Faculty - Assessment

Assessment of Globalizing the Curriculum

Stockton Essential Learning Outcomes (ELO) 

Click here to download the ELO Global Awareness Map.

List of Courses with Global Awareness in the ELO Banner Pilot:

Spring 2017

  • BSNS 5215 Organizational Behavior
  • GSS 3618 Sport, Media and Gender
  • GEN 2646 Tools for Social Change
  • EDUC 2241 Inclusive Learning in Education

Fall 2017:

  • NURS 3335 Nursing Research Methods
  • GEN 3245 Multicultural Children's Literature 
  • GSS 1074 The Power of Sports
  • GIS 3673 Understanding Global Learning 

 

AAC&U VALUE Global Learning Rubric 

Association of American Colleges and Universities (AAC&U) proposed the VALUE rubrics.

"The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success." (AAC&U) 

Among these 16 VALUE rubrics, global learning is framed as "Effective and transformative global learning offers students meaningful opportunities to analyze and explore complex global challenges, collaborate respectfully with diverse others, apply learning to take responsible action in contemporary global contexts, and evaluate the goals, methods, and consequences of that action. Global learning should enhance students' sense of identity, community, ethics, and perspective-taking. Global learning is based on the principle that the world is a collection of interdependent yet inequitable systems and that higher education has a vital role in expanding knowledge of human and natural systems, privilege and stratification, and sustainability and development to foster individuals' ability to advance equity and justice at home and abroad. Global learning cannot be achieved in a single course or a single experience but is acquired cumulatively across students' entire college career through an institution's curricular and co-curricular programming. As this rubric is designed to assess global learning on a programmatic level across time, the benchmarks (levels 1-4) may not be directly applicable to a singular experience, course, or assignment. Depending on the context, there may be development within one level rather than growth from level to level." (AAC&U). 

Global learning includes:

Global Self-Awareness: In the context of global learning, the continuum through which students develop a mature, integrated identity with a systemic understanding of the interrelationships between the self, local and global communities, and the natural and physical world.

Perspective-taking: The ability to engage and learn from perspectives and experiences different from one's own and to understand how one's place in the world both informs and limits one's knowledge. The goal is to develop the capacity to understand the interrelationships between multiple perspectives, such as personal, social, cultural, disciplinary, environmental, local, and global.

Understanding Cultural Diversity: The ability to recognize the origins and influences of one's own cultural heritage along with its limitations in providing all that one needs to know in the world. This includes the curiosity to learn respectfully about the cultural diversity of other people and on an individual level to traverse cultural boundaries to bridge differences and collaboratively reach common goals. On a systems level, the important skill of comparatively analyzing how cultures can be unjustly marked and assigned a place within power structures that determine hierarchies, inequalities, and opportunities and which can vary over time and place. This can include, but is not limited to, understanding race, ethnicity, gender, nationhood, religion, and class.

Personal and Social Responsibility: The ability to recognize one's responsibilities to society—locally, nationally, and globally—and to develop a perspective of ethics and power relations both across the globe and within individual societies. This requires developing competence in ethical and moral reasoning and action.

Global Systems: The complex and overlapping worldwide systems, including natural systems (those systems associated with the natural world including biological, chemical, and physical sciences) and human systems (those systems developed by humans such as cultural, economic, political, and built), which operate in observable patterns and often are affected by or are the result of human design or disruption. These systems influence how life is lived and what options are open to whom. Students need to understand how these systems 1) are influenced and/or constructed, 2) operate with differential consequences, 3) affect the human and natural world, and 4) can be altered.

Knowledge Application: In the context of global learning, the application of an integrated and systemic understanding of the interrelationships between contemporary and past challenges facing cultures, societies, and the natural world (i.e., contexts) on the local and global levels. An ability to apply knowledge and skills gained through higher learning to real-life problem-solving both alone and with others. (AAC&U)

Please see the AAC&U VALUE Global Learning Rubric. 

Please read more about AAC&U Global Learning here

Read more at the AAC&U new publication -- Models of Global Learning

 

Beliefs, Events, and Values Inventory (BEVI) 

"The Beliefs, Events, and Values Inventory (BEVI) is an accessible, adaptable, and powerful analytic tool that can be used as an independent or dependent measure in a wide range of applied settings, evaluative contexts, and research projects. From an applied standpoint, the BEVI helps individuals, groups, organizations, and institutions 1) understand better what they believe and value about themselves, others, and the world at large and 2) reflect upon how such beliefs and values may - or may not - be conducive to learning, personal growth, relationships, and the pursuit of life goals. From the perspective of evaluation and research, the BEVI 1) helps answer questions such as "who learns what and why, and under what circumstances," 2) allows for the examination of complex processes that are associated with belief/value acquisition, maintenance, and transformation, and 3) analyzes the impact of specific experiences that are implicitly or explicitly designed to facilitate growth, learning, or change. " (From BEVI webpage)

 

The following courses and programs participated in the pilot study of using BEVI to assess their students' global learning. 

  • GIS 3673 Understanding Global Learning (Dr. JY Zhou)
  • PSYC 3230 Cross-cultural Psychology (Dr. Zori Kalibatseva)
  • CMDS 5125 Advanced Clinical Methods (Dr. Phillip Hernandez) 
  • CMDS 6450 Communication Disorders in Culturally and Linguistically Diverse Populations (Dr. Phillip Hernandez)
  • 2-year Education Program: EDUC 3000 Gateway to Teaching 

Please contact Dr. JY Zhou if you are interested in BEVI. 

 

Intercultural Development Inventory (IDI)

The Intercultural Development Inventory® (IDI®) assesses intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. Intercultural competence has been identified as a critical capability in a number of studies focusing on overseas effectiveness of international sojourners, international business adaptation and job performance, international student adjustment, international transfer of technology and information, international study abroad, and inter-ethnic relations within nations.

The following courses and projects participated in the pilot study of using IDI to assess studens' global learning. 

  • GEN 1245 Children's Literature (Dr. Susan Cydis)
  • Short-term faculty-led study abroad programs (Dr. Peter Straub, Dr. Tait Chirenje)
  • Developing Students' Cultural and Linguistic Competence for a Global Workplace (Dr. Elaine Bukowski, Dr. Arnaldo Cordero-Roman, Dr. Linda Feeney, and Dr. JY Zhou)
  • Stockton Model United Nations Team (Dr. Tina Zappile)

Please contact Dr. JY Zhou if you are interested in IDI.