Assessing the Global Village
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Jen Cushman, Holly Hayer, Michael Henderson
Schedule
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
• 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
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
History
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
• 2005: ACE Laboratory
Desirable Intercultural Competencies
World Languages Cluster
• 2008: Juniata Strategic Plan
21st Century Campus # 2: Improve and Expand Facilities
World Languages Cluster
• 2008: ODI/ CIE at ACE Bridging the Gap
• 2009: Global Engagement Initiative
Global Village
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•
•
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2010-2011:
2011-2012:
2012-2013:
2013-2014:
Intercultural/ Spanish Floor
Intercultural Floor/ Spanish House
Intercultural Floor/ Spanish, French, German
Intercultural Floor/ Spanish, French, German, Chinese
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Models and Beginnings
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
•
Juniata’s Mission Statement
Juniata'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)
•
•
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Models and Beginnings
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
Eight Pennsylvania peer institutions:
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•
•
•
•
•
•
•
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)
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Models and Beginnings
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
PA peer institution
For upper classmen?
For freshmen?
Allegheny
Established
LLCs?
Yes
7 LLCs
Baldwin Hall linked to a CWS-type
course
Elizabethtown
Yes
8 LLCs
yes
Moravian
Yes
Ursinus
Yes
The HILL w/
39 student suites
Faculty-in-Residence concept in
their two newest residence halls
32 renovated Victorian homes in
their Main Street Village
Washington &
Jefferson
Yes
Houses on President’s Row
Alexander Hall linked to first-year
seminars
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Assessment 2012-2013
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
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
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Assessment 2012-2013
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
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.
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Assessment 2012-2013
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
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
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
Assessment 2012-2013
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
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
Assessing
the Global
Village:
Establishing
and
Measuring
Student
Learning
Outcomes
FEEDBACK
Global Village Advisory Committee
10 April 2013 SoTL Brown Bag
Assessing
the Global
Village:
Questions & Comments?
Establishing
and
Measuring
Student
Learning
Outcomes