CARYN MCTIGHE MUSIL SENIOR SCHOLAR AND DIRECTOR OF CIVIC LEARNING AND DEMOCRACY INITIATIVES INSTITUTE FOR INTEGRATIVE LEARNING AND DEPARTMENTS JULY 10, 2014 Civic, Global, and US Diversity: A Means and End for Integrative Learning

Goals of the Workshop Getting an additional slant on integrative learning by examining what it meant to three dynamic educational reform movements. Identifying some of the distinguishing and overlapping contributions, pedagogies, and disruptive presences of these three intellectual and social movements. Consider what might be learned from the approaches and content of these three that can enrich, embolden, and sharpen your current plan.

Format for the Workshop 9:00-9:10Welcome and overview 9:10-9:30Lessons about integrative learning from three educational reform movements Schools that are applying those lessons 9:30-10:10Harvesting insights from them for your current ILD proposed plan

W.E.B Du Bois Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental.... The freedom to learn... has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. "The Freedom to Learn,“ 1949

Which side is integrative learning? Integration as combining, blending, fusing Smooth, easy Unifying Integration as radical disruption of previous norms Unsettling, difficult Transformative

LEAP: Essential Learning Outcome Three Personal and Social Responsibility (PSR) -- Civic learning and democratic engagement— local and global -- Diversity and global knowledge and intercultural competence -- Ethical reasoning and action -- Foundations and skills for lifelong learning Anchored through active involvement with diverse communities and real-world challenges

Key Markers of U.S. Diversity and Learning Radical challenge to existing norms Questioned dominating assumptions and narratives Brought to light new knowledge, histories, cultures Linked knowledge to social issues Underscored the validity of social justice and equality as areas of academic investigation as well as part of the purpose of higher education

Diversity: Key Consequences to Students Created a home within an otherwise alien and often hostile and dismissive academic environment Affirmed identities and communities of origin Helped draw students to college and keep them there Contributed to their ability to work cooperatively with others Increased ability to take seriously the perspectives of others and be open to having their own views challenged Empowered students and nurtured a sense of agency Nurtured their sense of being creators of knowledge Honed critical thinking skills

Diversity: Signature Pedagogies Student-centered Collaboration Multi-perspectival, comparative Using knowledge as a means of liberation Using knowledge to effect social change Using knowledge to understand systems of oppression Community-based learning and research

Key Markers of Civic Learning and Democratic Engagement Takes higher education out of its insular geographic boundaries Introduces new issues into the classroom Applies knowledge to addressing large social issues and ameliorating human needs Expands the notion of who the experts are and where necessary expertise is located Puts on the academic agenda stark inequalities, dysfunctional political processes, and the power of collective action

Civic: Consequence to Students Helps them make sense of what they were learning in their classrooms Gives them a sense of purpose Reinforces their desire to address inequities in the world Increases tolerance and the ability to work well with others Contributes to their sense of efficacy and power to affect social change Helps attract them to college and keep them there

Civic Pedagogies Applying knowledge to address real world issues Service-learning and community-based research Deliberation and sustained dialogue Reflection Campus/community partnerships to address identified problems

Markers of Global Learning Introduces systems thinking and notion of interdependence and connectivity Disorients the norm, the assumed center, the comfortable orientation Creates spaces for examining and addressing shared global issues like food, climate change, income inequality, health Underscores the importance of becoming adept and respectful boundary crossers Contributes to an expansive notion of diversity

Global: Consequences to Students Enhances their intercultural capacities Helps them locate their sense of identity within a larger sphere Challenges them to make connections Heightens their sense of social responsibility Contributes to their ability to work with others to effect social change for equitable ends Enriches their pluralistic orientation and openness to difference

Global Pedagogies Intercultural dialogue and communication Comparative analyses and projects Making connections visible: following a commodity forward or backward Big Questions, Big Themes, Big Issues Community-based research, projects, and partnerships

 TO THEIR OWN FIELDS  TO ACADEMIC INSTITUTIONS Lessons in Integrative Transformation

FROM ACCESS TO WIDE-RANGING CAMPUS INNOVATIONS IN MULTIPLE LOCATIONS FROM SINGLE, ISOLATED PROGRAMS TO MORE COMPREHENSIVE INSTITUTIONAL APPROACHES EMERGENCE OF NEW STRUCTURES TO COORDINATE DIVERSITY INITIATIVES Diversity Integrative Transformations Association of American Colleges and Universities,

More Diversity Transformations, 2 DIVERSITY WITHIN GROUPS AS WELL AS ACROSS GROUPS FROM SINGLE TO MULTIPLE AND INTERSECTING DIFFERENCES DIVERSITY BOTH EXISTS AND CHANGES BEYOND U.S. BORDERS Association of American Colleges and Universities,

Global Studies Integrative Transformations FROM ONLY EUROPE TO MORE OF THE GLOBE FROM “US” and “THEM” to “WE” FROM “OVER THERE” TO EVERWHERE FROM ASSUMING DISCRETE, INDEPENDENT NATION STATES TO INTEGRATED GLOBAL SYSTEMS Association of American Colleges and Universities,

More Global Transformations, 2 FROM ONE NON-WESTERN COURSE IN GENERAL EDUCATION TO ADDRESSING GLOBAL ISSUES IN MULTIPLE CLASSES FROM VISITING A PLACE TO BEING PART OF A PLACE AND A PERSPECTIVE FROM THE COLONIZERS’ VERSION TO THE SUBALTERNS NARRATION OF THEIR OWN HISTORIES Association of American Colleges and Universities,

Civic Integrative Transformations FROM VOLUNTEERING ONE’S TIME EPISODICALLY TO MORE SUSTAINED ENGAGEMENT THROUGH ACADEMIC COURSES FROM ONE-WAY TO TWO-WAY EXCHANGES FROM “WE” and “THEM” to “US” FROM A SINGLE CIVIC MODEL (Service Learning) TO MULTIPLE CIVIC MODELS Association of American Colleges and Universities,

Civic Transformations, 2 FROM RANDOM CURRICULAR AND CO-CURRICULAR ACTIVITIES TO MORE SEQUENTIAL AND DEVELOPMENTAL CIVIC PATHWAYS FROM INDIVIDUAL CHARITY TO WORKING COLLECTIVELY WITH COMMUNITY PARTNERS TO CREATE FAIRER, MORE HUMANE SOCIETIES FROM SINGLE COORDINATOR IN STUDENT AFFAIRS FOR VOLUNTEER EFFORTS TO MORE STRUCTURED AND WIDELY DISPERSED LEADERSHIP

Small Group Discussions 1. Dyads: Do you think your current ILD plan is integrative smooth and unifying or integrative difficult and transformative? 2. Group of 4-5: A. Was there anything in the presentation about the disruptive presences of diversity, civic, and global learning that made you want to embolden your current ILD plan? If so, how?

Small Group Discussions 2. B. How have you incorporated any or all three of these powerful and disruptive intellectual reform movements into your own ILD plan for Integrative Learning? C. What distinguishing markers and/or pedagogies from diversity, civic, global education might you adopt within your current ILD plan to enrich it?

Integrative Learning as Disruptive and Transformative Association of American Colleges and Universities “Educational practices and diverse learning environments should provide students with skills that will serve them throughout their lives. Equally important, however, are practices that prepare students for the society we aspire to become, practices that empower them to create a world that is more equitable, just, democratic, and sustainable.” Sylvia Hurtado and Linda DeAngelo