Global Citizenship Learning Outcomes
The three broad goals for the Global Citizenship Certificate are:
1. Understanding diverse cultures and understanding cultures as diverse;
2. Preparing for citizenship, both local and global;
3. Cultivating intercultural competencies.
The following table articulates more specific outcomes for the Academic and Experiential components.
|Academic Grounding||1. Students have a deeper knowledge of historical, political, scientific, cultural and/or socioeconomic interconnections between the United States and the rest of the world.|
2. Students can describe contested assumptions and intellectual debates within global studies.
3. Students can articulate various perspectives within a culture.
|1. Students can describe a social problem requiring collective remedies that transcend national borders.|
2. Students are able to identify some of the ethical and moral questions that underlie a given intercultural transaction.
3. Students develop effective oral, written and visual skills to engage in deliberative dialogue, even when there might be divergent views.
|1. Students are able to interpret aspects of other cultures and countries with nuance and accuracy.
2. Students are able to traverse cultural borders with greater skill and comfort.
3. Students are able to work effectively with others who are different from them.
|Independent Project||1. Students critically evaluate power relations as they investigate the dynamics of intercultural transactions as applied to a social problem important to their independent project.||1. Students are empowered. They are more likely to believe their individual intervention in a global social problem is both possible and consequential.|
2. Students demonstrate courage to engage in social exchanges and enterprises, even when faced with radical cultural difference.
3. Students are adept at establishing equitable partnerships with people or groups that do not begin sharing power equally.
|1. Students are able to draw on their experience and understanding of social, political and economic systems to articulate clear and relevant principles of social justice, and to suggest and implement strategies that might expand opportunity and redress inequities.
2. Students reflect upon their values and experiences in crafting a plan for their future intercultural experiences.
3. Students are able to describe how they are defined and viewed through the perspective of their own culture.
These outcomes are based on and adapted from those offered in the Association of American Colleges and Universities’ publication, “Assessing Global Learning: Matching Good Intentions with Good Practice” (Musil, 2006).