Global Citizenship Summit by Salzburg Global Seminar

SUMMIT REPORT

Global Citizenship Summit

SALZBURG GLOBAL SEMINAR MELLON-GLOBAL CITIZENSHIP PROGRAM

Salzburg Global Seminar would like to thank the hosts of the Global Citizenship Summit: Clark Atlanta University, Morehouse College and Spelman College Salzburg Global Seminar is also grateful for the generous support of the Andrew W. Mellon Foundation that makes the Mellon Global Citizenship Program possible.

Mellon-Global Citizenship Program October 29 to 31, 2016 Atlanta, GA, USA

Global Citizenship Summit

Report Author: Adam Beeson

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Table of Contents 05

Overview

06 Background 07

Summit Report

Opening Remarks

Context Setting

Views from M-GCP Partner Institutions Multi-Campus Collaboration: A Necessity in Global Citizenship Education? What Global Citizenship Education Means to Students

Building Strategic Partnerships Implementing Global Citizenship Education Through Strategic Partnerships: Academia and Beyond

Key Issues in Global Citizenship Education

The Global Imperative and Its Importance in Higher Education

Thematic Group Meetings and Results

The Vital Role of Global Citizenship Education

Conclusion

The specific “constellation of ACA

Overview Approximately fifty educators and practitioners with a commitment to the values of global citizenship education gathered at Clark Atlanta University in Atlanta, Georgia October 29 to 31, 2015 for the first annual Global Citizenship Summit as part of the Mellon Global Citizenship Program (M-GCP). The Summit brought together representatives from approximately twenty of the M-GCP institutions to showcase innovative global citizenship education approaches, share information and results, align work across the various activities, develop follow-up or “spin-off” activities, and plan for the ongoing sustainability of these activities. In respect to the latter, representatives determined action steps towards the creation of a Global Education Consortium to advance collaboration and deepening of global citizenship education activities.

and HBCU institutions offers a unique opportunity, through cooperation, to make ‘globalization at home’ and ‘citizenship without borders’ a powerful and tangible learning experience.

”

David Goldman Manager, Mellon-Global Citizenship Program

Prominent experts in global citizenship education as well as members of the Advisory Council of the M-GCP also attended the Summit, which focused on the theme Sustainability and Innovation. An Undergraduate Research Conference with the theme, Global Sustainability: Cultural and Scientific Issues and Perspectives, was organized by Lindsey Wilson College and held concurrently at Clark Atlanta University on October 30. Building on the rich history and legacy of civil and human rights as well as global engagement, the Summit also partnered with Atlanta-based institutions for events at the Jimmy Carter Presidential Library and Museum and the National Center for Civil and Human Rights, Inc. The program format included a series of panels and keynote presentations, Thematic Groups aimed at developing concrete and practical strategies for strengthening and expanding global citizenship education activities through institutional collaboration, time to work with colleagues from other colleges and universities to develop ideas for the 2016 Request for Proposals for M-GCP funded projects, and a meeting of the M-GCP Leadership Circle to take specific steps towards realizing a long-term alliance between HBCU and ACA colleges and universities focused on integrating global citizenship education in the form of a Global Education Consortium (GEC).

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Background Salzburg Global Seminar launched the Mellon Global Citizenship Program (M-GCP) in 2014 to deepen and consolidate the successful global citizenship education work initiated with institutions affiliated with the Appalachian College Association (ACA) and Historically Black Colleges and Universities (HBCU). The M-GCP furthers innovative work begun on the 36 US college and university campuses that were selected to participate in the multi-year Mellon Fellow Community Initiative (MFCI) between 2008 and 2013. The MFCI enabled these institutions to move toward becoming sites of global citizenship education, and began to test new models for multi-campus collaboration. Through the M-GCP, these select institutions are supported in their efforts to expand collaborative activities, demonstrating the powerful value-added impact of cooperation among ACA and HBCU institutions, and building the case for creating an independent organization to support ongoing joint projects and initiate new ones. This proposed new organization, conceived as a ‘Global Education Consortium’ to grow out of the M-GCP, will affirm the leadership of the participating colleges and universities in global citizenship education activities and, importantly, deepen the ties among these institutions. The ACA and HBCU institutions share many common attributes based on their long histories serving unique and diverse student bodies and the broader communities around them. Their distinct communities and geographical distances, however, have not encouraged collaboration among them. The MFCI not only encouraged, but actively supported, partnerships between institutions and validated the multiple benefits that resulted from these cooperative efforts. The M-GCP, which will operate through 2017, provides modest grants, on a competitive basis, to the participating institutions in four key areas, which were identified by the institutions themselves: • • • •

Global Education Visiting Specialist Series Study Away Incentive Program Global Citizenship Summits Undergraduate Research Conferences

In addition, the presidents and senior administrators of the participating institutions have been invited to participate in a Global Education Leadership Circle. The Leadership Circle identifies strategic opportunities for the member campuses to participate in creating and sustaining the proposed Global Education Consortium and will help to shape the formation of the Consortium.

