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Assessing Global Learning Outcomes Lindsey Wilson College October, 2011
Assessing Global Learning Outcomes
Lindsey Wilson CollegeOctober, 2011
In 2010, the LWC faculty adopted new institutional student learning outcomes including:
Lindsey Wilson students will become culturally aware, engaged citizens of the nation and the world .
Where We Are
Knowledge of local and global issues and trends.
Knowledge of own culture and cultural patterns of diverse groups and societies.
Competence to communicate across cultural boundaries.
Knowledge and skills required for ethical reasoning.
LWC’s Emphasis Areas for Global Citizenship
National Survey of Student Engagement (NSSE) and Global Perspectives Inventory (GPI) provide student self-report of experiences and learning.
VALUE rubric on Intercultural Knowledge and Competence provides faculty assessments of student work embedded in courses.
Multiple Measures to Assess Multiple Perspectives
Dimensions of the GPI
Cognitive DomainKnowing
Knowledge
Intrapersonal DomainIdentityAffect
Interpersonal DomainSocial Responsibility
Social Interaction
Students were recruited through e-mails, class announcements and incentives.
231 students completed the survey
Administering the GPI
New Student 1 0.43%
Freshmen 6126.29
%
Sophomores 5021.55
%
Juniors 6226.72
%
Seniors 5825.00
%231
What Did We Find?
01.5
34.5
Comparison of LWC and All Four Year Colleges on GPI Dimensions
LWC AverageAll Four Year College
GPI Dimensions
Scor
es
0102030405060
Co-curricular Experiences Reported on GPI
4+ Terms3 Terms2 TermsI TermNo Terms
Type of Experience
% R
epor
ting
0
20
40
60
80
Curricular Experience Reported on GPI
4+ Terms3 Terms 2 Terms1 Term0 Terms
Experiences
% R
epor
ting
010203040506070
Global Citizenship
Strongly AgreeAgreeNA/DDSD
Questions
% R
espo
ndin
g
KnowledgeCultural self- awarenessKnowledge of cultural worldview frameworks
SkillsEmpathyVerbal and nonverbal communication
AttitudesCuriosityOpenness
Dimensions of Intercultural Knowledge/Competence Rubric
Faculty Workshops provided training on use. Seven faculty agreed to use the
Intercultural Competence Rubric to evaluate “signature assignments” in their classes
Administering the VALUE Rubric
Freshmen 18 14.17%Sophomores 67 52.76%
Juniors 26 20.47%Seniors 16 12.60%
Total 127
Freshmen Sophomores Juniors Seniors0
0.5
1
1.5
2
2.5
Intercultural Competence VALUE Rubric Scores
Attitudes
Knowledge
Skills
Class
VALU
E Ru
bric
Sco
reWhat Did We Find? VALUE Rubric
It provides a baseline against which we can measure the effect of changes we make in curricular and co-curricular experiences.
GPI allows us to track changes in students’ curricular and co-curricular experiences.
GPI provides a framework for thinking about strategies to enhance global learning.
How Will We Use the Evidence?
StudentLearningOutcomes
VALUERubric
GPI Potential Areas of Impact
Curricular
Co-curricular
Community
Know-ledge
Cognitive
Attitude Intra-personal
Skills Inter-personal
Thinking about Areas of Impact: Braskamp
Already, the mere fact of measuring global learning outcomes has served as a catalyst for action.
You Get What You Measure
Curricular Impacts◦ Review of curriculum is underway◦ Development of signature assignments
on global issues in some classes◦ Established a Center for Global
Citizenship◦ Started a Global Citizenship Teaching
Circle ◦ Will collect additional data this year
What Have We Done?
Co-curricular Impacts
◦Incorporated student services staff within Center for Global Citizenship
◦Incorporating events with global themes into campus offerings ( e.g., Hispanic Heritage Week)
◦Weekly foreign language table in the dining center
What Have We Done?
Community Impacts
◦ Encouraging study away from campus for a semester
◦ Supporting alternative fall and spring service trips to diverse areas
◦ Participating in the Mellon Community Fellow Initiative
What Have We Done?
What’s Over the Horizon?
Questions, Suggestions?Contact:Bettie C. Starr, VPPA, Lindsey Wilson [email protected]; 270-384-8030
