Global Leadership Certificate
“Developing Leaders
for a Global World”
Presented by:Ms. LayTuan Tan, Director
Office of International Education & Exchange
and
Ms. Juanita Razo, Associate Dean of Students
Leadership and Multicultural Development Programs
www.fullerton.edu
Facts About CSUF• Located in North Orange County
• Founded in 1957
• Institution Type: Public, 4-year higher education institution within 23-campus California State University system
• Total enrollment: 35,590 (Fall 2010 data)
• Programs: 103 degree programs offered, including 54 undergraduate, 49 graduate, and the Ed.D.
• Tuition Fees: Annual fees for full time undergrads -$4866
Cal State Fullerton Facts ( contd)
•• Diversity of student body (Fall 2010 census):
American Indian 0.4%, Asian/Pacific
Islander 21.2%, Black 2.7%, Hispanic 30.2%,
White 31.3%, Multiple Race Non-Hispanic
2.4%, Unknown 7.2%, International 2.4%, Unknown 7.2%, International
students 3.5%
• Gender: 58% female
• Average Age: 24
• Designated Hispanic Serving Institution
International Data
• 1236 international and exchange students from 79 countries around the world
• Currently 73 study abroad students in 16 countries
Fall
2010students in 16 countries
• 66 partnership agreements with 27 countries
• 75 visiting faculty from 12countries (for the past two years)
Spring 2011
Mission Statement of CSUF
“California State University
Fullerton
is a comprehensive regional is a comprehensive regional
university
with a global outlook”
How is “Global Outlook” Defined?
Mission Goals and Strategies statement:
“to provide experiences in and out of
the classroom that attend to issues of the classroom that attend to issues of
culture, ethnicity, and gender and
promote a global perspective”
How Do We Measure
“Global Outlook”?
•2 sets of outcomes:
1. Institutional outcomes1. Institutional outcomes
2. Student outcomes
Institutional Outcomes
1. Total international and exchange
students
2. Total study abroad students
3. Number and quality of
international partnerships
4. Visibility of institution abroad
Student Outcomes
• Integrated activities (intentional)
• Collaborative programs
• Student learning outcomes
�intercultural competence skills
�global workforce preparedness
�global citizens
Benefits: Global Leadership Education
Prepares students for global workforce development
Improves skill sets in leadership, intercultural awareness, organizational, decision-making, team-building, conflict resolution
Interaction between domestic and international students
Experiential component provides practical approach towards application of knowledge
Program OverviewProgram Overview
The Templeton Guide: Colleges That Encourage Character Development: lists CSUF's Student Leadership Institute among "Exemplary Programs" in the student leadership category.
CSUF SLI Overview
• Co-curricular certificate-bearing program
• Participation by choice• At least 2 semester participation
• 20-30 hours commitment to earn certificate
• Program philosophy:• Program philosophy:
a) Everyone is a leader.
b) Leadership can be learned.
c) Leadership is about action and making a difference.
Community College Partnership
• Established partnerships:
• Santa Ana College (SAC), 2000
• Santiago Canyon College (SCC), 2006
• Need: 1) Co-curricular leadership training program, 2) Expose
students to leadership education, 3) Promote a pathway to 4
year institution.
• Structure: 2 day conference model (University Leadership Track)
• Inter-campus participation: Cross campus enrollment
• Recognition:
• End of the year Banquet (at CSUF)
• CSUF Certificate of Completion
2009-10 CSUF SLI Program Stats
Applicants: 498
Participants: 250 (certificate track)
Training Sessions: 60/semester
Certificates of Completion Certificates of Completion
awarded: 207
2009-10 CSUF SLI Participant Profile••• Gender: 65% Female
• Ethnicity: 41% API, 29.4% Hispanic
• College participation: 38% BAE, 14.5% HSS,
11.2% HHD, 10.6% COM
• Class Level: Upper division(60 or more units)• Class Level: Upper division(60 or more units)
• Participation trends: Increased involvement
among graduate students and international
students.
CSUF Leadership Focused Tracks•
Certificate Track Components
• •50-65 skill-building
workshops /semester
•1hr – 2 hr in length
•Volunteer trainers
•Interactive
•Theory to Practice
•Dialogue
•Advance
application of
learning
•Emerging to
advance level
positions
Skill-building Workshops (required)
•Learning by
doing
•Encourages
involvement
•Integration &
reflection
Experiential Component (required)
Positional Leadership
Opportunities (optional)
CSUF SLI Track Structure•
Global Leadership Track•
Global Leadership Track
“Developing Leaders for a
Global World”
•
Global Leadership Track
•
Data on Student Participation
• 14 students received certificates Spring 2010
• 50 students completed Fall 2010 workshops
• Quotes and comments from participants’ essays:
Student 1:
“Through GLC workshops, I recognize that we all have
stereotypes and generalizations about other people and races,
but this should not affect the way we treat other individuals.”but this should not affect the way we treat other individuals.”
Student 2:
“The workshops taught me how different cultures communicate
differently. They helped me to learn to suspend judgment on
others, perception checking and mindful interviewing.”
