How would you characterize a "worldwide point of view"?.


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How would you characterize a "worldwide point of view"? Join a little gathering Answer the inquiry together 5 minutes Worldwide Citizenship: Best Practices, Pitfalls, and The Craft of the Rubric Paul Burkhardt, CAO, Prescott School Ed Clausen, VPAA, Daemen School
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How would you characterize a “global perspective”? Join a little gathering Answer the inquiry together 5 minutes

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Global Citizenship: Best Practices, Pitfalls, and The Rubric\'s Art Paul Burkhardt, CAO, Prescott College Ed Clausen, VPAA, Daemen College Sirkka Kauffman, Assist. Senior member AA, Marlboro College Al Fuertes, Assist. Educator, Integrative Studies, New Century College, GMU Andrew Wingfield, Assoc. Educator and Codirector Sustainability Studies, New Century College, GMU

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Consortium for Innovative Environments in Learning Gret Antilla, Executive Director gantilla@prescott.edu www.cielearn.org

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CIEL Global Competences Project The task… Collect current Mission/Learning Outcome/General Education dialect Global point of view Civic engagement Environmental viewpoint Develop definition and normal learning outcome(s) Collect and Share best practices Compare learning results (arranged movement)

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CIEL Global Competences Project The context… Accountability/Comparability Mission-based qualities for worldwide citizenship and natural manageability AACU LEAP Outcomes AACU Value Plus Rubrics Electronic Portfolios at CIEL schools

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Global Perspective Not just about universal travel Thinking without limits, however in an integrative route, concentrating on connections and interconnectedness of frameworks Intercultural information and ability (counting dialect) Civic Engagement Environmental Literacy (“sustainability”) Differences in institutional methodologies

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CIEL Future Directions Virtual Language Learning for Global Perspectives Technology for shared dialect learning crosswise over schools Pathways to shared worldwide field locales for group based learning/submersion Common Learning Outcomes/E-portfolios

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Leap Outcomes/Value Rubrics Intercultural Knowledge and Competences Civic Engagement Individual School Outcomes CIEL Outcome/Rubric “Global Environmental Literacy”

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CIEL Global Environmental Literacy Rubric

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CIEL Global Environmental Literacy Rubric

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Marlboro College Sirkka Kauffman Assist. Dignitary Academic Affairs http ://www.marlboro.edu

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General Information about Marlboro Date built up: 1946 Type: private, coed, private aesthetic sciences Total enlistment: 330 Student-personnel proportion: 8:1 Average class size: 10 understudies Number of degree fields: 34 Number of fulltime staff: 41

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Marlboro College Mission Statement The objective of Marlboro College is to instruct understudies to think unmistakably and to learn freely through engagement in an organized system of liberal studies. Understudies are required to build up a summon of brief and right English and to take a stab at scholastic brilliance educated by scholarly and masterful inventiveness ; they are urged to obtain an energy for learning, perceiving judgment and a worldwide viewpoint . The school advances freedom by obliging understudies to take an interest in the arranging they could call their own projects of study and to act capably inside of a self-administering group .

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Sophomore Review: Student self-appraisal (all understudies) • Developing a worldwide viewpoint : Have you concentrated on a society outside your own particular or a remote dialect? Have you voyage, or have you worked with individuals from different societies? Concentrate comprehensively crosswise over zones: One of the 5 territories is World Studies Participating in Community : How have you occupied with work that reflects mindful activity in the group both on and off grounds?

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WORLD STUDIES PROGRAM GOALS A basic information of world history and societies A comprehension of contemporary issues of worldwide criticalness Competence in diverse correspondence, incorporating capability in a brief moment dialect, work involvement in another society, acknowledgment of contrasting social qualities and reflection all alone values and spot on the planet A more profound comprehension of a specific world area, including its topography, society, history and political, monetary and natural frameworks A grip of one or more scholastic teaches, the Fields of Study in which Marlboro understudies do Plan work, and a capacity to apply the ideas and strategies for these controls to a specific issue or issue The coordination of scholarly and experiential learning, including the handy use of scholastic learning amid the entry level position and the combination of temporary job encounters and learning into Plan work A capacity to impart plainly through the composed and talked word

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Potential New Directions Definitions Revisiting statement of purpose to consolidate worldwide & nearby citizenship What does an understudy with worldwide ecological education resemble? (As a major aspect of bigger talk of what does an understudy who graduates with a degree field in _______________ resemble? Growing better approach to figure out if a particular course meets meaning of “global” substance

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Potential New Directions Assessments Proposal for new arrangement of assessing Merit Scholarships to incorporate criteria of worldwide & neighborhood citizenship (and other mission-related angles) Revising Sophomore Review to coordinate worldwide & nearby citizenship

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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

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New Century College Competencies Communication Critical Thinking Strategic Problem Solving Valuing Group Interaction Global Understanding Effective Citizenship Esthetic Awareness Information Technology

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Sustainability Studies Learning Outcomes (2 & 4) a capacity to apply the idea of manageability in basically looking at social issues identified with the utilization of Earth’s characteristic assets ; a capacity to inventively and adequately apply the standards of maintainability to his or her own field of study .

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Sustainability Studies Learning Outcomes (1 & 3) a very much grounded understanding—informed by characteristic science, sociology, and humanistic perspectives—of the part people have played in making current ecological difficulties, and that they must play in formulating and actualizing maintainable answers for natural issues ; a capacity to ponder the differing qualities of moral issues raised by human cooperations with the earth, and to utilize these moral experiences as an establishment for mindful conduct .

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Four Key Competencies in Sustainable World Communication Critical Thinking Strategic Problem Solving Valuing Group Interaction Global Understanding Effective Citizenship Esthetic Awareness Information Technology

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Sources and Destinations Essay The Dasani Deception Menstrual Products: From Cradle to Grave Battery Assault Industrial Corn Tea and Sustainability I Know Jack The Coal in your Water

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Sources and Destinations: The Process Ecological Footprint Quiz & Reflection Proposal (2 points) Library Workshop Draft with Annotated Bibliography Final Essay Evidence of Learning (discretionary)

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Global Understanding… …is the admiration for and energy about the interconnections among frameworks on the planet. Worldwide comprehension incorporates the capacity to: Respect alternate points of view and methods for realizing that depend on social, ethnic, religious, and geological contrasts. Grasp the route in which innovation has made a little world, politically, socially, financially and socially. Value the neighborhood\'s interconnectedness and worldwide groups. Comprehend different life shapes and nature.

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Reasons for Hope Students find out about enormous planetary emergencies, for example, environmental change and biodiversity misfortune They find out about how our society’s propensities for utilization influence the characteristic world and other individuals They take this to heart and settle on changes in their own particular decisions/practices Through administration learning, they draw in with grounds supportability activities and locate this important

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Reasons for Concern New lights won’t save the planet Citizenship is more than administration

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“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

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New Century College George Mason University < http://ncc.gmu.edu> Motto : Connecting your Classroomâ to the World Mission Statement New Century College is focused on offering so as to coordinate interdisciplinary information with deep rooted learning experiential, hands-on discovering that interfaces the classroom to the world. Our group urges understudies to take part in dynamic learning , autonomous request , and exploration that react to the needs and chances of a differing society while setting them up for capable initiative and citizenship.

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NCC meets this test through Advancing integrative information and comprehension Encouraging shared learning through showing and examination Facilitating understudy personnel engagement and coaching in a little school environment Providing open doors for metro and group engagement and administration

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Global Understanding Global Understanding is the admiration for and energy about the interconnections among frameworks on the planet. Worldwide comprehension incorporates the capacity to: Respect alternate points of view and methods f

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