How do you How do you define a “global define a “global perspective”?perspective”?

Join a small groupJoin a small group

Answer the question Answer the question togethertogether

5 minutes5 minutes

Global Citizenship:Global Citizenship:Best Practices, Best Practices,

Pitfalls, andPitfalls, andThe Art of the RubricThe Art of the Rubric

Paul Burkhardt, CAO, Prescott CollegePaul Burkhardt, CAO, Prescott CollegeEd Clausen, VPAA, Daemen CollegeEd Clausen, VPAA, Daemen CollegeSirkka Kauffman, Assist. Dean AA, Sirkka Kauffman, Assist. Dean AA, Marlboro CollegeMarlboro CollegeAl Fuertes, Assist. Professor, Integrative Al Fuertes, Assist. Professor, Integrative Studies, New Century College, GMUStudies, New Century College, GMUAndrew Wingfield, Assoc. Professor and Andrew Wingfield, Assoc. Professor and Codirector Sustainability Studies, New Codirector Sustainability Studies, New Century College, GMUCentury College, GMU

Consortium for Consortium for Innovative Environments Innovative Environments

in Learningin Learning

Gret Antilla, Executive DirectorGret Antilla, Executive Directorgantilla@prescott.edu www.cielearn.org

Alverno CollegeAlverno College Fairhaven College, Fairhaven College, WWUWWU

Marlboro CollegeMarlboro College

Johnston Center for Johnston Center for Integrative Studies, U Integrative Studies, U of Redlandsof Redlands

Hampshire CollegeHampshire College New Century College, New Century College, GMUGMU

Daemen CollegeDaemen College New College at U of New College at U of AlabamaAlabama

New College of New College of FloridaFlorida

The Evergreen State The Evergreen State CollegeCollege

Prescott CollegePrescott College Pitzer CollegePitzer College

CIEL Global Competences CIEL Global Competences ProjectProject

The task…The task… Collect current Mission/Learning Outcome/General Collect current Mission/Learning Outcome/General

Education languageEducation language Global perspectiveGlobal perspective Civic engagement Civic engagement Environmental perspectiveEnvironmental perspective

Develop definition and common learning outcome(s)Develop definition and common learning outcome(s) Collect and Share best practicesCollect and Share best practices Compare learning outcomes (planned activity)Compare learning outcomes (planned activity)

CIEL Global Competences CIEL Global Competences ProjectProject

The context…The context… Accountability / ComparabilityAccountability / Comparability Mission-based values for global Mission-based values for global

citizenship and environmental citizenship and environmental sustainabilitysustainability

AACU LEAP OutcomesAACU LEAP Outcomes AACU Value Plus RubricsAACU Value Plus Rubrics Electronic Portfolios at CIEL schoolsElectronic Portfolios at CIEL schools

Global PerspectiveGlobal Perspective

Not just about international travelNot just about international travel Thinking without boundaries, but in an Thinking without boundaries, but in an

integrative way, focusing on relationships integrative way, focusing on relationships and interconnectedness of systemsand interconnectedness of systems

Intercultural knowledge and competence Intercultural knowledge and competence (including language)(including language)

Civic EngagementCivic Engagement Environmental Literacy (“sustainability”)Environmental Literacy (“sustainability”) Differences in institutional approachesDifferences in institutional approaches

CIEL Future DirectionsCIEL Future Directions

Virtual Language Learning for Virtual Language Learning for Global Perspectives Global Perspectives Technology for shared language Technology for shared language

learning across schoolslearning across schools Pathways to shared international field Pathways to shared international field

sites for community-based learning / sites for community-based learning / immersionimmersion

Common Learning Outcomes / E-Common Learning Outcomes / E-portfoliosportfolios

Leap Outcomes / Value RubricsLeap Outcomes / Value Rubrics Intercultural Knowledge and CompetencesIntercultural Knowledge and Competences Civic EngagementCivic Engagement

Individual School OutcomesIndividual School Outcomes

CIEL Outcome / RubricCIEL Outcome / Rubric ““Global Environmental Literacy”Global Environmental Literacy”

CIEL Global CIEL Global Environmental Literacy Environmental Literacy

RubricRubric

CIEL Global CIEL Global Environmental Literacy Environmental Literacy

RubricRubric

Marlboro CollegeMarlboro College

Sirkka Kauffman Sirkka Kauffman

Assist. Dean Academic AffairsAssist. Dean Academic Affairs

httphttp://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

creativity; 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.