The Mellon-Global Citizenship Program (M-GCP) grew from the Mellon Fellow Community Initiative, which, in addition to programs in the US, also held programs at Schloss Leopoldskron, home of Salzburg Global Seminar

Summit Report Opening Remarks The Summit opened with a brief overview of why global citizenship education is integral to the work of HBCU and ACA institutions and how this work is being supported by the M-GCP of Salzburg Global Seminar. Bettye M. Clark, interim provost and vice president for academic affairs at Clark Atlanta University, welcomed participants and discussed the institution’s legacy of global citizenship education. Clark Atlanta University was an original host of President Barack Obama’s Young African Leaders Initiative, a program that welcomed African entrepreneurs and civic leaders to the university, and it enrolls international students from various countries while offering its domestic students numerous study abroad opportunities. She expressed a hope that the Summit will help to energize and invigorate ways to address the complex challenges of the United States and the world through higher education. Clarissa Myrick-Harris, associate provost for pedagogical and curricular initiatives at Morehouse College, explained how for more than half a century Atlanta has proclaimed itself an international city – as home to the largest international airport in the world and host of the 1996 Summer Olympics – and expressed her belief that the Summit is one of the most important reaffirmations of the city’s proclamation. She detailed the importance of the Summit in nurturing the next generation of world leaders to have the necessary knowledge, awareness, and understanding of the complexities of today’s world and quoted Scotland’s IDEAS Forum in defining global

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citizenship as nurturing “personal respect and respect for others, wherever they live. It encourages individuals to think deeply and critically about what is equitable and just, and what will minimize harm to our planet.” Morehouse College offers a number of programs through its Andrew Young Center for Global Leadership that focus on the development and education of future global leaders. With regards to the origin of the Summit, Charles Moses, interim dean of the School of Business at Clark Atlanta University, explained that he first became involved in global citizenship education seven years ago during the inaugural meeting of HBCU and ACA institutions in Salzburg at part of the Mellon Fellow Community Initiative (MFCI), the predecessor to the M-GCP. He provided an overview of the history of collaboration between HBCU and ACA colleges and universities that attended that first session in Salzburg, where partner institutions discovered commonalities that are sustained to this day.

Dimenji R. Togunde, associate provost for global education and professor of international studies at Spelman College, outlined the challenge facing colleges and universities in the age of globalization. Higher education institutions are confronted with the need to produce graduates who are able to function in a highly complex, interdependent society and make positive change. This need has been demonstrated by the work of the M-GCP. He noted that the goals of the Summit are consistent with those at Spelman College, where $17 million has been raised to internationalize the campus through the Gordon-Zeto Center for Global Education. He expressed his hope on behalf of Spelman College that all institutions come away from the Summit with ideas that can enhance what HBCU and ACA institutions have already been doing in the area of global citizenship education.

Context Setting Nancy Smith, manager of the M-GCP, recounted the development of the initiative as one that advances the innovative work begun on 36 US college and university campuses through the MFCI. Salzburg Global Seminar views the Summit as an opportunity for partner institutions to step back and get inspired again about the global education work being done on their campuses. She reminded participants how creative and unusual the work of global citizenship education truly is, and that a special aspect to that work is the HBCU-ACA multi-campus collaboration, declaring that the work “is not business as usual.” The Summit aims to highlight the increasing importance of global citizenship education and showcase the innovative efforts underway at the participating institutions. It also provides an opportunity for the participants to expand and deepen their networks and catalyze new projects, programs and partnerships across, and outside, their campuses.

Two of the venues of the Global Citizenship Summit

She encouraged participants to convene individually and in small groups throughout the Summit to express their vision for the future of the M-GCP and to discuss key questions, such as the value of HBCU-ACA partnerships, how the project can be sustained moving forward, what the narrative of global citizenship education is for each partner institution, and how partnerships within and outside of academia can promote global citizenship education. The Summit serves as an example of how colleges and universities are working with the local community, with program activities at the Jimmy Carter Presidential Library and Museum and the National Center for Civil and Human Rights illustrating the interconnectivity between academia and the private sector, government, and non-profit organizations.

1. Morehouse College 2. Clark Atlanta University

The Summit theme of Sustainability and Innovation was touched upon by David Goldman, manager of the M-GCP, who challenged participants to reflect on innovation as a concept of the work this unique constellation of institutions is doing in global citizenship education and what innovation is necessary to sustain and develop the project in the future. One of the goals of the M-GCP, as outlined by participating HBCU and ACA institutions and inputs gathered from multiple focus meetings with institutional representatives, is to form a Global Education Consortium to sustain global citizenship education by strengthening and incentivizing the cooperative and networking dimension of the ACA-HBCU consortium, improving the capacity for cross-institutional learning, transitioning from a Salzburg Global Seminar â&#x20AC;&#x153;facilitatedâ&#x20AC;? arrangement to a self-organizing cooperation among the institutions involved, and creating wider awareness within higher education circles and beyond of the exemplary nature of this unusual coalition of