Data on Student Participation
Student 3:
“The workshops made me question leadership styles
outside of a capitalistic society. It was nice to be in a
room where we could be clearer about our own
culture and ethnicity that goes beyond the surface and
have nothing to do with the color of skin.”have nothing to do with the color of skin.”
Student 4:
“GLC workshops have afforded me the opportunity to
bond with people of like mind who are concerned
about the world and the global community.”
Global Leadership Certificate Learning Outcomes
Learning outcome #1Students will understand the concepts of culture, diversity and leadership from a global perspective
Learning outcome #2Learning outcome #2Students will define different intercultural communication styles
Learning outcome #3Students will apply global leadership and intercultural communication skills to campus and community activities
Assessment of Program
• A multi-level assessment project (a “work in progress”):
(1) measures student learning outcomes –
• Core workshop surveys on understanding concepts and understanding concepts and definitions
• Experiential component (reflective paper) on application of knowledge
(2) measures program effectiveness
Level 1 Assessment
3 core workshops measure specific student learning outcomes on:
� Understanding concepts of culture, ethnicity and leadership
� Defining intercultural communication styles
� Applying theoretical knowledge to leadership positions on and off campus
Level 2 Assessment
Program assessment goals:
� Address the question of effectiveness of
Global Leadership Certificate track
� Use data to improve on content of � Use data to improve on content of
workshops
� Sustain interest in program through
effective marketing and promotion
Methods of Assessment
Multiple forms of assessment: a combination of qualitative and quantitative methods (role of StudentVoice)
Likert-scale surveys for core workshops
Reflective papers for experiential component
Rubrics (both holistic and analytic) to synthesize and compile data for individual students’ essays and analyses of surveys
“What Is Culture?” Core Workshop Survey
Student learning outcomes:
1. Explain culture and how behaviors are affected by cultural values
2. Compare different cultural values e.g. American and non-AmericanAmerican and non-American
3. Understand the challenges of transitioning and adjusting to a new culture
4. Apply strategies that will help them cope with adjusting to new cultures
Likert Survey Questions
On a scale of 1 – 5, please circle your responses to each question:
1=Strongly Disagree 2= Disagree 3= Neutral
4 =Agree 5=Strongly Agree
The iceberg model as applied to culture helps me understand and explain beliefs, norms and values.explain beliefs, norms and values.
1 2 3 4 5
I can explain how behaviors are affected by different cultural values.
1 2 3 4 5
Likert Survey Questions
There are no differences between Americans and non-Americans and culture is based on individual likes and dislikes.
1 2 3 4 5
If I read and learn about a new environment, I will not experience culture shock when I am in that new environment.culture shock when I am in that new environment.
1 2 3 4 5
When I am in a new or unfamiliar environment, I am confident that
I have the skills and strategies to cope.
1 2 3 4 5
Survey Data: Question 1 Results
Survey Data: Question 2 Results
Survey Data: Question 3 Results
Survey Data: Question 4 Results
Survey Data: Question 5 Results
Experiential Component Requirements
Two requirements for completion of certificate:
1. Participation in an activity (see Section D: Experiential
Component for options)
2. A reflective essay to document above
Essay prompt: How have you applied the concepts learned from the
Global Leadership Track workshops in your experiential component?Global Leadership Track workshops in your experiential component?
You must respond to the following:
•What do the following terms mean personally to you: culture, or
diversity, or global leadership?
•Describe your communication style or leadership style in your
activity.
Rubric for Global Leadership Certificate Essay
Improvement Needed
At least 1 of the required questions is addressed but no details are offered.
Moreover, ideas are not clearly expressed.
Basic
At least 1 of the required questions is answered, and demonstrates that
some knowledge is gained. Ideas are somewhat clear, but there is a need for
more supporting information.more supporting information.
Intermediate
The required questions are answered and it is evident that the answers offer
support to knowledge gained. Ideas are clearly expressed, but the
supporting information is general.
Advanced
The required questions are answered and offer detailed information. Ideas
are supported by detailed evidence of understanding of terminologies and
application of skills.
Challenges
Ensure sustainability
Sustain interest with adequate promotion and marketing strategies
On-going evaluation and assessment
Improve workshop content by including new components
Future Potential
Collaborate with other colleges besides College of Education: MBA leadership program, graduate nursing students
Introduce new kinds of data collection e.g. interviews with participants to obtain personal perspectives of program participation
Implementation Considerations
Shared resources (e.g. ISO and MLC/Leadership programs) for promotion, marketing, presenters
Collaboration in curriculum writing for workshops –involving faculty
Staffing - building a culture of assessment
On-and-off campus funding resources e.g. grants
Relevant CSUF Web Pages
www.fullerton.edu
www.fullerton.edu/international
www.fullerton.edu/deanofstudents
www.fullerton.edu/sli
QUESTIONS? [“Global”] Education is a slow-moving but powerful force.
It may not be fast enough or strong enough to save us from catastrophe, but it is the strongest force available for that
purpose and in its proper place, therefore, is not at the periphery, but at the center of international relations.
- J. William Fulbright
…….integrating global experiences
Thank you for your participation ☺
