Develop a working definition of global competence for UW–Madison graduates
Define appropriate global learning outcomes including any suggested corecompetencies for all students
Review learning opportunities available to meet global competence goals andrecommend new areas for development
Identify methods of assessment
Explore models for a certification process, such as through portfolios
Identify any barriers that need to be addressed to accomplish the desired results
Task Force Members:
Marianne Bird Bear, Division of International StudiesWei Dong, Environment, Textiles and DesignRandall Dunham, School of Business (Chair)Rebecca Gilsdorf, undergraduate engineering studentRob Howell, International Academic ProgramsLeslie Kohlberg, L&S/School of Human Ecology Career ServicesTura Patterson, Division of International StudiesMary Regel, Department of CommerceBrett Schilke, undergraduate psychology studentKenneth Shapiro, International Agricultural ProgramsEdwin Sibert, ChemistryAmy Stambach, Educational Policy StudiesJolanda Vanderwal Taylor, GermanGilles Bousquet (ex-officio), Division of International Studies
Summary of Recommendations:
Create a campus-wide student portfolio program to demonstrate, certify, and assessglobal proficiency. A pilot project will begin in fall 2008.
Remove barriers for students to study abroad and learn world languages.
Provide incentives and recognition to faculty and staff who participate in internationalteaching, research, learning, and outreach. Increase faculty and staff involvement ininternationalizing the campus.
Align defined global learning outcomes to campus-wide liberal education goals (LEAP).
Recommend or require that schools’ & colleges’ strategic plans include the importanceof developing citizens and leaders who can solve global problems in the context of their disciplines. Core components of global competence should be adapted by eachdiscipline.
Engage and integrate international students on campus.1