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institutions. He encouraged participants to use the Summit as an opportunity to discuss collaborative projects to submit for the next round of M-GCP grants. Finally, Ronald A. Johnson, president of Clark Atlanta University, discussed the wider goals of global citizenship education and outlined the challenges that higher education faces in preparing students to live and work in a highly complex, interdependent world. He noted that global citizenship education combines various projects found across university spaces. There is a focus on ethics, a focus on environmental sustainability, a focus on democracy, and a focus on being stewards of place. Global citizenship education, he said, is “the envelope that captures all of those spaces and brings them together in a quilt of interaction.” He outlined two forces in the global environment that are at odds: globalization and “balkanization”. Globalization is the consolidation and convergence between industries and cultures. It is moving towards a more homogeneous global environment. At the same time there is a reactive force, balkanization, which is charging full speed ahead and creating conflict, citing unrest in the Middle East and within domestic U.S. politics as examples. He expressed the importance of global citizenship education as “the giant envelope” that captures these forces of change and noted the collective voice from the global citizenship perspective as the one that can make a dent in this conflict, adding that the benefit of collaboration is that we improve our understanding of each other and how we relate to the world itself. Another reason he cited for global citizenship education is that no one area, discipline, or school has the answer for something as complex as life on this planet. The answers, he said, must come from listening to collective voices and then making sense of these voices from a common set of goals and values, adding that the greatest expansion of intellectual knowledge does not come from one place. Universities, therefore, must break free of the silos within which they tend to operate and look at mechanisms for collaboration. He expressed the need for universities to form a relationship between research, teaching, and service to engage students in a way that helps them realize they can make a difference in their world today.

One benefit of “global citizenship collaboration is that we improve our understanding of each other and how we relate to the world itself.

”

Dr. Ronald A. Johnson President, Clark Atlanta University

Views from M-GCP Partner Institutions

Global citizenship “education is a vibrant

As indicated, the Summit aimed to discuss the process and results of the M-GCP programmatic activities and to share and receive feedback on deepening global citizenship education work. In order to cover a wide range of programmatic experiences, panels were constructed that included faculty and administrators from M-GCP partner institutions as well as current and former students who have participated in global citizenship education initiatives on their campuses.

and integrated part of our campus. We have revised our general education requirements to include the student-learning outcome ‘engaged local and global citizenship,’ and we have started a Center for Global Citizenship on campus. When the opportunity arose to collaborate with HBCUs, we jumped on it.

Multi-Campus Collaboration: A Necessity in Global Citizenship Education? PANELISTS INCLUDED

: Keshia Abraham

Dean, School of Arts and Sciences and Chair of the Humanities Department, Florida Memorial University

David Howell

Dean, School of Arts and Humanities and Professor of Religion, Ferrum College

Bettie Starr

Vice President for Academic Affairs, Lindsey Wilson College

”

Dr. Bettie Starr Vice President for Academic Affairs, Lindsey Wilson College

MODERATOR:

David Goldman

Manager, Mellon-Global Citizenship Program

All panelists on the first participant panel represented institutions that received M-GCP grants in 2015. Panelists reflected on the process of conceptualizing their proposals, forming collaborative partnerships and the successes and challenges of implementing programmatic activities in global citizenship education on and across their campuses.

David Howell recounted that Ferrum College received a visiting specialist grant for collaboration with Bennett College and King College. All three institutions worked together in previous MFCI activities and, as a result of that work, King and Bennett collaborated on a joint honors course that included Skype calls, campus visits, and a culminating trip to Salzburg Global Seminar to participate in a week-long session of the Global Citizenship Program (GCP), which students from Ferrum joined as part of a globalizing religion course. Howell indicated that the connections and professional relationships they developed through the M-GCP have resulted in opportunities to collaborate on significant global education programs on all three campuses, noting that there was also a sense of accountability since all three institutions wanted to make the partnership work. The three partners were interested in ways to globalize the curriculum, with King and Bennett developing a global studies minor and Ferrum building a specific global awareness perspective into its general education requirements.

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A key question emerged from discussion across each campus: how can each institution ensure all of its students have opportunities to gain knowledge, skills, and the disposition to become global citizens? To help answer this question, the three institutions applied for a 2015 M-GCP visiting specialist grant. Instead of asking an expert to visit each of the three campuses, the partners decided to convene five to seven representatives from each institution at Ferrum College to hear from M-GCP Advisory Council member Madeline Green, senior fellow at the International Association of Universities and NAFSA: The Association of International Educators. As a result, the three partners worked within their own unique institutional contexts but also had the opportunity to receive feedback from one another and the visiting specialist. The formal program of the workshop included plenary sessions on course and curriculum design, assessment, and opportunities to further collaborative work. Howell noted the importance of faculty development as a key component to global citizenship education, as significant resources and time must be invested to understand what it takes to teach a global course, including what material to teach and how to interact with and assess students. Finally, he emphasized that for small colleges, like those participating in the M-GCP, the availability of resources is a major factor in sustaining these types of activities and thus these types of institutions should work together through joint grant writing to build economies of scale. Like Ferrum College, Lindsey Wilson College has a long relationship with the MFCI and their involvement coincided with an institutional revision of the general education requirement. One student-learning outcome in this revision was the promotion of â&#x20AC;&#x153;engaged local and global citizenship.â&#x20AC;? Bettie Starr reported that the student-learning outcome is now a requirement in the core curriculum at the college while each major has also incorporated the theme at the intermediate and mastery levels, and therefore every student at