Sophomore Review: Sophomore Review: Student self-assessment (all Student self-assessment (all

students)students)• • Developing a Developing a

global perspectiveglobal perspective: :

Have you studied a Have you studied a culture outside your culture outside your own or a foreign own or a foreign language? Have you language? Have you traveled, or have you traveled, or have you worked with people worked with people from other cultures?from other cultures?

Studying broadly across Studying broadly across areas: One of the 5 areas: One of the 5 areas is World areas is World StudiesStudies

• Participating in Participating in CommunityCommunity: :

How have you How have you engaged in work engaged in work that reflects that reflects responsible action responsible action in the community in the community both on and off both on and off campus? campus?

WORLD STUDIES WORLD STUDIES PROGRAM GOALSPROGRAM GOALS

• An introductory knowledge of world history and cultures An introductory knowledge of world history and cultures • An understanding of contemporary issues of global significanceAn understanding of contemporary issues of global significance

• Competence in cross-cultural communication, Competence in cross-cultural communication, including proficiency in a second language, including proficiency in a second language, work experience in another culture, recognition work experience in another culture, recognition of differing cultural values and reflection on of differing cultural values and reflection on your own values and place in the world your own values and place in the world

• A deeper understanding of a particular world region, including its geography, culture, 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 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 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 apply the concepts and methods of these disciplines to a particular problem or issue

• The integration of academic and experiential The integration of academic and experiential learning, including the practical application of learning, including the practical application of academic learning during the internship and the academic learning during the internship and the integration of internship experiences and integration of internship experiences and learning into Plan work learning into Plan work

• An ability to communicate clearly through the written and spoken word An ability to communicate clearly through the written and spoken word

Potential New DirectionsPotential New Directions

• DefinitionsDefinitions• Revisiting mission statement to Revisiting mission statement to

combine global & local citizenshipcombine global & local citizenship• What does a student with global What does a student with global

environmental literacy look like? (As environmental literacy look like? (As part of larger discussion of what does part of larger discussion of what does a student who graduates with a degree a student who graduates with a degree field in _______________ look like?field in _______________ look like?

• Developing better way to determine Developing better way to determine whether a specific course meets whether a specific course meets definition of “global” contentdefinition of “global” content

Potential New DirectionsPotential New Directions

AssessmentsAssessments Proposal for new system of Proposal for new system of

evaluating Merit Scholarships to evaluating Merit Scholarships to include criteria of global & local include criteria of global & local citizenship (and other mission-citizenship (and other mission-related aspects)related aspects)

Revising Sophomore Review to Revising Sophomore Review to integrate global & local integrate global & local citizenshipcitizenship

Global Perspectives: Best Global Perspectives: Best Practices, Pitfalls, and he Art of Practices, Pitfalls, and he Art of

the Rubricthe RubricSources and DestinationsSources and Destinations

Andrew Wingfield, Associate Professor Andrew Wingfield, Associate Professor and Codirector Sustainability Studiesand Codirector Sustainability Studies

New Century College, George Mason New Century College, George Mason UniversityUniversity

http://ncc.gmu.edu

New Century College New Century College CompetenciesCompetencies

CommunicationCommunication Critical ThinkingCritical Thinking Strategic Problem SolvingStrategic Problem Solving ValuingValuing Group InteractionGroup Interaction Global UnderstandingGlobal Understanding Effective CitizenshipEffective Citizenship Aesthetic AwarenessAesthetic Awareness Information TechnologyInformation Technology

Sustainability Studies Sustainability Studies Learning Outcomes (2 & 4)Learning Outcomes (2 & 4)

an ability to apply the concept of an ability to apply the concept of sustainability in critically examining sustainability in critically examining social issues related to the use of social issues related to the use of Earth’s natural resourcesEarth’s natural resources;;

an ability to creatively and an ability to creatively and effectively apply the principles of effectively apply the principles of sustainability to his or her own field sustainability to his or her own field of studyof study..

