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CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING

GLOBAL CITIZENSHIP & EQUITY PROGRAMS Student Manual · 2011

CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2

TABLE OF CONTENTS

THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3

GCE LEARNING OUTCOMES 3

WHAT IS GLOBAL CITIZENSHIP & EQUITY 3

HOW WILL A GCE PORTFOLIO BENEFIT ME? 4

WHAT IS A GCE PORTFOLIO? 4

ELECTRONIC PORTFOLIO 5

GCE PORTFOLIO DEVELOPMENT PROCESS 5

WHAT IS AN ARTIFACT? 5 Possible Artifacts 5

HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5 Things to Consider for Reflection 6

SUMMATIVE REFLECTIONS 6

ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6

ASSESSMENT OF PORTFOLIO 7

GCE PORTFOLIO CHECKLIST 7

GCE PORTFOLIO RESOURCES 7

REFERENCES 8

APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9 APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13

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THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY

The Signature Learning Experience (SLE) reflects Centennial College’s commitment to an educational process that focuses on global citizenship, social justice and equity. The SLE is a unique educational experience. It is a promise made to students that you will learn something valuable for your career success and possibly participate in transforming lives and communities through this learning.

As a student you will have opportunities through classroom and co-curricular activities to participate in meaningful projects that will help you gain an understanding of global citizenship, social justice and equity issues. You will document your growth in learning through assignments and reflections that will result in the development of an artifact. This collection of artifacts will make up your Global Citizenship & Equity Portfolio. You will create a portfolio that will address Centennial’s Global Citizenship & Equity (GCE) learning outcomes. In programs where a portfolio is already a requirement, you will simply add the selected pieces related to global citizenship, social justice and equity to your existing portfolio. Upon completion of your GCE Portfolio, you will receive a Statement of Recognition acknowledging Centennial’s Signature Learning Experience: Global Citizenship & Equity. GCE LEARNING OUTCOMES

The overall goals of the GCE Portfolio requires you to develop global citizenship and equity knowledge, skills and experiences as it relates to sustainability of resources, individual and community identities, critical social analysis, and enhanced personal and social responsibility. These are the learning outcomes that you will address when selecting artifacts for inclusion in your GCE Portfolio.

Artifacts should contain answers to at least one of the six areas of GCE learning outlined below:

1. How did you examine one’s roles and responsibilities as a global citizen in personal and professional life?

2. How did you examine beliefs, values and behaviours that form individual and community identities and the basis for respectful relationships?

3. Demonstrate how you analyzed issues of equity at the personal, professional and global level.

4. Demonstrate how you analyzed the use of the world’s resources to achieve sustainability and equitable distribution at the personal, professional and global level.

5. Identify and challenge unjust practices in local and global systems.

6. Demonstrate how one’s actions support personal and social responsibility at the local, national or global level.

WHAT IS GLOBAL CITIZENSHIP & EQUITY?

Centennial learners are citizens in the global sense through recognition that we must all be aware of our use of resources and find ways to live together in sustainable ways.

We must be able to reflect on the many identities that contribute to our whole being, which form who we are as individuals, as members of communities, in our roles and responsibilities and in our place in the world.

When we see that others are being treated with injustice, we know that we are responsible for trying to ensure that others are treated justly and provided with equitable opportunities as fellow citizens of the world.

We think critically about what we do and say, and make sure that our actions are inclusive, to bring about transformational changes in lives and communities for personal, career and societal benefits. The term citizenship has both legal and social meanings. In a legal sense, it is that set of rights and responsibilities granted to a people in recognition of their attachment to a particular country. In a social sense, it refers to the participation of people in their community as they fulfill and debate their rights and responsibilities i. Citizenship is when you belong to a community and understand your rights and responsibilities as a member of that community ii. Global Citizenship is an increasing awareness that our lives are connected to the lives of people across the world, that we are members of a global community with rights and responsibilities to do our part to ensure sustainability of resources, social justice and equity for all are achieved locally and globally.

