Report to the trustees education for global citizenship program review



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REPORT TO THE TRUSTEES

EDUCATION FOR GLOBAL CITIZENSHIP PROGRAM REVIEW
Ken Pepion, Associate Vice President for Academic Affairs

Office of Academic Affairs

May 2011


  1. EGC Faculty and Staff


ADMINISTRATION
Coordinator, General Education: Paul McGurr
FACULTY
EGC courses are currently taught by over 60 faculty members from 23 departments. Not only does this show the interdisciplinary nature of the EGC program but it also indicates how the EGC program allow faculty to expand beyond the traditional departmental silos to teach courses of importance to the FLC Liberal Arts core.

In addition, EGC courses serve as an outlet for instructors in departments that might have a temporary excess of faculty supply versus course demand. EGC courses keep these instructors teaching courses with a high FTE. In other words, EGC provides a service outlet for underutilized departments.



Current Faculty who have taught EGC courses include the following:

Adams, Evans

CSIS

SOBA

Baranski, John

History

AHSS

Benefiel, Lori

Psychology

NBS

Blood, Leslie

English

AHSS

Bonanno, Michelle

Sociology

AHSS

Booth, Paul

Art

AHSS

Boxer, Majel

SW Studies

AHSS

Bunch, Kenyon

Political Science

AHSS

Bunting, Robert

SW Studies

AHSS

Cardona, Nancy

English

AHSS

Cheesewright, Gordon

English

AHSS

Clark, Brad

Political Science

AHSS

Condie, John

Biology

NBS

Costello, Molly

Writing Program

AHSS

Dare, Byron

Political Science

AHSS

Davis, Ginny

Theatre

AHSS

Dodds. Bill

Marketing

SOBA

Dorr, Betty

Psychology

NBS

Erickson, Mary Ann

Exercise Science

NBS

Evans, Tina

Environmental Studies

Library

Fine-Dare, Kathy

Anthropology

NBS

Fitzgerald, Janine

Sociology

AHSS

Fry, Michael

History

AHSS

Fullmer, Shawn

English

AHSS

Gadbois, John

Economics

SOBA

Gianniny, Gary

Geology

NBS

Goldfarb, Marc

Psychology

NBS

Gordon, Aaron

CSIS

SOBA

Gulliford, Andrew

History/SWS

AHSS

Hale, Ana

Writing Program

AHSS

Hannula, Kimberly

Geology

NBS

Hartsfield, Larry

English

AHSS

Heerschap, Lauren

Geosciences

NBS

Helm, Monte

Chemistry

NBS

Hunt, Ken

Marketing

SOBA

Jetter, Katherine

Music

AHSS

Juergensmeyer, Erik

Writing Program

AHSS

Korb, Julie

Biology

NBS

Kozak, David

Anthropology

NBS

Kraus, Susan

Psychology

NBS

Latta, Jonathan

Music

AHSS

Lehmer, Erin

Biology

NBS

Linn, Sandra

Business

SOBA

McBrayer, Justin

Philosophy

AHSS

McCormick, Peter

SW Studies

AHSS

McGurr, Paul

Business

SOBA

McHugh, Neil

History

AHSS

Mitchell, Greg

Theatre

AHSS

Moller, Kathryn

Theatre

AHSS

Orr, Delilah

English

AHSS

Roberts-Cady, Sarah

Philosophy

AHSS

Scott, Faron

English

AHSS

Shuler, Philip

Agriculture

NBS

Simonsen, Denise

Psychology

NBS

Uschuk, Pamela

English

AHSS

Vie, Stephanie

Writing Program

AHSS

Walls, Simon

Marketing

SOBA

Webb, Farren

Teacher Education

Teacher Ed

Wilhelm, Suzanne

Law

SOBA

Wong, Lily

Geosciences

NBS

Yoos, Chuck

Business

SOBA

STAFF
The Education for Global Citizenship Program is monitored by the EGC subcommittee (consisting of five members all of whom are members of the EGC faculty: 2 from AHSS – Larry Hartsfield, chair, from English; Erik Juergensmeyer, from Writing Program; 2 from NBS, Kathy Fine-Dare, from Anthropology; Erin Lehmer, from biology; and 1 from SOBA, Bill Dodds, from Marketing) of the General Education Council, a faculty standing committee reporting to the Faculty Senate.
Administrative activities such as scheduling, assessment, data gathering, etc. are performed as part of the duties of the General Education, Coordinator currently Paul McGurr, Associate Professor of Business and Assistant Dean, School of Business Administration.



