Global Competences
Project
Global Perspective
Civic Engagement
Environmental Perspective
The task…
 Collect current Mission/Learning Outcome language
from each campus related to Global Competences
 Summarize how each college described itself in terms
of clarity of language addressing global perspective,
civic engagement and environmental perspective in
their mission statement and general education
requirements
 Develop global perspective definition and common
indicators out of above
Summary
Global Perspective
 Mission Statement
 General Education
Clear
7
10
Implied
3
2
Not stated
3
1
Civic Engagement
 Mission Statement
 General Education
9
7
3
3
1
3
Environmental Perspective
 Mission
 General Education
3
4
2
4
8
5
Mission Language
Global perspective

create citizens of world

assert kinship of all people

provide interracial education

work toward vision of world shaped by Christian values: Human Dignity, Love, Equality and Peace

prepare students dedicated to health & well-being of the planet

recognize importance of a global perspective

educate new generation of leaders capable of shaping a global community with vision, justice & clarity

nurture & support faculty capable of providing a broad range of cultural insights

maintain international reputation…that affirms role as intellectual nexus among Virginia, nation & world

encourage freedom on thought, speech and inquiry in a tolerant respectful academic setting founded on ethnic
diversity

prepares students to understand & participate responsibly in a complex world

students are encouraged to acquire a passion for learning, discerning judgment and a global perspective

produces engaged socially responsible citizens of the world

education emphasizing social justice & intercultural understanding

value synergy created by our differences and similarities

educate students to understand, thrive in and enhance world community
Mission
Civic Engagement

foster leadership

foster service

create ties to community

to be servers as members of the academic community and as citizens of the world

to assert equality among all people

prepares students dedicated to health & well-being of local & global communities

foster civic responsibility & compassion

enrich their lives & community

excel in community service goals

examination of issues arising from a diverse society

development of leadership and a sense of social responsibility

provide innovative, interdisciplinary courses that allow students to make well-founded ethical decisions

advance the cause of social justice & well-being of others

promote constructive civic & social engagement

develop a compelling sense of social & civic responsibility for leadership in a dynamic, multi-cultural society

provide leadership, service & lifelong learning to the larger community

value synergy created by our differences and similarities

education emphasizing social justice & intercultural understanding

educate students to live productive lives of self-fulfillment & service to others
Mission
Environmental Perspective
 celebrates inherent connections between educational
work & the places we work in our local & global
communities
 commits to limiting environmental footprint
 foster sense of stewardship for natural resources
 educate about obligations we share as citizens of a
sustainable world-education
 emphasize environmental sensitivity
 educate student to understand, thrive in and enhance
environment
 think critically & act ethically to biosphere
General Education
Language
Develop Global Perspective:



























Act with understanding & respect for the economic, social & biological interdependence of global life
Find a balance between recognizing diversity & maintaining an awareness of common interests held by citizens of the world
Understand how issues are globally interconnected…and make informed judgments regarding them
Understand U.S. and global issues and perspectives
Develop an openness to and knowledgeable appreciation of human diversity (race, gender, class religion, sexuality language and culture
Develop an understanding and appreciation of world citizenship through study of world cultures or languages (requirement two world culture courses or two foreign
language courses)
Ability to communicate across cultural boundaries
Ability to understand past & present issues affecting individuals, local societies & global communities
Be comfortable with global perspective
Appreciate health of local national and global community
Preparation of the skills to communicate, solve problems and work collaboratively and independently as responsible global citizens who can act locally in
communities and support the practices of democracy, social justice and sustainability
Learn to recognize, respect and bridge differences – critical skills in an increasingly diverse world
Understand abstract theories by applying them to projects and activities and putting them into practice in real-world situations
Listen carefully and engage respectfully in discussion and value and respect different worldviews and appreciate multiple voices reflecting the diversity of experience
in our society
Communicate clearly in various modes and value modes effective in other cultures
Learn to recognize that maintain healthy diversity is essential for all living systems ecological, cultural, ideological, genetic – to provide flexibility and adaptability
Recognize that survival requires diversity – that difference is essential, and is in the best interest of the planet
Examine the impacts and contemporary and historical roots of race, class and gender relations
Understand social issues such as homophobia, ageism and internalized oppression
Develop strategies for conflict resolution
Understand multiple cultural perspectives
Value broad study
Study foreign language
Develop cross-cultural communication skills
Develop inter-cultural understanding by learning about your own culture and placing it is comparative perspective; recognize the ways your own thoughts and
actions are influenced by the culture in which you live
Demonstrate sensitivity to and understanding one’s own and other cultures
Awareness of and personal responsibility toward issues of cultural diversity including but not limited to: race, ethnicity, class, gender and lifestyle
General Education
Language
Develop Civic Engagement, Social Responsibility and Effective Citizenship
 Be involved & responsible in the community
 Act with informed awareness of contemporary issues and their historical contexts
 Develop leadership abilities
 Direct and active participation in well-being of community as a whole
 Appreciate values of civic involvement & the responsibilities that attend the
privilege of citizenship
 Exhibit awareness and understanding of the responsibilities of citizenship through
community outreach and engagement in real community problems
 Demonstrate commitment to responsible participation in the human community
 Emphasize social literacies
 Support the practices of democracy, social justice and sustainability
 Examine the ethical implications of social, political, historical and scientific
knowledge
 Evaluate the impact of individual and collective actions as they are manifested in
social and political policy
General Education
Develop Environmental Perspective
 Understand the natural environment and our
relationship to it
 Develop intimate knowledge of the physical
world and effects of science and society on it
 Develop an ability to resolve human and
environmental issues
 Commit to responsible participation in the
natural environment
Next steps…







Develop global perspective definition and common indicators.
Collect examples of activities that support the development of these/this competencies.
Collect current assessment tools (and narratives for context) from each campus. Describe the
assessment process not just the instrument.
On each campus, ask interested faculty to develop responses to these questions: What does a
student who has developed global perspective taking competence "look" like when they
graduate? What do they know?
Each campus also determines additional indicators that are appropriate for its campus and
mission. For example, one indicator might be that the graduating student shows awareness
of the limits and advantages of English as the lingua franca in the global context. All
campuses might agree with that indicator, while only some campuses may identify foreign
language proficiency as an indicator. WABASH identified, High Expectations, Close
connections with students & diversity experiences as important indicators for student success.
Develop paper and prepare presentations on mission based CIEL definition and indicators
Explore possibility of assessing selected samples of student work across several campuses in
an effort to improve teaching and learning and demonstrate how educators might practice
meaningful accountability. External assessors from other campuses to review students on other
campuses.