Sustainability Studies Sustainability Studies Learning Outcomes (1 & 3)Learning Outcomes (1 & 3)

• a well-grounded understanding—informed by a well-grounded understanding—informed by

natural science, social science, and humanistic natural science, social science, and humanistic perspectives—of the role humans have played perspectives—of the role humans have played in creating current environmental challenges, in creating current environmental challenges, and that they must play in devising and and that they must play in devising and implementing sustainable solutions to implementing sustainable solutions to environmental problemsenvironmental problems;;

• an ability to think critically about the diversity an ability to think critically about the diversity of ethical issues raised by human interactions of ethical issues raised by human interactions with the environment, and to use these ethical with the environment, and to use these ethical insights as a foundation for responsible insights as a foundation for responsible behaviorbehavior..

Four Key Competencies in Four Key Competencies in Sustainable WorldSustainable World

CommunicationCommunication Critical ThinkingCritical Thinking Strategic Problem SolvingStrategic Problem Solving ValuingValuing Group InteractionGroup Interaction Global UnderstandingGlobal Understanding Effective CitizenshipEffective Citizenship Aesthetic AwarenessAesthetic Awareness Information TechnologyInformation Technology

Sources and Destinations Sources and Destinations EssayEssay

The Dasani DeceptionThe Dasani Deception Menstrual Products: From Cradle to Menstrual Products: From Cradle to

GraveGrave Battery AssaultBattery Assault Industrial CornIndustrial Corn Tea and SustainabilityTea and Sustainability I Know JackI Know Jack The Coal in your WaterThe Coal in your Water

Sources and Destinations: Sources and Destinations: The Process The Process

Ecological Footprint Quiz & Ecological Footprint Quiz & ReflectionReflection

Proposal (2 topics)Proposal (2 topics) Library WorkshopLibrary Workshop Draft with Annotated BibliographyDraft with Annotated Bibliography Final EssayFinal Essay Evidence of Learning (optional)Evidence of Learning (optional)

Global Understanding…Global Understanding…

… …is the respect for and appreciation of is the respect for and appreciation of the interconnections among systems on the interconnections among systems on the planet. Global understanding includes the planet. Global understanding includes the ability to: the ability to: Respect different perspectives and ways of Respect different perspectives and ways of

knowing that are based on cultural, ethnic, knowing that are based on cultural, ethnic, religious, and geographical differences.religious, and geographical differences.

Comprehend the way in which technology has Comprehend the way in which technology has created a small world, politically, socially, created a small world, politically, socially, economically and culturally.economically and culturally.

Appreciate the interconnectedness of the Appreciate the interconnectedness of the local and global communities.local and global communities.

Understand various life forms and the Understand various life forms and the environment.environment.

Reasons for HopeReasons for Hope

Students learn about big planetary crises Students learn about big planetary crises such as climate change and biodiversity losssuch as climate change and biodiversity loss

They learn about how our society’s habits of They learn about how our society’s habits of consumption affect the natural world and consumption affect the natural world and other peopleother people

They take this to heart and make changes in They take this to heart and make changes in their own choices/behaviorstheir own choices/behaviors

Through service learning, they engage with Through service learning, they engage with campus sustainability initiatives and find campus sustainability initiatives and find this meaningfulthis meaningful

Reasons for ConcernReasons for Concern

New light bulbs won’t save the New light bulbs won’t save the planetplanet

Citizenship is more than serviceCitizenship is more than service

““Developing Global Developing Global Citizenship: Best Practices, Citizenship: Best Practices, Pitfalls, and the Art of the Pitfalls, and the Art of the

Rubric.”Rubric.”

Al Fuertes, PhDAl Fuertes, PhDAssistant Professor of Integrative StudiesAssistant Professor of Integrative Studies

New Century CollegeNew Century CollegeGeorge Mason UniversityGeorge Mason University

Faculty Director, Global Education Program toFaculty Director, Global Education Program tothe Philippines, Cambodia, and Thailandthe Philippines, Cambodia, and Thailand

Center for Global EducationCenter for Global EducationGeorge Mason UniversityGeorge Mason University

Fairfax, VA 22030Fairfax, VA 22030(703)993-9727(703)993-9727

New Century CollegeNew Century CollegeGeorge Mason UniversityGeorge Mason University

<<http://ncc.gmu.edu>http://ncc.gmu.edu>

MottoMotto: : Connecting your Classroom to Connecting your Classroom to

the Worldthe World

Mission StatementMission Statement New Century College is committed to integrating New Century College is committed to integrating

interdisciplinary knowledge with lifelong learning interdisciplinary knowledge with lifelong learning by offering by offering experiential, hands-on experiential, hands-on learninglearning that connects the classroom to the that connects the classroom to the world. Our community encourages students to world. Our community encourages students to engage in engage in active learningactive learning, , independent inquiryindependent inquiry, , and and researchresearch that respond to the needs and that respond to the needs and opportunities of a diverse society while preparing opportunities of a diverse society while preparing them for responsible leadership and citizenship.them for responsible leadership and citizenship.