  1. Introduction

The Education for Global Citizenship Program is part of the Fort Lewis College Liberal Arts Core. As part of the performance contract with the State of Colorado Fort Lewis College opted to use the gtPathways state-wide guaranteed transfer program as our lower-division General Education with the addition of a one hour fitness/wellness requirement. The Education for Global Citizenship Program was developed as an upper-division liberal education program to help Fort Lewis College meet our mission of “preparing citizens for the common good in an increasingly complex world.”

The AAC&U (Association of American Colleges & Universities, a voice and a force for liberal education in the 21st century) has stated that they understand “the urgency of global questions as well as the heuristic and organizational value they hold for the improvement of undergraduate learning” and has “worked with colleges and universities to articulate a vision of educational excellence with a strong commitment to global, civic, and democratic engagement.”

What this means is that the expectations related to liberal education are becoming more globally focused. With our capstone EGC program Fort Lewis is well positioned to meet the external demands for more globally aware students and graduates.

Education for Global Citizenship (EGC) courses help students develop an awareness of global relationships by critically analyzing global problems or topics using knowledge from multiple disciplines and diverse cultural perspectives. Because Education for Global Citizenship courses are the capstone experience of general education, students are expected to demonstrate advanced skills in inquiry, critical thinking and communication.

EGC courses are identified as “the capstone experience of general education” and the expectations are tied in directly to the mission-based liberal education outcomes of learning as inquiry, critical thinking as problem solving, communication as intellectual contribution, and action as responsible application of academic learning. Inclusion of the capstone requirement strengthens our commitment to our mission and to our stated college-wide liberal education outcomes, which are listed below.



Learning as Inquiry – The ability to use modern methods to access, analyze, interpret and apply a wide range of information, data, and appropriate sources.

Critical thinking as Problem Solving – The ability to analyze, evaluate, and apply information in order to solve complex problems.

Communication as Intellectual Contribution – The ability to contribute to scholarly understanding of a subject by balancing complexity and clarity of argument, clear conceptual organization of evidence, and adaptation to context and audience.

Action as Responsible Application of Academic Learning – The ability to use all of the above to make positive contribution to one’s community and the larger society.

The Education for Global Citizenship (EGC) program outcomes/goals are listed below.



Global Awareness – The ability to demonstrate an awareness of the global dimensions of social, ecological, political, economic, or cultural systems.

Critical Analysis – The ability to critically analyze the global phenomena, problems, issues, or topics that are the specific focus of the course using diverse cultural perspectives and multiple disciplinary frameworks.

Identification of Responses –The ability to identify possible responses to the global phenomena, problems, issues or topics that are the specific focus of the course.  These responses may be enacted by individuals, social networks, movements, organizations, governments or other entities.


  1. Departmental Majors and Graduates

All Fort Lewis students are required to take two Education for Global Citizenship classes as part of the Liberal Arts Core. Therefore, the EGC program touches upon all Fort Lewis graduates.
IV. Evidence of placement of graduates in graduate and professional programs or employment.

not applicable




  1. Statement of departmental accomplishments during the review period and problems that need to be addressed.

EGC course offerings were first offered in Fall 2007. In 2007 and 2008 both EGC courses and TS2 courses were offered as there were students under two different general education programs. Effective Fall 2009 TS2 courses were phased out and only EGC courses have been offered for upper-division general education. Enrollment in the EGC courses on campus or part of have been as follows (EGC courses are also offered on Innovative months and in the Navajo Outreach program)

Fall 2007 – 5 sections, 111 students (22.2 average)

Winter 2008 – 8 sections, 184 students (23.0 average)

Summer 2008 – 5 sections, 115 students (23.0 average)

Fall 2008 – 10 sections, 254 students (25.4 average)

Winter 2009 – 17 sections, 452 students (26.6 average)

Summer 2009 – 18 sections, 352 students (19.6 average)

Fall 2009 - 21 sections, 629 students (30.0 average)

Winter 2010 – 25 sections, 656 students (26.2 average)

Summer 2010 – 19 sections, 419 students (22.1 average)

Fall 2010 – 19 sections, 520 students (27.4 average)

Winter 2011 – 23 sections, 591 students (25.7 average)

Summer 2011 (as of 4/25/11) – 19 sections, 425 students (22.4 average)


Accomplishments


  • Thirty four EGC courses have been developed and taught by over 60 faculty members from 23 disciplines. This shows the interdisciplinary aspect of the EGC Program

  • EGC 300 Global Citizen Experiential Education is a course that is only offered to students who have studied abroad. Students must write a research/reflection paper and give an oral presentation to the campus community