To be a Global Citizen requires action. As participatory action, Global Citizenship can refer to the responsibility to reduce inequality, avoid doing actions that could harm individuals or communal well-being and take steps to protect and become more conscious of sustaining our environment. Global Citizenship means valuing the earth and every living thing’s right to live on it, in addition to acting upon our responsibilities both to each other and to our global community. Once you understand the term and continuously engage in the learning of Global Citizenship it will become a new way of thinking and behaving rooted in a belief that you can make a difference.

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A Global Citizen is someone who: • is aware of the world and has a sense of their own

role as a global citizen; • respects and values diversity; • has an understanding of how the world works

economically, politically, socially, culturally, technologically and environmentally;

• is actively involved in issues of social justice; • participates in and contributes to the community at a

range of levels from local to global; • realizes the importance of reaffirming or developing a

sense of identity and self-esteem; • addresses inequality within and outside school; • has a willingness to learn from the experiences of

others around the world; • is willing to act to make the world a more sustainable

place; • takes responsibility for their actions iii; • becomes aware of our use of resources and finds

ways to live together in sustainable ways; • is able to reflect on the many identities that

contribute to our whole being, that form who we are as individuals, as members of our communities and in our roles and responsibilities in the world

Equity is not separate from the concept of Global Citizenship; both terms mean allowing everyone to have an equal opportunity to achieve and have access to what our world has to offer in addition to basic human rights. Equity in action means to ensure there are equitable opportunities and benefits for all and recognizes that to be treated equitably some people may need more or different supports.

For example, a student with a learning disability may require more time to complete an exam or assignment. This action is not unfair but equitable because it addresses the barrier to achieving success that a learning disability can have on a student.

Therefore equity is not treating everyone the same but is broader, in that it is an understanding that includes how we can respond to all differences accordingly and fostering a barrier-free environment where individuals all over the world benefit equally.

Understanding and learning GCE through the development of a portfolio will allow you to display your ability to think globally and consider issues from a variety of perspectives. HOW WILL A GCE PORTFOLIO BENEFIT ME?

Employers today are very interested in aspects of diversity that lead to greater innovation and efficiency within the workplace. Understanding the concepts of GCE will allow

you to develop respectful working relationships, which works to foster productivity. Employers are looking to hire and maintain staff that can demonstrate problem solving skills, conflict resolution and ethical behaviours within the context of social, cultural and racial diversity. iv Additional benefits of a GCE Portfolio are: • A greater sense of confidence • Enhanced leadership abilities • A developed global consciousness • A competitiveness over other college graduates • Improved writing, interpersonal, critical thinking,

problem solving and communications skills • The ability to work cooperatively with people of

diverse backgrounds and beliefs • Positive relationship building skills

Portfolio learning allows you to track your personal and professional growth and development over time. A portfolio is a self-management tool that will help you to identify your strengths and track accomplishments.

Therefore, as a Centennial graduate who has completed and fulfilled the requirements of a GCE Portfolio you have significantly enhanced the skills necessary to succeed in a global environment with an increased level of self- confidence. This is a significant benefit to you and your journey of learning. WHAT IS A GCE PORTFOLIO?

The development of a portfolio is a process of documenting your learning. Each artifact selected for your portfolio should demonstrate your growth and understanding of GCE. The development of a portfolio is “the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about our world.” v

The documenting of how you have changed or altered your way of thinking to make you more inclusive, less discriminating, open, capable of change and reflective so that you can work to develop beliefs that incorporate aspects of GCE is this process. The focus of a portfolio in GCE is to understand how we learn to negotiate and act on our own purposes, feelings and meanings – to gain greater control over our lives as socially responsible, clear-thinking decision makers. vi

A portfolio is a collection of artifacts organized in a variety of formats (for example a binder, CD/DVD or website). Developing the GCE Portfolio requires you to develop artifacts that will include a reflection that documents the process of understanding and learning about these concepts.

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You are required to complete and submit a total of SIX artifacts for your program. Your artifacts must address at least ONE of the SIX GCE learning outcomes. However one artifact may address several learning outcomes.

In addition to an artifact you are required to submit a reflection that details your understanding of GCE. How to write a reflection in detail is outlined in the following section.

