Assessing a Campus-wide Internationalization Initiative: Aligning Assessments with Institutional Outcomes

1. Assessing a Campus-wide Internationalization Initiative: Aligning Assessments with Institutional Outcomes M. David Miller Timothy S. Brophy University of Florida Presented at Annual Meeting of the Association for the Assessment of Learning in Higher Education, Albuquerque, NM, June, 2014.

2. Quality Enhancement Plan - SACSCOC

3. Development of the Initiative – Broad Based Involvement

4. Alignment

6. Initiatives

7. Curriculum Enhancement

8. Study Abroad

9. Campus Life

10. International Calendar

11. International Scholars Program

12. Assessment Principles

13. Using Existing Instruments

14. Experts for Judging Alignment (Content Validation) • International Task Force • Assessment Committee (5-6 with expertise on content and assessment) • Curriculum experts • International Administrators • Psychometricians

15. Defining Review Criteria for Existing Assessments

16. Factors in our decision to create our own assessments

17. What Assessments do we need to Develop?

18. Developing the Assessments

19. Indirect Assessment Item Development

20. IntCRIT • I consider different perspectives before making conclusions about the world. • I am able to manage when faced with multiple cultural perspectives. • I am open to different cultural ways of thinking in any international context. • I can make effective decisions when placed in different cultural situations • Knowing about other cultural norms and beliefs is important to me. • I am able to think critically to interpret global and intercultural issues. • I actively learn about different cultural norms. • Understanding different points of view is a priority to me. • I can recognize how different cultures solve problems. • I can contrast important aspects of different cultures with my own. • Knowing about other cultural beliefs is important. • I am able to recognize how members of other cultures make decisions

21. IntCOMM • I demonstrate flexibility when interacting with members of another culture. • I am confident that I can adapt to different cultural environments • I am able to communicate effectively with members of other cultures • I like working in groups with students from other countries. • I feel comfortable in conversations that may involve cultural differences. • When working on a group project, I enjoy collaborating with students from other countries. • I often ask questions about culture to members of other cultures. • I enjoy learning about other cultures • I appreciate members of others cultures teaching me about their culture. • I am able to interact effectively with members of other cultures. • I appreciate differences between cultures • I feel comfortable discussing international issues. • I can clearly articulate my point of view to members of other cultures

22. Direct Assessment

23. Developing Rubrics • The Association of American Colleges and Universities developed 15 Rubrics that can be used across programs and courses • VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics were developed by faculty and assessment expert teams across the country -- used by more than 2000 institutions (http://www.aacu.org/value/index.cfm)

25. Rubric Use • Used for courses (curriculum) and study abroad • Use must be approved by International Scholars Course Approval Committee • Must adopt SLO(s) from program • Must show assignments and specific tests that measure the rubrics • Otherwise, not part of International Scholars program

26. Assessment Plan

27. For further information: • See QEP online: http://sacs.aa.ufl.edu/sacs-reports • Contact us: dmiller@coe.ufl.edu tsbrophy@ufl.edu