Left to right: David Howell, Bettie Starr, Keshia Abraham and David Goldman

the college is part of the global citizenship experience. The college started a Center for Global Citizenship as a result of its participation in the MFCI and aims to make global citizenship education a vibrant, integrated part of the campus. Lindsey Wilson received two grants in 2015. The first grant was the Undergraduate Research Conference Global Sustainability: Cultural and Scientific Issues and Perspectives in collaboration with Clark Atlanta University, October 30, 2015, during which 15-17 students from three M-GCP partner institutions presented their work through local and global lenses. Starr expressed her hope that this conference will grow into something influential, but also recommended a planning session before future conferences to discuss potential research projects. The second grant Lindsey Wilson received was for the study away proposal Trading Places, also in collaboration with Clark Atlanta University, during which eleven business students and one faculty member from Clark Atlanta University traveled to rural Kentucky for a week-long visit to Lindsey Wilson around the theme of business and sustainability. Lindsey Wilson students later visited Clark Atlanta University with the aim of both groups of students learning about the experiences of their peers while stepping outside of their comfort zones.

Keshia Abraham described the process of identifying a partner with which to collaborate on global citizenship education activities. Noting the valuable role of faculty in driving cross-institutional collaboration, she discovered in researching potential programmatic partners a faculty connection in the English Department at Berea College, an ACA institution that houses an African Studies Center and offers a major in African studies. Upon contacting the college, Abrahams recognized that a central issue that united Florida Memorial University and Berea College was global citizenship education and the global African Diaspora. The institutions were awarded a 2015 M-GCP visiting specialist series grant for their Global African (Diaspora) Citizenship program. In addition, the institutions will collaborate through their campus music ensembles, with Florida Memorial University students traveling to Ghana to perform with Berea College, an unusual example of an HBCU institution offering a program in Africa as a result of a partnership with an ACA institution. Florida Memorial’s participation in the M-GCP served as the impetus for revising its core curriculum under the theme “Global to the Core” while also joining the Institute of International Education’s Generation Study Abroad commitment to offer all students the opportunity to study abroad, study away, or study virtually.

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What Global Citizenship Education Means to Students

Speakers and student participants of the Global Citizenship Summit

PANELISTS INCLUDED:

Bryson Hudgins-Owens Student, Clark Atlanta University Ebone Monk

Student, Spelman College

Sederra Ross

Student, Clark Atlanta University

MODERATORS:

Adam Beeson

Graduate, Brevard College

Chanel Bell

Graduate, Howard University

Students in the second participant panel were asked to reflect upon their global citizenship education learning experiences during their college careers thus far and to elaborate on the value and impact global citizenship education

Global citizenship “education forces me to

has had on them personally in the context of their educational and nascent professional lives. They also provided recommendations for colleges and universities to move institutions towards becoming sites of global citizenship.

operate outside of my comfort zone, As an aspiring green chemist, global education has given me the tools to make myself a better citizen and a better person.

Bryson Hudgins-Owens, a senior business major, noted Clark Atlanta University’s diverse student population, which includes international students from countries such as the Bahamas, Canada, India, Saudi Arabia, South Africa, and Zimbabwe, as a factor that has enhanced his learning experience. As a future entrepreneur, he believes global citizenship education has provided him an ethical framework to operate in a globalizing world. He recommended that colleges and universities be more deliberate in their programs of study by offering majors around the theme of globalization and partnering with nearby institutions to offer unique courses. Ebone Monk, a senior physics major, reflected on the benefit of global citizenship education in science, technology, engineering, and mathematics (STEM). During her studies at Spelman College, she traveled to both India and Scotland to look at the sciences from other contexts. Her experiences broadened her worldview as she began to understand other perspectives and to question her own. She encouraged higher education institutions to create more opportunities for STEM students to study abroad or study away, noting that the rigid academic requirements of STEM majors often deter students from pursuing such opportunities.

”

Sederra Ross Senior chemistry major Clark Atlanta University

Sederra Ross, a senior chemistry major, recounted the skills and interests she has developed through global citizenship education, which is leading her on a career path in the field of ‘green chemistry’. She emphasized that students do not need to travel abroad to gain a global perspective, noting the activities Clark Atlanta University offers on campus challenge her worldview and help her to gain global competencies. She recommended that colleges and universities set aside a greater percentage of their operating budgets to support global education initiatives on campus.

Ebone Monk and Bryson Hudgins-Owens

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Building Strategic Partnerships

“

Global education is no longer a choice. The world is becoming flat, and the requirement for educators is to prepare students to be able to function in that world. Developing strategic partnerships between academia and the private sector, government, and nonprofit organizations is critical.