In Summary, a GCE Portfolio is: • A demonstration of the process of your learning and

understanding of GCE • A collection of purposefully selected materials that

support your learning and growth in GCE • A critical self-reflection of yourself and the world

ELECTRONIC PORTFOLIOS

An electronic portfolio means having artifacts and reflections formatted using computer technology. You may use various computer programs to develop artifacts for the GCE Portfolio. In summary, an electronic portfolio: • Can be saved as a web site or on a CD/DVD • Can contain the same information as a paper archive

portfolio and can include audio/video • Can be created in an interactive manner • Demonstrates not only organizational skills but also

computer skills • Can be accessed from anywhere there is a computer

However, you must consider the following questions before thinking about completing the GCE Portfolio electronically: • Do you have the computer skills to create and

maintain an e-portfolio? • Centennial College does not provide students with

free web site hosting therefore have you considered the costs for hosting a website?

• Will you be concerned about your personal information being accessible to anyone on the web?

• Are there items on the web site that you would not want people to copy or have access to make changes to? This means your work would have to be saved as PDF or other file protected formats.

As previously mentioned, if you are required to complete a portfolio for your program, you do not need to maintain two portfolios. Simply add your artifacts that speak to GCE to the program/career portfolio. GCE PORTFOLIO DEVELOPMENT PROCESS

The GCE Portfolio is a visual representation of your GCE experiences, knowledge, strengths, abilities, skills, qualities and learning. It will represent your potential as an individual/employee who is aware of one’s personal and social responsibilities in an inter-connected world.

Artifacts included in the GCE Portfolio will provide evidence that you have met the GCE learning outcomes. These artifacts will emerge from assignments, projects and/or activities that you complete as part of your academic course work as well as co-curricular activities and other life experiences during your program of study.

You will be introduced to portfolio development and given an initial portfolio “shell” assignment during a designated course in the first semester of your program. Once you are introduced to the GCE Portfolio process, the following are the steps you will need to take to complete your GCE Portfolio: • You will add your artifacts to this portfolio “shell” as

you progress through the program. • The GCE Portfolio Learning Advisor is introduced to

you at the beginning of the program • You add a GCE artifact from coursework and

accompanying reflection to the portfolio • You can add optional additional artifacts and

reflections arising from coursework, co-curricular activities, etc.

• You may meet with the GCE Portfolio Learning Advisor for guidance

• You may track the inclusion of artifacts on the GCE Portfolio Student Outcomes Tracking Form

SAMPLE OF THE GCE PORTFOLIO STUDENT OUTCOMES TRACKING FORM IN APPENDIX A WHAT IS AN ARTIFACT?

An artifact is an item that you have selected to include for the GCE Portfolio that will document your growth in learning. The artifact will demonstrate your skills, knowledge and experiences in the areas outlined in the GCE learning outcomes. These items can be classroom assignments, participation in co-curricular activities and other items approved by your GCE Portfolio Learning Advisor.

Possible Artifacts • Reflections • Research Papers/Assignments/Presentations • Poetry/Music/Art Forms • Actions/Activities/Involvements that may be through

volunteer activities, religious organizations, student clubs and/or other events on or off campus.

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GCE Portfolio Learning Advisor contact information: Yasmin Razack (Manager) 416 289-5000 ext. 3397 Julia Satov 416 289-5000 ext. 3364 Ann-Marie Fisher-Herdsman 416 289-5000 ext. 3365 Gabriel Bedard 416 289-5000 ext. 2432

HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO

A reflection is the written part of your GCE Portfolio that is submitted with your artifact. Your written piece should outline a process of describing, defining, explaining, predicting, arguing and critiquing an assignment or experience in which you have participated. A reflection is a written response to the artifact you have selected to submit for your GCE Portfolio. Your reflection should make sense of the artifact by demonstrating both the significance of the artifact selected and how it represents your growth in learning.

Reflections written for the GCE Portfolio will be assessed on your ability to demonstrate the following criteria: • Make connections to global citizenship? • Analyze what you have learned so far in your program

and how this affects your previous knowledge and beliefs?

• Ensure accurate and proper use of grammar and spelling?

