Global Citizenship

Global Citizenship

Global citizenship involves actively engaging with a variety of cultural, environmental, political, and economic systems. It includes acknowledging Indigenous and global perspectives when taking action on local or global issues.

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Each core competency is divided into three levels:

  • Involved students know the indicator or the criteria for demonstrating it. They can talk about it, write about it, describe it or explain it.
  • Engaged students can perform or demonstrate the indicator or criteria; that is, they can do it.
  • Leading students are innovating, extending, transforming, showing initiative, integrating, or collaborating.

Below are indicators and examples of competency at each level.

Involved-level Competency

Involved-level Global Citizenship Badge

Competency Indicators

How might someone demonstrate this competency?

  • Explains awareness of and sensitivity and openness to diverse perspectives on global and local issues Describes responsible citizenship in contributing to the culture of the community
  • Recognizes instances of bias and stereotyping
  • Defines what respect for diverse cultures, ethnicities, ages, genders, religions, abilities, and sexual orientations is
  • Identifies environmental, cultural, political, and economic challenges
  • Acknowledges that we are on Indigenous land (Blackfoot territory) and recognizes the significance of Indigenous cultures, peoples, and their history  

Examples

What are some specific ways this competency might be demonstrated?

  • Gives a class presentation on local LGBTQ+ issues
  • Tells a friend about rules and policies for living in campus residence
  • Notices that an advertisement for children’s dolls shows only female models
  • Tells friend how to say “good morning” in a language common to many international students in the class
  • Tells peers about some local environmental groups
  • Tells teammates about the local Blackfoot language and culture 

LC student? Earn this badge now:

Engaged-level Competency

Engaged-level Global Citizenship Badge

Competency Indicators

How might someone demonstrate this competency?

  • Demonstrates awareness of and sensitivity and openness to diverse perspectives on global and local issues
  • Embodies responsible citizenship that contributes to healthy and sustainable communities
  • Questions instances of bias and stereotyping
  • Exhibits respectful interaction with diverse races, cultures, ages, genders, religions, abilities, and sexual orientations
  • Appraises the individual’s role in environmental, cultural, political and economic challenges
  • Recognizes significance of and demonstrates respect for Indigenous ways of knowing

Examples

What are some specific ways this competency might be demonstrated?

  • Volunteers time and efforts to support local or global initiatives
  • Volunteers to take care of the recycling program for their campus residence
  • Questions the lack of female students in the construction industry
  • Asks an international student how to correctly pronounce their name
  • Evaluates how often they use a car and how it impacts the environment
  • Takes a course to the learn the Blackfoot language

Leading-level Competency

Leading-level Global Citizenship Badge

Competency Indicators

How might someone demonstrate this competency?

  • Teaches and promotes awareness, sensitivity and openness to diverse perspectives on global and local issues
  • Creates responsible citizenship initiatives that contribute to inclusive, healthy and sustainable communities
  • Challenges instances of bias and stereotype
  • Advocates for dignity, equality and well-being of individuals and communities
  • Exhibits individual actions in facing environmental, cultural, political and economic challenges
  • Demonstrates leadership in projects, initiatives or groups that highlights, advocates for and supports Indigenous culture, language, traditions, histories and current trends

Examples

What are some specific ways this competency might be demonstrated?

  • Develops and moderates a social media page for LGBTQ+ community
  • Creates a new club or event that continues to exist after the student leaves
  • Leads a winter clothing drive campaign for international students
  • Forms an organization to promote girls in trades
  • Creates a food recycling program to benefit students and reduce waste
  • Forms a mature student association to address mature students’ needs
  • Reduces personal waste and decides to use a bike and public transit