Implementing Global Citizenship Education Through Strategic Partnerships: Academia and Beyond PANELISTS:

Wallace Ford

Chair, Department of Public Administration, School of Business, Medgar Evans College and Founder, Fordworks LLC

Jennie K. Lincoln

Director, The Americas Program, The Carter Center

MODERATOR:

Yolanda Moses

”

Professor of Anthropology and Associate Vice Chancellor for Diversity, Equity and Excellence, University of California Riverside

Participants traveled to the Jimmy Carter Presidential Library and Museum for a special panel on the role of strategic partnerships with institutions outside of academia to promote global citizenship education at colleges and universities, and to discuss ways to better connect institutions of higher education with the communities in which they reside.

Dr. Jennie K. Lincoln Director of The Americas Program, The Carter Center.

As an introduction to the panel, Jennie Lincoln, director of the Americas Program at The Carter Center, made some remarks about the work of the Carter Center and how, through its internship program, it has partnered with colleges and universities to promote global citizenship. Former U.S. President Jimmy Carter and his wife, Rosalynn, founded the Carter Center in partnership with Emory University in 1982 to advance peace and health worldwide. Through its Peace Program and Health Program, the Carter Center seeks to prevent and resolve conflicts, enhance freedom and democracy, and improve health. Lincoln elaborated on the role of the Carter Center as a training ground for global citizens. Since 1986, the Carter Center has hosted 2,766 interns from 614 universities in 101 countries, speaking 169 languages. She noted the importance of such internship opportunities in the age of globalization, stating that the ability to work with people from different cultures, backgrounds, and across time zones is now a requirement for college and university graduates. “The first study abroad programs were a choice,” she said. “Now they are no longer a choice. The world is becoming flat and the requirement for educators is to prepare students to be able to function in that world. As educators, people who are preparing the youth to take over our world, preparing global citizens and having partnerships between academia, private sector, government, and non-profit organizations is critical. Global citizenship education is no longer a choice; it is a requirement.”

Jimmy Carter Presidential Library and Museum (credit: OZinOH)

Yolanda Moses emphasized the importance of partnerships in achieving the goals of global citizenship education, explaining that individual institutions of higher education do not have the resources, infrastructure, or intellectual capacity to respond to global challenges alone, and that partnerships appear to be the most effective means to prepare global citizens to engage the world. She noted the common attributes of HBCU and ACA institutions based on their long histories of serving unique and diverse student bodies and the broader communities around them, along with the challenges they share in addressing globalization as small, largely rural colleges and universities. The panel then considered ways in which this unique set of M-GCP partners can collaborate with institutions outside of academia, including the private and governmental sectors, to promote global citizenship education. Wallace Ford noted the importance of developing student-learning outcomes when creating partnerships with institutions outside of academia, emphasizing that global education should now be a requirement for higher education, and that institutions of higher education are uniquely situated to produce global citizens.

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Key Issues in Global Citizenship Education Maghan Keita, director of the Institute for Global Interdisciplinary Studies at Villanova University and member of the Board of the College Board, addressed key issues in global citizenship education, including what it means to commit to educating for global citizenship and the best ways to approach such an education. Keita challenged participants to consider their relationship to the question of agency and what it means to be an agent of change, stating that global citizenship education is “an act of profound subversion” in that it challenges the status quo. When planning for global education, he urged participants to consider the questions of how and what they teach, to whom they teach, and in what format they teach. Demographically, he recounted that the populations HBCU and ACA institutions serve are historically disposed, and that they grow up learning that their stories are separate. However, one of the goals of the M-GCP is to bring these populations together to consider the single world in which they live. In this context, he asked participants to consider the following questions: • • •

How do we bring together students from HBCU and ACA institutions? How do we get students from these institutions to understand that this is a world that they share? Within the sharing of this world, how do we transmit the idea that they can in fact create a better world despite what they consider their differences?

He asked participants to forget about competition when educating for global citizenship, noting that it will take partnerships that span the globe in order to solve the challenges we face. The issue colleges and universities face is not whether they can produce students who are competitive, he said, it is whether students can be taught to be collaborative. Through global citizenship education, colleges and universities can break free of the silos that exist within and between institutions and work towards becoming sites of global learning and cooperation.

issue colleges “andTheuniversities face is not whether they can produce students who are competitive, it is whether students can be taught to be collaborative.

”

Maghan Keita Director of the Institute for Global Interdisciplinary Studies, Villanova University

The Global Imperative and Its Importance in Higher Education

Maghan Keita

Participants traveled to the National Center for Civil and Human Rights, Inc. for a special panel on the global imperative and its importance in higher education. PANELISTS INCLUDED:

Carlotta Arthur

Program Director, Clare Booth Luce Program, Henry Luce Foundation

Champa Patel

Director, Campaigns Programme and Interim Director, South East Asia and Pacific Regional Office, Amnesty International

Ambassador Andrew Young Founder, Andrew J. Young Foundation MODERATOR:

Deborah J. Richardson Interim CEO, National Center for Civil and Human Rights, Inc. The panel was moderated by Deborah Richardson, interim CEO of the National Center for Civil and Human Rights, who opened the discussion with an overview of the history and work of the Center. The Center, which was designed by the African-American architect Philip Freelon, is dedicated to the achievements of both the civil rights movement in the United States and the broader worldwide human rights movement. The purpose of the Center is to â&#x20AC;&#x153;create a safe space for visitors to explore the fundamental rights of all human beings so that they leave inspired and empowered to join the ongoing dialogue about human rights in their communities.â&#x20AC;? First imagined by civil rights legends Evelyn Lowery and former United Nations Ambassador Andrew Young and launched by former Atlanta Mayor Shirley Franklin, the Center hosts a number of temporary and permanent exhibitions and owns the rights to display more than 17,000 papers of Dr. Martin Luther King, Jr., for which Mayor

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Franklin spearheaded a $32 million fundraising campaign to purchase in 2006. Richardson distinguished the Center from a museum, calling the Center â&#x20AC;&#x153;an active learning laboratoryâ&#x20AC;? where visitors are challenged to take up the quest of viewing all human rights personally in order to create a better world.

Left to right: Deborah J. Richardson, Carlotta Arthur and Champa Patel

The panel aimed to set global citizenship education into a larger context in order to understand how those working outside of higher education see its importance and value, and to provide a different lens on why global citizenship education should be a critical agenda for colleges and universities. Champa Patel noted the ability of global citizenship education to build bridges through universal themes that connect ideas, cultures, and communities across borders to create new activisms and new social movements. Noting how student activists in the United Kingdom have organized a Black Lives Matter movement and how activists in the Egyptian Revolution adopted tactics from Occupy Wall Street, she elaborated on the universalities of the human experience as a driving force for social change. Stating that global citizenship education connects the local to the global, she emphasized that global citizenship is not just about the present but also about what is a usable past. It enables students to learn from successful social movements like the U.S. civil rights movement, to ground their experiences and their understanding of the world within a larger framework of critical thinking and action.

Carlotta Arthur reflected on her experience working with HBCU and ACA institutions at the Andrew W. Mellon Foundation, where she was formerly a program officer and helped to oversee the grant that allowed Salzburg Global Seminar to first bring together the thirty-six M-GCP partner institutions

through the Mellon Fellow Community Initiative (MFCI). In this work, she understood how important it was to provide access to a global perspective for students enrolled in HBCU and ACA institutions before they were “left behind” in a globalizing world. In her current position at the Henry Luce Foundation, she is working to increase the number of women pursuing STEM majors in U.S. colleges and universities, noting that STEM students are preparing to tackle global challenges such as food security and sustainable water sources. Challenging the perception that young people are apathetic to global issues, she provided examples of how students are deeply engaged with their communities, nations, and the world, and how they are using the knowledge they are gaining along with modern technology and social media they are developing to address challenges we are facing around the planet. Ambassador Andrew Young recounted his work throughout the U.S. civil rights movement, including his time on the Southern Christian Leadership Conference (SCLC) and his collaboration with Dr. Martin Luther King, Jr., to discuss the development of leadership and social justice skills through activism. He noted the importance of organized social movements, recalling that the U.S. civil rights movement worked because its leaders took the time to prepare and to think through all of the ramifications and possible outcomes of what they were pursuing, including death. He signaled the work of Gandhi as particularly influential in the movement as well as the forty-year legal battle the NAACP had been fighting before the movement took off in the 1960s. Reflecting on the challenges of today, Ambassador Young identified three areas of attention – food, women and girls, and wildlife – stating that HBCU and ACA institutions have a responsibility to combat challenges in these areas given the history of hunger, spousal abuse, and environmental degradation in the communities in which their colleges and universities reside. He encouraged participants to challenge their students to find answers to the world’s most pressing issues, noting that we all have a role to play in creating a better future.

Global citizenship “education is needed because no one area, discipline, or school has the answer for something as complex as life on this planet.

”

Ronald Johnson, President, Clark Atlanta University

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Thematic Group Meetings and Results Another important component of the Summit was the opportunity for participants to form Thematic Issue Groups. These groups met on two occasions during the Summit. The purpose of this program component was to provide Summit participants time to address topics in smaller groups related to global citizenship education, the ongoing work of the M-GCP, the Request for Proposals for 2016 M-GCP projects, or other issues related to global citizenship education in which they were interested. Two thematic issue groups were formed during the Summit. The first group, consisting of representatives from several ACA institutions, aimed to address the challenge of gaining broader interest in global citizenship education on their campuses. All institutions in the group shared similar starting points and challenges: The colleges have added a global citizenship element to the general education curriculum, they have a small core of committed faculty at their institutions, and their administrations are supportive of global education initiatives. The challenge these institutions share is that global citizenship education has become â&#x20AC;&#x153;a check boxâ&#x20AC;? on their campuses. They aimed to gain deeper interest in global citizenship education across their institutions. Participants in the group noted the reluctance of faculty members at their institutions to change their curricula to become more globally focused, and they identified a theme of faculty at their institutions feeling uncomfortable teaching for global citizenship. A number of ideas to address these challenges were discussed, including:

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Creating a teaching circle to engage faculty in the process of creating assignments they feel comfortable teaching that can also be assessed for global citizenship. Develop student interest groups around global education themes and consider a global citizenship peer mentor system that utilizes the experiences of upper-level and international students. Expand global education partnerships between local institutions, using the ongoing collaboration between Morehouse College and Spelman College as an example

