1 / 11

Assessing the Global Village

Assessing the Global Village. Assessing the Global Village: Establishing and Measuring Student Learning Outcomes. Jen Cushman, Holly Hayer, Michael Henderson. Schedule. Assessing the Global Village: Establishing and Measuring Student Learning Outcomes.

fay
Télécharger la présentation

Assessing the Global Village

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assessing the Global Village Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Jen Cushman, Holly Hayer, Michael Henderson

  2. Schedule Assessing the Global Village: Establishing and Measuring Student Learning Outcomes • History and Goals of Global Village(Jen: 3 min) • Global Village: Models and Beginnings(Holly: 5 min) • Global Village Assessment(Michael: 8 min) • Questions & Feedback

  3. History Assessing the Global Village: Establishing and Measuring Student Learning Outcomes • 2005: ACE Laboratory Desirable Intercultural CompetenciesWorld Languages Cluster • 2008: Juniata Strategic Plan 21st Century Campus # 2: Improve and Expand FacilitiesWorld Languages Cluster • 2008: ODI/ CIE at ACE Bridging the Gap • 2009: Global Engagement Initiative Global Village • 2010-2011: Intercultural/ Spanish Floor • 2011-2012: Intercultural Floor/ Spanish House • 2012-2013: Intercultural Floor/ Spanish, French, German • 2013-2014: Intercultural Floor/ Spanish, French, German, Chinese

  4. Models and Beginnings Assessing the Global Village: Establishing and Measuring Student Learning Outcomes • Juniata’s Mission StatementJuniata's mission is to provide an engaging personalized educational experience empowering our students to develop the skills, knowledge and values that lead to a fulfilling life of service and ethical leadership in the global community. • Juniata’s Principles of a Liberal Arts Lifestyle • In 2006, the College’s Student Government approved a list of 9 principles of a liberal arts lifestyle the first one and the sixth one being: • A Juniata student who fully engages in a liberal arts lifestyle: • Recognizes the value of being a citizen of the world in an increasingly global and diverse community. • Realizes that learning is a lifelong process encompassing many disciplines. • (from http://www.juniata.edu/about/mission.html on 9 April 2013)

  5. Models and Beginnings Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Eight Pennsylvania peer institutions: • Allegheny College (Meadville) • Elizabethtown College (Elizabethtown) • Lycoming College (Williamsport) • Moravian College (Bethlehem) • Muhlenberg College (Allentown) • Susquehanna University (Selinsgrove) • Ursinus College (Collegeville) • Washington & Jefferson College (Washington)

  6. Models and Beginnings Assessing the Global Village: Establishing and Measuring Student Learning Outcomes

  7. Assessment 2012-2013 Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Learning Objectives for the French Village Students who participate in the French Village will be able to: • Discuss a relationship that they formed with one of the native speaker living in the house • Describe cultural differences in attitudes toward food, meals, and privacy • Explain when to use informal versus formal French • Demonstrate appropriate extra-linguistic behaviors when communicating with native speakers of French • Discuss French cultural productions (films, books, music, or art) • Explain how their view of French culture has developed or change

  8. Assessment 2012-2013 Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Learning Objectives for the Casa Hispánica Students who participate in the Casa Hispánica will be able to: • Interact comfortably and effectively in Spanish with other members of the Casa Hispánica, fostering a positive and supportive living environment. • Describe and analyze cultural differences and similarities in attitudes toward food, privacy, time and relationships with family and friends. • Demonstrate appropriate extra-linguistic behaviors when communicating with native speakers of Spanish. • Discuss Hispanic cultural productions (e.g., films, books, music, or art) and demonstrate understanding of their significance and value. • Explain how their view of Hispanic cultures has developed or changed through participation in the Casa Hispánica. • Support Spanish Club events on a regular basis.

  9. Assessment 2012-2013 Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Learning Objectives for the Haus Wanderlust Students who participate in the German House will be able to: • Discuss a relationship that they formed with one of the native speaker living in the house • Describe cultural differences in attitudes toward food, meals, and privacy • Explain when to use informal versus formal German* • Demonstrate appropriate extra-linguistic behaviors when communicating with native speakers of German • Discuss German cultural productions (films, books, music, or art) • Explain how their view of German culture has developed or change * Does not apply to those residents who are not currently students of German

  10. Assessment 2012-2013 Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Learning Objectives for Chinese Residence Students who participate in the Chinese residence will be able to: • Discuss a relationship that they formed with one of the native speakers living in the house • Describe cultural differences in attitudes toward food, meals, and privacy • Explain when to use informal versus formal Chinese • Demonstrate appropriate socio-linguistic behaviors when communicating with native speakers of Chinese • Discuss Chinese cultural works (films, books, music, or art) • Explain how their view of Chinese culture has developed or changed

  11. FEEDBACK Assessing the Global Village: Establishing and Measuring Student Learning Outcomes Questions & Comments?

More Related