1. What is Global Citizenship?
…and how the heck do I teach it?
Dr. Maggie Commins & Angie Edwards
CAFÉ workshop, October 19, 2017

2. What IS global citizenship?

3. Global Citizenship Alliance definition (globalcitizenshipalliance.org)
Broadly speaking, global citizens are consciously prepared to live and work in the hyper-complex interdependent society of the 21st century and contribute to improving the common global welfare. They are people who have developed the knowledge, skills, tools, values, and commitment to:
Understand the nature of globalization, including its positive and negative impacts around the world, and realize how it is transforming human society
Appreciate the diversity of humanity in all of its manifestations, from local to global, and interact with different groups of people to address common concerns
Recognize the critical global challenges that are compromising humanity’s future and see how their complexity and interconnections make solutions increasingly difficult
Collaborate with different sets of stakeholders, by thinking globally and acting locally, to resolve these critical challenges and build a more equitably sustainable world

4. JBIP definition
Global citizenship involves an awareness of self and others which impacts an individual’s ways of thinking and actions. Global citizens see themselves as members of the broader world community and understand that their actions can have both local and global impact.  The practice of global citizenship can take many forms, including decision making that considers impact on others, participation in political processes, community engagement, advocacy, and activism among other things.

5. Why is this important? Queens Mission:
"promote global understanding, encourage ethical living“
Gen Ed learning outcomes and AAC&U's LEAP Essential Learning Outcomes:
“Personal and social responsibility”
JBIP learning outcomes:
"As the result of participating in a John Belk International Program experience, students will be able to reflect on at least three ways to practice global citizenship."

6. Are students “getting it”?

7. Global Engagement Survey 2017 Queens results- 29 matched cases

8. Queens compared to total data set

9. Internal evidence JBIP participant survey & course artifact examples:
“Engage and follow groups/communities providing support to socio-economically dis-advantaged groups”
“Make environmentally sound decisions”
vs.
“Eat food out of your comfort zone”
“Meet new people”
When asked, “As a result of your time abroad, can you identify various ways to practice global citizenship while abroad and at home?”
Some students do seem to get it, but it isn’t a concept that comes naturally to all students. We need to be intentional and explicit in introducing and framing these concepts for them. We also need to prompt them to think about the world, their role in it, and how their individual actions can have a broader impact.

10. So how do I teach global citizenship effectively?

11. Service Learning Pre- and Post-thinking COURSE DESIGN
Concepts for any course
Pre- and Post-thinking
Engage in what it means to be a global citizen
Service Learning
Done carefully and intentionally
Project-based Learning
Connect students with real-world issues.

12. Resources Critical reflection – global citizenship
Schattle article and assignment (on MyQueens)
U. of Kentucky faculty toolkit on global citizenship
Global service-learning
Campus Compact Global Service Learning
Project-based learning
UN Sustainable Development Goals #teach
U.S. Global Leadership Coalition
Human Differences Project

13. More resources on the Pulliam Center MyQueens Page
Reflection guide
Service learning tips (Sutton)
Schattle global citizenship article
Link to Project-based Learning article
INS 350 Syllabus
JBIP ILO’s and rubrics
Links to the above resources 