The second thematic issue group was made up of a large representation from ACA and HBCU colleges and universities. The group focused its session on the challenges of bringing more faculty and administrators from partner institutions into the work of the M-GCP, and how to best assess global citizenship education and student learning outcomes across institutions. To address the first challenge, faculty and administrator participation and involvement in the M-GCP, a number of participants suggested jointly applying for a 2016 Global Citizenship Summit grant in order to hold the event in conjunction with the annual meeting of the ACA. By doing so, presidents of all ACA partner institutions would be in attendance for the 2016 Global Citizenship Summit, which would theoretically encourage more leadership from HBCU institutions to attend the Summit. An action plan was created for participating institutions to apply for the 2016 M-GCP grant before the application deadline in January. Finally, the group addressed the challenge of assessing global citizenship education programs and student-learning outcomes across their campuses. Group members expressed interest in creating a survey of global citizenship education activities on the campuses of the thirty-six M-GCP partner institutions to create a benchmark for future work. Participants noted the importance of distinguishing between international education and global education, with the latter focusing not only on education abroad but also initiatives taking place on campus. Creating a benchmark would result in a sense of accountability among the thirty-six partner institutions, as the results would indicate which institutions are moving forward with global citizenship education and which institutions are falling behind. An action plan was created for participating institutions to apply for a 2016 Visiting Specialist Series grant to invite a research specialist to develop such a survey, which could be implemented and reported on at the 2016 Global Citizenship Summit. Several institutions were mentioned as possible authors of the survey, including the Association of American Colleges & Universities (AAC&U) and the Institute for Higher Education Policy (IHEP). A second survey measuring student-learning outcomes was also considered. However, participants were encouraged to proceed with caution in this area due to the high volume of surveys students take each semester.

Salzburg Global Seminar Mellon-Global Citizenship Program | Global Citizenship Summit

The Vital Role of Global Citizenship Education

“

Global citizenship education is a conscious and courageous commitment to the future.

Walter Fluker, Martin Luther King Jr. Professor of Ethical Leadership and editor of the Howard Thurman Papers Project at Boston University School of Theology, closed the Summit with a passionate presentation on the vital role of global citizenship education in addressing today’s challenges.

”

Dr. Walter Fluker Martin Luther King Jr. Professor of Ethical Leadership, Boston University School of Theology

Calling global citizenship education a “conscious and courageous commitment to future,” he challenged participants to conceptualize how to meet the challenges of the world, and he set out an action plan that included congregating, conjuring, and conspiring. To fulfill the goals of global citizenship education, he encouraged participants to “congregate in commons – common loyalties and commitments to justice and peace.” Referencing Dr. Martin Luther King Jr.’s World House Essay, he urged the diverse populations represented at the Summit to join together around justice-centered issues that are both local and global, stating “when we congregate in commons, we do so as global citizens.” He then encouraged participants to “conjure in commons,” noting that the act of conjuring has a pragmatic function in that it requires you to take only the materials at hand to reconfigure for a presenting need. He asked participants to begin considering how they might reconstruct their identities as representatives from ACA and HBCU institutions, and to think of themselves as multiple Diasporas moving beyond segregated discourse to “congregate and conjure in commons.” Finally, he urged participants to conspire, noting that conspiring has to do with becoming one. He asked participants to swear an oath against injustice in the world and to aspire, alongside students, teachers, faculty, administrators, and boards, to meet the challenges of today.

Walter Fluker, Jochen Fried and Maghan Keita

Conclusion At the closing of the Summit, the organizers expressed thanks to the generous and sustained support by the Andrew W. Mellon Foundation, which made it possible to bring together the 36 partners in a joint and concerted effort to introduce a meaningful dimension of global citizenship education to their respective institutions. The overall goal of the M-GCP is to take specific steps towards realizing a longterm alliance between HBCU and ACA colleges and universities especially focused on integrating global citizenship education, ideally in the form of a Global Education Consortium, with the desired outcomes to: • • • •

Energize, deepen, expand and enhance global citizenship education at and among the participating institutions. Serve as a unique, unified and this more powerful voice in higher education conversations nationally and internationally. Advocate for and engage with social justice and global citizenship issues writ large. Advocate for and demonstrate the impact of global citizenship education for its own sake and in the context of issues such as access, retention, completion, and success.

The M-GCP continues its work with a second round of project activity grants to be awarded for 2016, including a second Global Citizenship Summit planned for the fall of 2016, and continued work towards building the Global Education Consortium.

More information about the M-GCP, including the current projects and activities can be found at the M-GCP website: http://m-gcp.salzburgglobal.org The report from the Mellon Fellow Community Initiative, Creating Sites of Global Citizenship is also available on the webpage. Please contact David Goldman at dgoldman@SalzburgGlobal.org for inquiries related to the M-GCP.