NCC meets this challenge throughNCC meets this challenge through

Advancing integrative knowledge and Advancing integrative knowledge and understanding understanding

Encouraging collaborative learning Encouraging collaborative learning through teaching and research through teaching and research

Facilitating student-faculty engagement Facilitating student-faculty engagement and mentoring in a small college and mentoring in a small college environment environment

Providing opportunities for civic and Providing opportunities for civic and community engagement and leadership community engagement and leadership

Global UnderstandingGlobal Understanding Global Understanding is the respect for and appreciation of the Global Understanding is the respect for and appreciation of the

interconnections among systems on the planet. Global understanding interconnections among systems on the planet. Global understanding includes the ability to:includes the ability to:

Respect different perspectives and ways of knowing that are Respect different perspectives and ways of knowing that are

based on cultural, ethnic, religious, and geographical based on cultural, ethnic, religious, and geographical differences. differences.

Comprehend the way in which technology has treated a small Comprehend the way in which technology has treated a small world, politically, socially, economically and culturally. world, politically, socially, economically and culturally.

Appreciate the interconnectedness of the local and global Appreciate the interconnectedness of the local and global communities. communities.

Understand various life forms and the environment.Understand various life forms and the environment.

Effective CitizenshipEffective Citizenship

Effective citizenship means the development of anEffective citizenship means the development of aninformed understanding of communities and the informed understanding of communities and the roles and responsibilities of individuals within those roles and responsibilities of individuals within those communities. Effective citizens will:communities. Effective citizens will: Develop the ability to examine contemporary Develop the ability to examine contemporary

issues and their historical contexts. issues and their historical contexts. Recognize the value of multiple perspectives Recognize the value of multiple perspectives

in civic life. in civic life. Make informed choices regarding personal Make informed choices regarding personal

community involvement, social justice issues community involvement, social justice issues and leadership roles. and leadership roles.

Make an effort to be informed and educated Make an effort to be informed and educated on issues affecting their communities.on issues affecting their communities.

Setting of global citizenship Setting of global citizenship (global education program)(global education program)

““The country is the classroom.The country is the classroom.

The people we encounter, the local The people we encounter, the local communities we visit, and the activities we communities we visit, and the activities we

undertake are the living texts.undertake are the living texts.The stories we hear and the experiences we The stories we hear and the experiences we

are privileged to go through embody the are privileged to go through embody the message or content of the course.”message or content of the course.” (Al Fuertes (Al Fuertes

’09)’09)

Setting of global citizenship Setting of global citizenship (classroom as a learning community)(classroom as a learning community)

““The classroom is a microcosm of the world around The classroom is a microcosm of the world around us. We are the embodiment of the cultures and us. We are the embodiment of the cultures and

backgrounds we have come to represent.backgrounds we have come to represent.The ideas and perspectives we bring to our learning The ideas and perspectives we bring to our learning

community reflect the impact and meanings we community reflect the impact and meanings we associate with our experiences everyday.associate with our experiences everyday.

The theories and principles we explore from books The theories and principles we explore from books and classroom materials enhance further our and classroom materials enhance further our

experiential learning.” experiential learning.” (Al Fuertes ’09)(Al Fuertes ’09)

A Conglomeration of A Conglomeration of CompetenciesCompetencies

Communication

Valuing

Critical Thinking and Analysis

Cultural Fluency

Information Technology

Environmental Awareness

Global Citizenship

Learning ApproachesLearning Approaches experiential learningexperiential learning

- site visits, community integration - site visits, community integration and exposure, S-Land exposure, S-L

hands-on activitieshands-on activities individual/small group discussionindividual/small group discussion individual/collaborative facilitationindividual/collaborative facilitation individual/group sharing and individual/group sharing and presentationpresentation reflection/de-briefingreflection/de-briefing global education programglobal education program

AssessmentAssessmentTimeline (formative and summative)Timeline (formative and summative)

