ASSHE
Student-directed artifacts in senior capstone project
portfolio (electronic)
Synthesizing essay, reflections connect artifacts to
outcomes
Outcomes inform redesign of First Year Experience
Art of the Rubric
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Mission-based learning outcomes:
Intercultural knowledge
 Global environmental literacy
 Civic engagement
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Intellectual Abilities in Context:
Skills for Analysis and Communication
 Skills for Integration and Application
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Value Integrative Learning
Mission-based learning
outcomes:
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Intercultural knowledge
Knowledge (of cultural worldview frameworks)
 Skills (empathy)
 Attitudes (curiosity)
 Attitudes (openness)
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Mission-based learning
outcomes:
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Global environmental literacy
Knowledge of environmental impact
 Knowledge of life systems
 Application of knowledge to environmental issues
 Attitudes concerning integrity of global
environments
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Skills for Analysis and Self-expression
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Identification of Critical Questions
Existing knowledge, research and/or views
Evaluate info and sources critically
Access and use info ethically and legally
Calculation
Quantitative interpretation
Analysis
Limitations and implications
Argument and conclusion
Skills for Integration and Application
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Initiative
Independence
Connection to experience (connects relevant experience
and academic knowledge)
Connections to discipline (sees connections across
disciplines, perspectives)
Transfer (adopts and applies skills, abilities, theories or
methodologies gained in one situation to new
situations)
Reflection and self-assessment
Personal agency for positive change
Next Steps
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Finalizing newly aligned outcomes
Building E-portfolio templates
Implementing through FYE and capstone senior
projects
Global Perspectives:
Best Practices, Pitfalls, and
the Art of the Rubric
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Q&A