Salzburg Global Seminar Mellon-Global Citizenship Program | Global Citizenship Summit

Salzburg Global Seminar Staff Senior Management Stephen L. SALYER, President & Chief Executive Officer Benjamin W. GLAHN, Vice President – Business Affairs Clare SHINE, Vice President & Chief Program Officer Daniel SZELÉNYI, General Manager – Hotel Schloss Leopoldskron

Program and Administrative Staff Chanel Bell, Program Associate – Mellon Global Citizenship Program (M-GCP) Thomas Biebl, Director, Marketing and Communications Ian Brown, European Development Director Jemma Clerkin, Program Associate (on leave) Michelle Dai Zotti, Development Associate Lauren Dickel, Development Assistant Kristina Dortschy, Program Development Assistant Charles E. Ehrlich, Program Director Marty Gecek, Chair – Salzburg Seminar American Studies Association (SSASA) David Goldman, Program Consultant – M-GCP Michaela Goldman, Internship Program Manager Barbara Grodecka-Poprawska, Program Associate Emma Growney, Davidson Impact Fellow Louise Hallman, Editor Jan Heinecke, Fellowship Manager Andrew Ho, US Development Director Paul Jansen, Program Director Julie L. Jones, Contract CFO

Lisa Karl, Assistant Finance Director, Salzburg Astrid Koblmüller, Program Manager Kevin Kolesnikoff, Program Associate Brigitte Kraibacher, Assistant, Admissions Office Tatsiana Lintouskaya, Program Director John Lotherington, Program Director Sharon Marcoux, Senior Finance Manager, US Paul Mihailidis, Program Director – Salzburg Media Academy

Edward Mortimer, Senior Program Advisor Klaus Mueller, Program Consultant – Global LGBT Forum Beth Pertiller, Director of Operations Bernadette Prasser, Program and Admissions Officer Michaela Radanovic, Assistant Director Finance, Salzburg Ursula Reichl, Assistant Director Finance, Salzburg Manuela Resch-Trampitsch, Director Finance, Salzburg Katharina Schwarz, Manager, Campaign Planning Susanna Seidl-Fox, Program Director, Culture and the Arts Sarah Sexton, Special Assistant to the President Nancy Smith, Program Consultant – M-GCP

Hotel Schloss Leopoldskron Staff Richard Aigner, Hotel Operations Manager Niklas Geelhaar, Front Office Supervisor Ernst Kiesling, Executive Chef Karin Maurer, Reservations and Revenue Supervisor

Matthias Rinnerthaler, Maintenance Supervisor Karin Schiller, Sales and Marketing Manager Marisa Todorovic, Housekeeping Supervisor

Report Author: Adam Beeson is currently the global citizenship coordinator at New Summit Academy Costa Rica where he developed the Global Citizenship Certificate program while also teaching humanities courses, and serving as academic advisor for senior students. He has been engaged in global citizenship education in a number of capacities for nearly ten years. In addition to his responsibilities at the New Summit Academy, Adam serves as the Community and Outreach Coordinator for the Global Citizenship Alliance, an organization that engages individuals and institutions to create lasting and impactful global citizenship education opportunities for colleges and universities and the constituencies that they serve. He is an alumnus of the Global Citizenship Program and also served in a number of roles for Salzburg Global Seminar, including assistant to the president and adjunct program associate for the Global Citizenship Program. Adam has taught at international secondary schools in Austria and Costa Rica. He received his B.A. from Brevard College and earned his International Teacher Certification from the European Council of International Schools. Adam is currently completing an M.A. in International Education from the University of Bath (United Kingdom).

For more information contact: Nancy Smith

David Goldman

Program Co-Manager – Mellon-GCP

nsmith@SalzburgGlobal.org

dgoldman@SalzburgGlobal.org

Chanel Bell

Louise Hallman

Program Associate – Mellon-GCP

Editor

cbell@SalzburgGlobal.org

lhallman@SalzburgGlobal.org

For more information visit: m-gcp.salzburgglobal.org

Salzburg Global Seminar Salzburg Global Seminar is an independent non-profit institution founded in 1947 with a distinguished track record of convening emerging and established leaders to address global challenges and drive progress based on Imagination, Sustainability and Justice. It convenes imaginative thinkers from different cultures and institutions, implements problem-solving programming, supports leadership development, and engages opinion-makers through active communication networks, all in partnership with leading international institutions. FOR MORE info. PLEASE VISIT:

www.SalzburgGlobal.org

Mellon Global Citizenship Program The Mellon Global Citizenship Program (M-GCP) supports thiry-six colleges and universities representing select HBCUs and members of the Appalachian College Association (ACA) in their ongoing efforts to develop, implement and expand global citizenship education activities on their campuses and in collaboration with others involved in the M-GCP. It builds on the work of the Mellon Fellow Community Initiative (see report here). The M-GCP aims to enable cross-institutional activities, establish a framework for ongoing cooperation between M-GCP institutions, and pave the way to the establishment of an independent consortium dedicated to collaborative global citizenship education activities in the longterm. The activities are being implemented by the thirty-six M-GCP partner institutions with input and oversight from the Salzburg Global program team and an independent Advisory Council. The Mellon Global Citizenship Program is made possible thanks to the generous support of the Andrew W. Mellon Foundation. FOR MORE info. PLEASE VISIT:

m-gcp.SalzburgGlobal.org