A. Pre/Beginning of the course or programA. Pre/Beginning of the course or program - expectations/community guidelines- expectations/community guidelines - personal concerns: interests, fears, challenges- personal concerns: interests, fears, challengesB. The actual processes that transpire during the course of the programB. The actual processes that transpire during the course of the programC. End of the course or programC. End of the course or program - revisit learning goals and objectives- revisit learning goals and objectives - revisit expectations, community guidelines, and personal concerns: - revisit expectations, community guidelines, and personal concerns:

what works/what needs special attention in the futurewhat works/what needs special attention in the future - where to from here: planning/envisioning- where to from here: planning/envisioning

D. Post (for global education program): when participants returned from D. Post (for global education program): when participants returned from the trip (Transformative Impact of the global education program)the trip (Transformative Impact of the global education program)

Graduation PortfolioGraduation Portfolio(New Century College)(New Century College)

As New Century College values active learning and self-As New Century College values active learning and self-assessment, the college asks all students to explore their assessment, the college asks all students to explore their entire educational experience through the creation of entire educational experience through the creation of comprehensive graduation portfolios. comprehensive graduation portfolios.

In these portfolios, students assess critically their academic In these portfolios, students assess critically their academic knowledge and practice, and communicate through extensive knowledge and practice, and communicate through extensive self-reflection the value of their undergraduate work, their self-reflection the value of their undergraduate work, their understanding of their learning process and their goals for the understanding of their learning process and their goals for the future.future.

A faculty reviewer (chosen by the individual student) A faculty reviewer (chosen by the individual student) reads the portfolio and meets the author for an exit interview. reads the portfolio and meets the author for an exit interview.

Only when the faculty reviewer accepts the portfolio (as Only when the faculty reviewer accepts the portfolio (as satisfactory or with distinction) is a student cleared for satisfactory or with distinction) is a student cleared for graduationgraduation

Integration PaperIntegration Paper

AFTER the trip, students are required to submit a Final Integrative Paper (7-10 pages) AFTER the trip, students are required to submit a Final Integrative Paper (7-10 pages) based on their overall travel experience:based on their overall travel experience:

What does the whole travel experience mean to you?What does the whole travel experience mean to you? Specific events/activities that you found compelling, inspiring, challenging, thought Specific events/activities that you found compelling, inspiring, challenging, thought

provoking. In what way? Please give specific examples to support your statements.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 How has the whole experience changed your views in life? How are you being impacted

by the experience?by the experience? Specific persons you met during the trip that impacted you the most? In what sense? 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.Describe the experience. Lessons you have learned from the experience. Most memorable places you have visited. What made them memorable to you?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?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 Aspects of the travel where you struggle the most. In what way? Please give specific

examples.examples. Specific lessons/insights/discoveries you have from the trip.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 How will you sustain or enhance further the impact the trip has made on you when you

go back to the US?go back to the US? What metaphor best describes your whole travel experience?What metaphor best describes your whole travel experience? ““Me: Before and After the Trip”Me: Before and After the Trip”

Daemen CollegeDaemen College

Ed ClausenEd Clausen

Vice President, Academic Vice President, Academic AffairsAffairs

http://www.daemen.edu http://www.daemen.edu

Paul BurkhardtPaul Burkhardt

http://www.prescott.edu http://www.prescott.edu

Prescott CollegePrescott College Mission-based institutionMission-based institution

Self-directed, Integrated StudiesSelf-directed, Integrated Studies Experiential, Interdisciplinary LearningExperiential, Interdisciplinary Learning Responsibility to Diverse Human and Natural Responsibility to Diverse Human and Natural

CommunitiesCommunities Student-directed “competencies” and Student-directed “competencies” and

“breadths”“breadths” Strong faculty advising built into faculty roles Strong faculty advising built into faculty roles

& evaluations& evaluations Narrative evaluationNarrative evaluation Residential Degree Program (B.A.)Residential Degree Program (B.A.) Adult Degree and Graduate Programs (B.A., Adult Degree and Graduate Programs (B.A.,

M.A., Ph.D. in Sustainability Education)M.A., Ph.D. in Sustainability Education)

Old PC Learning Old PC Learning Outcomes Outcomes

Literacy in the content of the chosen field (history, major Literacy in the content of the chosen field (history, major figures & work, major theories & application) figures & work, major theories & application)