Each artifact submitted for the GCE Portfolio is required to have a reflection accompanying it. This reflection has you reflect on the dimensions of GCE and/or your GCE experiences in doing the activity. The reflection should discuss the artifact by demonstrating both the significance of the artifact selected and how it represents growth in learning.

Things to Consider for Reflections • Write about your reactions, feelings and thoughts

regarding the artifact and how it relates to the GCE learning outcomes.

• Your reflection is assessed on your analysis and the conclusions you draw from your experiences.

• Your reflection will demonstrate personal and critical analysis of your interactions with the development of the artifacts and/or participation in co-curricular activities.

• In your reflection, examine the experience and relate it to perhaps your own previous life experiences, other courses you have taken, your understanding of how the information and experiences impact you, your community and globally.

• What are the questions that this artifact leaves you with? Are there differences/similarities between your past experiences and what you are learning?

• Examine the GCE learning outcomes and identify which of the learning outcomes you have achieved through completing this artifact and reflection.

• A reflection could also be an auditory reflection in the form of a video or other audio-visual formats. These reflections need to be included in the portfolio.

SAMPLE OF A REFLECTIVE PIECE IN APPENDIX B

SUMMATIVE REFLECTIONS

In addition to including artifacts and reflections, you will create a Summative Reflection for the portfolio at the end of your program or last semester. The Summative is an opportunity for you to discuss on paper, in art, in prose or in digital media what the GCE Portfolio has done for you. It allows growth by examining, understanding, questioning and challenging existing knowledge in education, in life and in work.

Below are some sample summative reflection statements to get you started. You can complete these statements with your own personal experiences. After examining your completed statements, as well as your reflections, you will be better able to write about what your own personal journey or learning has been while engaging in Centennial College’s Signature Learning Experience and developing the GCE Portfolio. It should be written in first person. This should be written in full sentences, paragraphs and have an opening, body and conclusion to the reflection. Grammar and spelling should be checked for accuracy. Below are the three recommended question to guide you through the writing of your Summative reflective piece: • How has the development of the GCE Portfolio

influenced my values, beliefs and/or actions? • How will I demonstrate global citizenship as a

Centennial College graduate? • What skills have I acquired from the development of

the GCE Portfolio that will benefit me in the workforce, in an interview, in a career?

SAMPLE OF SUMMATIVE QUESTIONS AND SUMMATIVE REFLECTIVE PIECE IN APPENDIX B ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR

You will be introduced to a GCE Portfolio Learning Advisor in the first semester of your program during one of your classes. It is your responsibility to meet with your GCE Portfolio Learning Advisor each semester. Meetings can take place in-person, by email or phone as appropriate and agreed upon by your GCE Portfolio Learning Advisor.

At the meeting, you are to share your updated GCE Portfolio with the Advisor and clarify any questions or concerns you may have. Each semester, you are to include

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 A folder, portfolio case, binder, website or other format in which to contain and organize your artifacts.

 A method for organizing different sections in your portfolio (e.g. tabbed dividers).

 Six artifacts from coursework, each incorporating one or more of the GCE learning outcomes.

 A reflection for each artifact  A summative reflection at the end of your program

reflecting on your overall learning and growth in the area of GCE.

one to two additional artifact(s) and a reflection about the selected piece in your portfolio.

The GCE Portfolio Learning Advisor may support you in the following ways: • Clarify questions regarding GCE Portfolio

requirements, format options, artifacts, process and assessment for successful completion.

• Provide ongoing support about artifacts you have selected for your GCE Portfolio that will demonstrate global citizenship, social justice and equity knowledge, skills and experiences.

• Direct you to useful on and off campus resources you may not be aware of.

ASSESSMENT OF PORTFOLIO

All artifacts that are academic assignments will have been assessed by the faculty member who assigned them. They will not be assessed by the GCE Portfolio Learning Advisor. • All artifacts included in the portfolio must have a

reflection describing how the artifact demonstrates connection to the GCE learning outcome(s); unless these were part of the original assignment and previously evaluated by faculty.

• If an artifact is included that was not assigned by a faculty member but was done independently or as a co-curricular activity, it also requires a reflection.

