2015 GLOBAL CITIZENSHIP PROGRAM Foreword Ever since the first Fellows walked While we believe in the power of through the gates of Schloss individuals – young and old – to make Leopoldskron in 1947, education small ideas bigger and change the has been a distinct part of Salzburg world one relationship at a time, we Global Seminar’s mission. Education also believe in institutional change and for global citizenship and change the value of educational institutions in was at the center of Salzburg Global helping to create the next generation of Seminar’s visionary goal when it was globally aware and critically thinking founded by three young Harvard leaders. Thus Salzburg Global’s GCP students at the end of World War Two aims not only to instill change in its (as the Salzburg Seminar in American student participants, but also in the Studies), even if the terminology institutions from which they come. may have been different at the time Our location at Schloss Leopoldskron using the language of reconciliation, in Salzburg, Austria not only provides international understanding and a beautiful venue in which participants collaboration. can immerse themselves in the issues Salzburg Global Seminar was at hand and come together away from founded on the notion of bringing their home environments and out of young leaders together to broaden their comfort zones. As an Austrian their understanding about the factors, palace built by a Protestant-expelling forces and systems that shape the Catholic Prince-Archbishop and once world in which they live, in order to owned by the exiled Jewish theater equip them with the impetus to create director Max Reinhardt before being more lasting, sustainable, and peaceful seized by the local Nazi Gauleiter, societies. More than sixty years later, it also serves as a stark reminder of this noble vision still drives our work what can happen when intolerance, and it is at the heart of our Global ignorance and inaction abound. Citizenship Program (GCP)—and indeed Our ever more interconnected world all of Salzburg Global’s programs. needs global citizens and Salzburg Global Seminar is – as it was in 1947 “Never doubt that a small group of and still is now – working with thoughtful, committed citizens can individuals and institutions to meet change the world. Indeed, it is the this need. only thing that ever has.” – Prof. Margaret Mead, Faculty, 1947 1 Global Citizenship Program Why do we need Global Citizens? • Appreciate the diversity of humanity Never before have the lives of people in all of its manifestations, from local globally been more interconnected to global, and interact with different than is true for the world of today. groups of people to address common The changes caused by the political, concerns; economic, technological and • Recognize the critical global environmental developments in challenges that are compromising the course of the past two to three humanity’s future and see how their decades have been momentous. These complexity and interconnections changes have given rise to the growing make solutions increasingly difficult; realization that “we are no longer • Collaborate with different sets of living in national communities of fate, stakeholders, by thinking globally but in overlapping communities of and acting locally, to address these fate” (David Held). We must develop critical challenges and build a more and share the knowledge about equitably sustainable world. how to manage this unprecedented global interconnectedness in a fair The Global Citizenship Program’s and equitable way that allows the core mission is to facilitate most people to get the maximum institutional change in educational benefit from the opportunities which enterprises, primarily colleges and globalization provides. Not doing universities so may result in large-scale and irreversible damage. We work with partner colleges and universities (currently based primarily What is Global Citizenship? in the United States) which want Broadly speaking, global citizens are to convey the relevant attitudes, consciously prepared to live and work knowledge, and strategies to prepare in the hyper-complex interdependent students to be global citizens. society of the 21st century and In partnership with a diverse group contribute to improving the common of higher education institutions, the global welfare. They are people who GCP offers two interrelated kinds have developed the knowledge, skills, of intensive week-long sessions, one tools, values, and commitment to: for faculty/administrators and the • Understand the nature of other for students. Thus it engages all globalization, including its positive constituencies on campus to create and negative impacts around lasting and intentional change. the world, and realize how it is transforming human society; 2 Our Faculty Program Our Student Program Our goal is to transform colleges The student sessions focus on a similar and universities into “sites of global mix of substantive topics in a variety citizenship” where all activities – from of instructional formats, including student and faculty learning, teaching, experiential learning during a field and research, to institutional policies, trip to the Dachau Concentration structures and infrastructures – are Camp Memorial Site in neighboring oriented towards preparing graduates Germany. The student sessions also to be responsible global citizens. include intensive small group project We bring together 40-50 participants, work designed to develop the habits from professors to administration of the mind and the heart to think staff, college presidents to board critically and strategically about how members, along with a group of they can act as global citizens on their distinguished faculty to explore a campuses, in their communities, variety of pressing global challenges. and in their future educational and These sessions examine a diverse professional careers. set of substantive topics, explore One of the most distinctive strategies for institutional change, and characteristics of the GCP is its create a framework for participating inclusiveness with regard to the types institutional teams to design of partner institutions that it involves. global education initiatives and They represent a true cross-section of implementation plans specific to their US higher education with two-year, own institutions. four-year and six-year institutions in roughly equal numbers. 3 “At the heart of global citizenship Concrete examples of success include: education are ethical questions • The founding of Bronx Community concerning the values and College’s Center for Tolerance and norms we have to observe in an Understanding; interconnected world such as • The introduction of a global values of justice and compassion, citizenship requirement for all of civility, respect and recognition.” graduates of Santa Monica College; – Dr. Jochen Fried, • The initiation and organization Salzburg Global Director of Education of an annual All Nighter for Haiti fundraising event by Miami Dade By virtue of their involvement in the College’s students; Global Citizenship Program, partner • The establishment of San José State institutions have: University’s SJSU-Salzburg Program • Initiated the reorientation of mission/ which was recognized as one of the vision statements, strategic plans and top ten citizen diplomacy programs student learning outcomes to include in the US by the US Center for Citizen global perspectives; Diplomacy; • Created new global education • The awarding of the 2010 NAFSA, lesson plans, courses, programs and Association of International certificates; Educators Paul Simon Spotlight • Built critical mass among faculty and Award to Borough of Manhattan administrators to launch and sustain Community College; an institution-wide change process to • The launch of the Global Citizenship “globalize the campus”; Institute at St Mark’s School, which • Formulated their own, institution- held its first session in July 2014. specific response to the global literacy of their students. 4 FACULTY FOR 2013/2014 PROGRAM Xenia Avezov Charles Hopkins Hedy C. Rose Research Assistant of conflict UNESCO Chair, Former Director of Education resolution project, York University, Studies, Wesleyan University, Stockholm International Toronto, Canada Middletown, CT, USA Peace Research Institute (SIPRI), Stockholm, Sweden Maghan Keita Peter Rose Chair of the Board of Trustees Sophia Smith Professor Darci Arnold of the College Board; Emeritus of Sociology and Strategic Business Consultant Professor of History, Anthropology, Smith College, and Former Vice President of Villanova University, Northampton, MA, USA Global Marketing, Seagate, Villanova, PA, USA San José, CA, USA Isabelle Schulte- Yolanda Moses Tenckhoff Santwana Dasgupta Professor of Anthropology; Professor of Anthropology, Director, Partnership for Associate Vice Chancellor Graduate Institute the Education of Children for Diversity, Equity and of International and in Afghanistan (P.E.C.A), Excellence, Development Studies, Bloomington, MN, USA University of California, Geneva, Switzerland Riverside, CA, USA Augie Gallego Reinhold Wagnleitner Chancellor Emeritus, Champa Patel Former Associate Professor of San Diego Community College Head of Campaigns and Modern History, District, San Diego, CA, USA Individuals at Risk, University of Salzburg, Amnesty International UK, Salzburg, Austria Farid Hafez London, UK Researcher and Lecturer, Norman Yetman Department of Oriental William Reckmeyer Former Chancellors Club Studies,