    • Initiated EGC 300 International Dinner where EGC 300 presentations are made to students going abroad in next semester

    • Converted course from credit-by-exam (no tuition collected) to a scheduled class

  • An EGC Workshop discussing EGC course expectations was held in December 2009. Approximately 30 EGC instructors were in attendance

  • EGC Program assessment was initiated in Winter 2010 using two techniques

    • On-line student evaluations of EGC learning outcomes

    • EGC subcommittee member review of EGC syllabi

  • On-line evaluations continued through Summer 2010, Fall 2010 and Winter 2011

  • More formal process of syllabi review begun in winter 2011 using a checklist developed by the EGC subcommittee

  • Direct assessment of written communication learning outcome of EGC course initiated through use of rubric developed by Writing Program

  • Details of results of EGC assessment can be found in Appendix B



Problems
Instruction of EGC courses has always been voluntary with approval of department administration. As such, some accommodations were necessary to ensure that departmental needs were filled when faculty taught EGC courses. This was often resolved by having adjunct faculty teach departmental classes covering for those faculty teaching EGC courses. However, with the recent budget cuts and reduction on the part-time faculty pool there has been greater pressure to have faculty teach in their discipline thereby reducing their availability to teach EGC courses.
This difficulty in finding EGC faculty has already been noted in calendar year 2011 with two less EGC courses being offered in both Winter and Fall 2011 compared to 2010. Additionally, four of the seventeen EGC classes in Fall 2011 are being covered by part-time faculty. This trend is expected to continue, possibly weakening the value of the EGC courses unless a greater commitment to the EGC program is made.

VI. Description of departmental plans for the future including assignment of responsibilities and a timeline.

Recognizing the need for closer evaluation of the Liberal Arts Core, both the lower division gtPathways and the upper-division EGC program, particularly in anticipation of the Higher Learning Commission review in 2015-2016, the budget for the General Education Coordinator in 2011-2012 has been increased with the position becoming a ½ time release position increased from a 1/3 time release. Paul McGurr will be on sabbatical in 2011-2012 and the Coordinator, General Education in 2011-2012 will be Robert Bunting who has taught EGC courses and who previously served as Assistant Dean in the School of Arts, Humanities and Social Sciences.

Plans for the future for the EGC program include:


  • Updating of Liberal Arts Core web-page including EGC section (2011-12)

  • Holding another EGC workshop (2011-2012)

  • Continuing current EGC assessment (on-going)

  • Initiating additional EGC assessment

    • Implementing Global Perspective Inventory (GPI) to measure EGC global-specific learning outcomes (2011-2012)

    • Developing rubrics for assessment of critical thinking (2011-2012) and action as responsible application of learning (2012-2013)

  • Preparation of documentation for Higher Learning Commission review (2013-2015)

VII. An attachment of course listings for the department.

The following is a listing of the approved EGC courses ( a listing including course descriptions can be found in appendix A):



EGC 300

Global Citizen Experiential Ed

EGC 301

Will of the People




EGC 302

Global Fire




EGC 303

Representations & Power

EGC 304

Imperialism, Indigenous People

EGC 305

Control of Nature




EGC 306

Culture Clash




EGC 307

Challenges of Global Literacy

EGC 308

Global Christianity




EGC 309

Spirit of Adventure




EGC 310

Seven Global Revolutions

EGC 311

Global Issues: Study Abroad

EGC 312

Global Wilderness




EGC 313

Media Ethics in Global Village

EGC 314

The Mediasphere




EGC 315

Performance Art




EGC 316

Ethnic Families in America

EGC 317

End of Oil




EGC 318

Agricultural Issues in Society

EGC 319

Social Poetry




EGC 320

Ecological Citizenship

EGC 321

Culture and Place




EGC 322

Emerging Infectious Diseases

EGC 323

Rivers of Thirst




EGC 324

Movements of Resistance

EGC 325

The Geography of Identity

EGC 326

Social Change in Action

EGC 327

Ecotexts







EGC 328

Medical Ethics: a Global Persp

EGC 329

World Music and Culture

EGC 330

World Ritual and Performance

EGC 331

Global Income Inequality

EGC 334

Computing: Global Community

EGC 335

Odyssey Through Wellness

EGC 336

Resources and the Environment

VIII. Degree requirements for all majors and minors in the program.

All Fort Lewis students are required to take two Education for Global Citizenship classes as part of the Liberal Arts Core. Therefore, the EGC program touches upon all Fort Lewis graduates.





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