• At least one artifact that addresses at least one of the learning outcomes should be added to the portfolio every semester.

If another kind of portfolio is a requirement of the student’s program the GCE artifacts can be incorporated into the one portfolio – these are evaluated by the faculty. GCE PORTFOLIO CHECKLIST

The following is a checklist of the required elements of your GCE Portfolio:

GCE PORTFOLIO RESOURCES

This student manual has been produced to help you understand the requirements of the GCE Portfolio. However, there are various supports at Centennial College that can assist you as you develop your artifacts and portfolio.

Centre for Organizational Teaching and Learning (COLT) Peer Collaborative Learning Circles are small groups that will be made available to you in order to discuss and debate different aspects of GCE as well as the process of GCE Portfolio development. This will be offered once a semester in order to first introduce the concepts and requirements of the GCE Portfolio; other discussions will follow that will include topics that connect the concepts of GCE to learning of the program in which you are currently enrolled.

GCE Co-Curricular Initiatives Co-curricular GCE activities for students will also be offered through COLT. Attendance at these events is voluntary and can result in an artifact for inclusion in the GCE Portfolio.

Several other areas and programs in the college, such as the Office of Equity, Centennial College Student Association Incorporated (CCSAI) and the First Generation Project, will organize events and activities that may have a GCE connection. Reflections on participation in these activities can also be used as additional artifacts for inclusion in the GCE Portfolio.

Libraries The college libraries have purchased a large quantity of books and other media resources related to GCE. They also have a selection of books about portfolio development and librarians are available and willing to help student, staff and faculty source relevant materials. There are small meeting rooms for students to use and also areas for viewing media.

Cooperative Education & Employment Resources Although focused on portfolios for career use, Student Employment Advisors are available to meet with students individually and can assist them with common portfolio issues such as organization, appearance, and general portfolio development. They also have a sample portfolio that they can look at for reference. However, the GCE Portfolio Learning Advisor should be your primary contact for help with selecting GCE artifacts, reflections and meeting the GCE learning outcomes.

The Cooperative Education & Employment Resources department provides a web based tool free to all Centennial students for development of an online portfolio. Visit centennialcollege.optimalresume.ca

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REFERENCES i http://syllabus.boardofstudies.nsw.edu.au/go/7-10/hsie/history/glossary ii http://www-ilomirror.cornell.edu/public/english/protection/migrant/ilmdb/ilmterms.htm iii Oxfam,1997 – www.oxfam.com iv Ibid v Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey -Bass. vi Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.),

Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco, CA: Jossey-Bass.

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APPENDIX A - STUDENT OUTCOMES TRACKING SHEET

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GLOBAL CITIZENSHIP & EQUITY PORTFOLIO STUDENT OUTCOMES TRACKING FORM

Global Citizenship & Equity Learning Outcome

Develop global citizenship and equity knowledge, skills, and experiences as they relate to sustainability of resources, individual and community identities and critical social analysis, and enhanced personal and social responsibility.

MEASURABLE OUTCOMES

1. Identify one’s roles and responsibilities as a global citizen in personal and professional life. 

2. Identify beliefs, values and behaviours that form individual and community identities and the basis for respectful relationships.



3. Analyze issues of equity at the personal, professional, and global level 

4. Analyze the use of the world’s resources to achieve sustainability and equitable distribution at the personal, professional, and global level



5. Identify and challenge unjust practices in local and global systems 

6. Support how one’s actions support personal and social responsibility at the local, national or global level 

Measurable Criteria • Identify equity issues in a given topic • Make connections to global citizenship • Analyze topics from multiple perspectives • Make decisions and recommendations for action

Instructions: • Add one artifact per semester from the program courses (not GNED 500) that address one or more of the above learning outcomes

and complete the chart below. • Indicate which learning outcomes have been addressed by writing its corresponding number in the appropriate column. • As you include an artifact addressing the learning outcomes above check the box next to it. • All of the 6 measurable learning outcomes must be addressed by the end of your program (all 6 boxes checked off).

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SEMESTER 1 ARTIFACT: