SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Geography and Global Studies
Program: Global Studies
College: Social Sciences
Website: gs.sjsu.edu
_ Check here if your website addresses the University Learning Goals. <If so, please provide the link.>
Program Accreditation (if any): N/A
Contact Person and Email: Kate Davis, Kathryn.davis@sjsu.edu
Date of Report: 6/1/2014
Part A
1. List of Program Learning Outcomes (PLOs)
Effectively address significant issues in the natural and human world based on articulating one’s
identity in a global context.
Evaluate and apply diverse perspectives to complex subjects within natural and human systems in
the face of multiple and even conflicting positions (i.e. cultural, disciplinary, and ethical).
Demonstrate, both verbally and in written work, sophisticated understanding of the complexity of
elements important to members of another culture in relation to its history, values, politics,
communication styles, economy, or beliefs and practices.
Apply knowledge skills to develop sophisticated, appropriate, and workable solutions to address
complex global problems using interdisciplinary perspectives independently or with others.
Describe and illustrate the role of second language acquisition, study abroad, and intercultural
competence in building knowledge of other cultures and global issues. Interpret intercultural
experiences from the perspectives of own and more than one other worldview.
Uses deep knowledge of the historic and contemporary role and differential effects of human
organizations and actions on global systems to develop and advocate for informed, appropriate
action to solve complex problems in the human and natural worlds.
Uses appropriate, relevant, and compelling content, using high-quality, credible, relevant
interdisciplinary sources, to illustrate subject mastery, conveying the writer’s understanding and
shaping the entire work.
2. Map of PLOs to University Learning Goals (ULGs)
Global Studies is an interdisciplinary degree program in which students take most of their courses
outside the Global Studies program. While the program courses do map onto both ULOs and PLOs,
they may not completely cover those goals because of the dependence on courses from other
departments and programs at SJSU.
Broad
Social & Global
Specialized
Intellectual Applied
Program Learning Outcomes
Integrative
Knowledge
Skills
Knowledge Responsibilities
Knowledge
Effectively address
significant issues in the
natural and human world
based on articulating one’s
identity in a global context.
Evaluate and apply diverse
perspectives to complex
subjects within natural and
human systems in the face
of multiple and even
conflicting positions (i.e.
cultural, disciplinary, and
ethical).
Demonstrate sophisticated
understanding of the
complexity of elements
important to members of
another culture in relation
to its history, values, politics,
communication styles,
economy, or beliefs and
practices
Apply knowledge and skills
to develop sophisticated,
appropriate, and workable
solutions to address
complex global problems
using interdisciplinary
perspectives independently
or with others.
Describe and illustrate the
role of foreign language,
study abroad, and
intercultural competence in
building knowledge of other
cultures and global issues.
Interprets intercultural
experiences from the
perspectives of own and
more than one other
worldview.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Use deep knowledge of the
historic and contemporary
role and differential effects
of human organizations and
actions on global systems to
develop and advocate for
informed, appropriate
action to solve complex
problems in the human and
natural worlds.
X
X
X
X
3. Alignment – Matrix of PLOs to Courses
Global Studies is an interdisciplinary degree program in which students take most of their courses
outside the Global Studies program. While the program courses do map onto both ULOs and PLOs,
they may not completely cover those goals because of the dependence on courses from other
departments and programs at SJSU. This matrix will be appropriate for next year’s report but is not
applicable to this report since the courses have not yet been offered and the PLOs were just
developed.
4. Planning – Assessment Schedule
Our assessment is accomplished through student composition of an E-Portfolio that includes
material from major courses throughout their career at SJSU. The E-Portfolio is completed during
the capstone course (GLST 179) and will be evaluated by a team consisting of the Director (Kate
Davis) and volunteer members of the Global Studies Advisory Board. The Program Plan and Review
was just submitted this semester (Spring 2014) so this assessment plan will be implemented
beginning Spring 2015. The E-Portfolio method allows us to assess all PLOs each year. We believe
this will allow us to more closely monitor how we are doing and respond quickly when modification
appears necessary. There is a distinct advantage for students also. Creating an E-Portfolio gives
them something they can use when preparing for a job interview or even taking it to an interview to
show their broad range of knowledge and experiences.
5. Student Experience
PLOs and ULOs will be posted on the program website by June 30, 2014. The PLOs are a major
departure from the old PLOs and developing them did take into account student feedback. PLOs will
also be included on the syllabi for GLST courses beginning Fall 2014.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
Global Studies is an interdisciplinary program and during the most current program there were only
three actual GLST courses: GLST 1A Introduction to Global Studies, GLST 179 Senior Seminar, and
GLST 189 International Experience. It is also a relatively new program, offering a curriculum only
since Spring semester 2005 – barely nine years. The data provided by IEA is entirely based on Fall
statistics and GLST 1A is the only course offered in Fall and it is a lower division course generally
populated by freshmen from a variety of departments, some of whom then change their major to
Global Studies. Most Global Studies majors have historically been transfer students while most of
them have come to Global Studies by changing from another SJSU major. There is such a small
sample size in the RDE for Global Studies that it is difficult to find patterns or use the information for
anything beyond generalities. In some cases, the small sample size skews possible conclusions. For
example, two URM students entered as freshmen in Fall 2009. Only one of them was still in school
after the first year, which means there was only a 50% success rate in retaining URM students. The
sample size is too small to compare to university and college averages. As the program grows and
the number of majors increases we will be able to better evaluate the success in retention of URM
students.
Graduation rates for first-time freshmen are available for Fall 2005 and 2007 cohorts. The one
student entering as a freshman in Fall 2005 (the first fall semester for the program) was a URM and
did not graduate. Five freshmen entered in Fall 2007 with a 40% graduation rate, according to the
data table. However, four of the five freshmen graduated, which is actually an 80% graduation rate.
The program has been very successful in terms of graduation rates with an average over five years
of 74%. This exceeds the 2015 university targets. The graduation rates for URM was 70% and for
non-URM 56%, all of which also exceed the university targets for 2015. The program has had higher
graduation rates for URM students than non-URM.
7. Headcounts of program majors and new students (per program and degree)
According to the data provided by IEA, Global Studies had 38 majors in Fall 2013. According to CMS
for Spring 2014, Global Studies has 52 majors. Seven students graduated in May 2014 leaving a total
of 45 majors. Twenty-one freshmen and transfer students submitted SIRs for Fall 2014. While we
understand some of them may not end up coming to SJSU, this is still a very robust growth rate for
the program. Over the past two years the Global Studies program has exhibited a strong demand
with students declaring Global Studies as their major on application increasing annually. In addition,
throughout the year a small number of students change majors to Global Studies. With the
development of new courses, an advising style that maintains close contact with students, and a
growing awareness of the careers open to graduates with skills in global and cultural literacy we
anticipate consistent, continued growth.
8. SFR and average section size (per program)
The SFR for GLST 1A (the only course taught in Fall semester) is 29.9 with 37.0 at the lower division
level and 8.8 upper division students. The average headcount per section for lower division was 37
and upper division 3. Again, during AY 2013/14 new upper division core courses were developed
and put on the schedule for the first time in Spring 2014. These numbers are not part of the data
provided by IEA. GLST 1A has been the only course offered in fall in the years 2009-2013. The
average headcount in the one section offered each fall has remained fairly consistent, reaching its
highest number in Fall 2013 when the headcount was 37, up from 22 the year prior. This will change
over the next program planning cycle as five new upper division courses have been developed.
Beginning Fall 2014, we will offer GLST 1A and GLST 162. In Spring 2015 we will offer GLST 143 and
167 (or 156). It is also important to remember that, as an interdisciplinary program, we only offer a
limited number of dedicated Global Studies courses.
9. Percentage of tenured/tenure-track instructional faculty (per department)
The percentage of tenured/tenure-track instructional faculty is only available for the entire
department and there is no way to break out Global Studies from Geography. The percentage of the
two programs combined is 65%. This is higher than SJSU’s ratio and lower than the CSU system.
Part C
10. Closing the Loop/Recommended Actions
The latest program review for Global Studies was completed and accepted by the Dean of Social
Sciences in April 2014. During the process of writing the review changes were made to the
curriculum that included development of Global Studies core courses both general core and core
courses for each thematic area except one. The final thematic core is in the process of development
and will be submitted to the College curriculum committee in Fall 2014. This action was taken
because it was nearly impossible to adequately determine if students were meeting the program
goals. Interdisciplinary programs have no control of learning objectives of courses used for the
major but taught in other departments. We expect to get a clearer idea of how well students are
meeting (and benefiting from) the PLOs during the next assessment cycle in spring 2015.
11. Five new courses were developed in Spring and Fall 2013. They are: GLST 162 Contemporary Global
Issues; GLST 164 Advanced Seminar in Global Citizenship; GLST 167 Changing Ecologies of
Globalization; GLST 143 Technology, Politics, and International Development; GLST 156 Inventing
the Modern World: History of Technology Since 1500. GLST 135 U.S. and the Global Community:
1880 to the Present: From Isolation to Global Community (tentative course title) is currently under
development. The E-Portfolio instructions and artifact requirements were re-designed during the
program review process, but were not available for use during Spring 2014.
12. Assessment Data
Because changes were developed during this AY 2013-14 assessment this year was difficult. The
new PLOs are related to new courses developed that are just beginning to appear on the schedule
so it wasn’t possible to assess achievement of new PLOs. Materials in E-Portfolios, surveys, and a
reflection essay were used to assess one of the original PLOs, Skills: Students will learn skills
essential to professional success, such as managing empirical information, writing syntheses, and
composing oral and written papers based on evidence. In addition, the E-Portfolios also allowed us
to assess technical skills and information technology. A couple of the students struggled with the
technology aspects of creating an E-Portfolio and this was reflected in their presentation of the
portfolio to classmates and Dr.’s Davis and Richardson. All Global Studies students in the capstone
this year had taken one upper division Global Studies course in which they conducted research,
wrote papers, and presented their results to a group. Some included these documents in their
portfolio and others chose papers they had written for other courses. In addition, most of the
students stated that their training was strongest in the area of research. The new assessment plan
and E-Portfolio development instructions will be in place next year and our assessment data will be
clearer and more accessible for analysis.
13. Analysis
See information in #12 above. The new assessment plan and E-Portfolio development instructions
will be in place next year and our assessment data will be clearer and more accessible for analysis.
14. Proposed changes and goals
As stated throughout this document, there have been many changes in curriculum, PLOs, etc. over
the past year. During next year’s assessment cycle we will be better able to determine the success
of meeting PLOs. We will also learn what changes, large or small, are necessary to better provide
our students tools to be successful in the program and their lives after SJSU.