1. Competencies for Effective Global Citizenship A Framework to Guide Community College Program Development

2. OVERVIEW Background The Framework What Now?

3. BASIS FOR THE FRAMEWORK Experience of earlier Commission for the Future Experience of earlier Commission for the Future Traditional cross-cultural training and international education programs Traditional cross-cultural training and international education programs Collective experience of Commission for the Future colleagues Collective experience of Commission for the Future colleagues Triple bottom Line perspective Triple bottom Line perspective Linkage to Other Task Forces – e.g. Sustainability Linkage to Other Task Forces – e.g. Sustainability

4. WHAT WE DID NOT DO Start with a comprehensive literature review Start with a comprehensive literature review Feel constrained by traditional academic discipline thinking Feel constrained by traditional academic discipline thinking Limit our thinking to what was affordable Limit our thinking to what was affordable

5. SOME LINKS TO EXISTING LITERATURE Success in medicine is a function of technical functional skills and “professionalism” Success in medicine is a function of technical functional skills and “professionalism” There is evidence of a link between cross cultural experience and creativity under certain conditions There is evidence of a link between cross cultural experience and creativity under certain conditions Intercultural competence is not about adaptation but about engaging intercultural conflict as a tool for learning Intercultural competence is not about adaptation but about engaging intercultural conflict as a tool for learning

6. OUR PROBLEM STATEMENT “What are the skills required for 21 st century citizenship?” “What are the skills required for 21 st century citizenship?”

7. THE FRAMEWORK FOUNDATION 1 2 3 1 Economic 2. Social/Cultural 3. Environmental.

8. THE MODEL Framework Competencies x Technical/ Functional Vocational Competencies = Effective 21 st Century Citizenship

9. FOUNDATION COMPETENCIES Information LiteracyInformation Literacy Critical ThinkingCritical Thinking CommunicationCommunication Conflict ResolutionConflict Resolution

10. 1. ECONOMIC COMPETENCIES a. Personal financial management b. Economics of the firm c. National economic systems d. Global trading system e. Environmental economics f. Wealth creation, distribution and poverty

11. 2. SOCIAL/CULTURAL COMPETENCIES a. Personal values clarification b. Inter-cultural effectiveness c. Comparative religions/philosophy d. Political geography e. Language f. History g. The arts

12. 3.ENVIRONMENTAL COMPETENCIES a. Explain the meaning and significance of sustainability and sustainable development. b. Explain how sustainability relates to personal values and personal roles (e.g. citizen, parent, employee, consumer, etc.) c. Explain how sustainability applies to one’s relevant local community (e.g. campus, town, neighborhood, etc.) d. Systems thinking and system interrelationships – organizational level

13. 3. Environmental Competencies (cont’d) e. Systems thinking and system interrelationships – national level f. Systems thinking and system interrelationships – global level g. How policy choices impact sustainability e.g. energy, transportation, agriculture, regulation, taxation, etc.

14. A Corporate View This year’s third grade will be college seniors in 2020 the year my company will be totally sustainable- zero footprint……What must those students learn to work for my company……? Internal combustion engines – no. Fuel cells-yes. Central coal-fired power stations – no. Photovoltaics,wind generators and biomass, yes. Economics that ignores externalities, no. Economics that take into account externalities like the cost of pollution so an honest market can work – yes. … The old view of reality will be rejected and new thinking will be embraced. That’s what students will have to learn. This year’s third grade will be college seniors in 2020 the year my company will be totally sustainable- zero footprint……What must those students learn to work for my company……? Internal combustion engines – no. Fuel cells-yes. Central coal-fired power stations – no. Photovoltaics,wind generators and biomass, yes. Economics that ignores externalities, no. Economics that take into account externalities like the cost of pollution so an honest market can work – yes. … The old view of reality will be rejected and new thinking will be embraced. That’s what students will have to learn. Ray Anderson, Former CEO Interface, Inc. Ray Anderson, Former CEO Interface, Inc.

15. WHAT NOW? Strengthen strategic commitment to global competency development Strengthen strategic commitment to global competency development Continual refinement and elaboration of the framework Continual refinement and elaboration of the framework Uses of the framework Uses of the framework Faculty developmentFaculty development Student advisingStudent advising Curriculum auditCurriculum audit Program DevelopmentProgram Development

16. Faculty Development Highest leverage activity is to strengthen global competencies of faculty Highest leverage activity is to strengthen global competencies of faculty Use framework to guide faculty in developing individual development plans Use framework to guide faculty in developing individual development plans Use framework to guide topics for faculty colloquia and symposia Use framework to guide topics for faculty colloquia and symposia Use the framework in faculty hiring and promotion decision making Use the framework in faculty hiring and promotion decision making

17. STUDENT ADVISING Framework is a guide for lifelong learning Framework is a guide for lifelong learning In new student orientation expose students to the framework and help them conduct self-assessments In new student orientation expose students to the framework and help them conduct self-assessments Define the most relevant elements of the framework to serve as supporting competencies for academic concentrations Define the most relevant elements of the framework to serve as supporting competencies for academic concentrations Assist students in self-guided development to build relevant competencies Assist students in self-guided development to build relevant competencies

18. CURRICULUM AUDIT Many of the competencies are developed by existing academic programs Many of the competencies are developed by existing academic programs Build a competency map to link existing courses to competencies Build a competency map to link existing courses to competencies Identify competency “gaps” on a program by program basis Identify competency “gaps” on a program by program basis

19. PROGRAM DEVELOPMENT Utilize the framework in the design/assessment of new and existing programs Utilize the framework in the design/assessment of new and existing programs Community economic developmentCommunity economic development Industrial trainingIndustrial training Academic programsAcademic programs

20. QUESTIONS & SUGGESTIONS