Mastery of the methodology of the field (research Mastery of the methodology of the field (research techniques, scholarly methods, leadership skills, modes of techniques, scholarly methods, leadership skills, modes of expression)expression)

Ability to connect and apply learning to real-life situationsAbility to connect and apply learning to real-life situations Personalization / internalization of learningPersonalization / internalization of learning Fulfill the Study Program PlanFulfill the Study Program Plan College-level writing and researchCollege-level writing and research College-level mathematicsCollege-level mathematics Self-direction in degree plan and course of studySelf-direction in degree plan and course of study Awareness of, and personal responsibility towards cultural Awareness of, and personal responsibility towards cultural

diversity, social justice and the relationships between the diversity, social justice and the relationships between the natural environment and the human community. natural environment and the human community.

Assessment Committee Assessment Committee RecommendationsRecommendations

No CLA, etc.!No CLA, etc.! Review and align learning outcomes with AACU Review and align learning outcomes with AACU

Value Plus Outcomes when possibleValue Plus Outcomes when possible Develop new outcome / rubrics for environmental Develop new outcome / rubrics for environmental

literacy with CIEL / Ecoleague / ASSHEliteracy with CIEL / Ecoleague / ASSHE Student-directed artifacts in senior capstone Student-directed artifacts in senior capstone

project portfolio (electronic)project portfolio (electronic) Synthesizing essay, reflections connect artifacts Synthesizing essay, reflections connect artifacts

to outcomesto outcomes Outcomes inform redesign of First Year Outcomes inform redesign of First Year

ExperienceExperience

Art of the RubricArt of the Rubric

Mission-based learning Mission-based learning outcomes:outcomes: Intercultural knowledge Intercultural knowledge Global environmental literacyGlobal environmental literacy Civic engagementCivic engagement

Intellectual Abilities in Context:Intellectual Abilities in Context: Skills for Analysis and CommunicationSkills for Analysis and Communication Skills for Integration and ApplicationSkills for Integration and Application

Value Integrative Value Integrative LearningLearning

Mission-based learning Mission-based learning outcomes:outcomes:

Intercultural knowledge Intercultural knowledge Knowledge (of cultural worldview Knowledge (of cultural worldview

frameworks)frameworks) Skills (empathy)Skills (empathy) Attitudes (curiosity)Attitudes (curiosity) Attitudes (openness)Attitudes (openness)

Mission-based learning Mission-based learning outcomes:outcomes:

Global environmental literacyGlobal environmental literacy Knowledge of environmental impactKnowledge of environmental impact Knowledge of life systemsKnowledge of life systems Application of knowledge to Application of knowledge to

environmental issuesenvironmental issues Attitudes concerning integrity of global Attitudes concerning integrity of global

environmentsenvironments

Skills for Analysis and Self-Skills for Analysis and Self-expressionexpression

Identification of Critical QuestionsIdentification of Critical Questions Existing knowledge, research and/or viewsExisting knowledge, research and/or views Evaluate info and sources criticallyEvaluate info and sources critically Access and use info ethically and legallyAccess and use info ethically and legally CalculationCalculation Quantitative interpretationQuantitative interpretation AnalysisAnalysis Limitations and implicationsLimitations and implications Argument and conclusionArgument and conclusion

Skills for Integration and Skills for Integration and ApplicationApplication

InitiativeInitiative IndependenceIndependence Connection to experience (connects relevant Connection to experience (connects relevant

experience and academic knowledge)experience and academic knowledge) Connections to discipline (sees connections Connections to discipline (sees connections

across disciplines, perspectives)across disciplines, perspectives) Transfer (adopts and applies skills, abilities, Transfer (adopts and applies skills, abilities,

theories or methodologies gained in one situation theories or methodologies gained in one situation to new situations)to new situations)

Reflection and self-assessmentReflection and self-assessment Personal agency for positive changePersonal agency for positive change

Next StepsNext Steps

Finalizing newly aligned outcomesFinalizing newly aligned outcomes Building E-portfolio templatesBuilding E-portfolio templates Implementing through FYE and Implementing through FYE and

capstone senior projectscapstone senior projects

Global Perspectives:Global Perspectives:Best Practices, Pitfalls, Best Practices, Pitfalls,

andandthe Art of the Rubricthe Art of the Rubric

Q&AQ&A