Global Learning Course
Assessment Matrix
Faculty Name: Dr. Victoria Burns
Course: SOP 4731, Global Psychology
Academic Unit: Psychology
Global Learning Student Learning
Outcome Addressed
Global Awareness: Students will be able to
demonstrate knowledge of the
interrelatedness of local, global,
international, and intercultural issues,
trends, and systems.
Course Learning Outcome
Students will be able to Identify the
interrelatedness of local, global,
international, and intercultural issues,
trends, and systems from psychological
perspectives.
Degree Program: B.A. Psychology
Assessment Method
Semester Assessed: Fall 2013
Assessment Results
Assessment Activity/Artifact:
Exams- Students will complete two exams that
ask questions about the interrelatedness of
local, global, international, and intercultural
issues, trends, and systems from
psychological perspectives
Evaluation Process:
Answers will be graded as correct or incorrect.
Minimum Criteria for Success:
Students must answer at least 60% of the
questions correctly to pass.
Sample: All students will be assessed.
Students were assessed using a
quantitative, multiple-choice format.
Test questions reflected student textbook
reading, lecture notes, guest speaker
material, and video clips shown in class.
Most of the students passed these exams
and felt they reflected what they were
learning in the course. Students who
consistently attended class seemed to do
better on the exams. Part of the reason
may have been that some test material
covered information students would only
know if they attended class that day. This
seemed to make students feel rewarded
and motivated to attend class.
Some students felt there was too much
course material covered on the exams.
Use of Results for Improving Student Learning
It may be helpful for future courses to limit the amount of course material that is covered on the exams. Although I did cut out two chapters
from the book, there was still a lot to learn when combining the book with lecture material I included on my own (from research articles, current
events/news articles, etc), guest speaker information, and video clips. Since I believe a global psychology course should be diverse and
innovative, it may be hard to find one textbook that best reflects its contents. It may be useful to include some of the chapters from a certain
textbook that are relevant and then supplement the course with materials from other sources in order to make it comprehensive but not
overwhelming.
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Global Learning Course
Assessment Matrix
Faculty Name: Dr. Victoria Burns
Course: SOP 4731, Global Psychology
Academic Unit: Psychology
Global Learning Student Learning
Outcome Addressed
Global Perspective: Students will be able
to conduct a multi-perspective analysis of
local, global, international, and intercultural
problems.
Course Learning Outcome
Illustrate an ability to engage in a multiperspective psychological analysis of local,
global, international, and intercultural
psychological and behavioral problems.
Degree Program: B.A. Psychology
Semester Assessed: Fall 2013
Assessment Method
Assessment Results
Assessment Activity/Artifact:
-Small and large group discussions/activities
-Guest speakers
-Course videos
-A paper where students reflect on the above
experiences
Evaluation Process:
Rubric/guidelines will be provided
Minimum Criteria for Success:
Students must be in class in order to
witness/be a part of the activities and the
guest speakers; students must meet 60% of
the guidelines to pass the paper portion
Sample: All students will be assessed.
Qualitative responses.
Overall, the students seemed to really enjoy these
didactic and experiential activities. Students valued
being able to interact with their peers and learn not
only from the professor, but from each other. The
students in the course come from very diverse
backgrounds, and it was quite common that
different perspectives were shared during class that
led to some very thoughtful and engaging class
discussions.
The guest speakers also provided a unique
perspective as some of them were focusing on
local issues while others had more of a
global/international focus.
Students put a lot of effort into their
reaction/reflection papers. Many went beyond the
page limit and reiterated which activity and
speakers stood out in their minds that they would
not forget for years to come.
Use of Results for Improving Student Learning
The students were incredibly engaged and discussions were often very meaningful and influential. I think given how complex this topic is and how many
different perspectives there are, having a smaller class would be ideal. Often we would run out of time and not all students felt they had a chance to contribute
in the way they wanted to. Having so many students who want to speak up in class and share perspectives is not always common, so I think nurturing that
with a smaller-knit environment would be beneficial.
It also may have been useful to assign more than one paper at different periods throughout the course for this topic area. Perhaps in the future a paper
reflecting on the discussions/activities, a paper reflecting on the guest speakers, and a paper reflecting on the video material would be most useful.
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Global Learning Course
Assessment Matrix
Faculty Name: Dr. Victoria Burns
Course: SOP 4731, Global Psychology
Academic Unit: Psychology
Global Learning Student Learning
Outcome Addressed
Global Engagement: Students will be able
to demonstrate willingness to engage in
local, global, international, and intercultural
problem solving.
Course Learning Outcome
Students will be able to provide evidence of
engagement in local, global, international,
and intercultural problem solving using
psychological theories and methodologies.
Degree Program: B.A. Psychology
Semester Assessed: Fall 2013
Assessment Method
Assessment Results
Assessment Activity/Artifact:
Petitions for Global Problems- All students will be
assigned to a group and allowed to choose any
problem that is relevant to psychology from a global
perspective. Students will then be asked to create
online petitions for their global problem (where they
outline the problem and the proposed changes they
are making). Each student then has to select one
person in their lives and share the petition with
them as well as ask them prompts that are provided
by the Professor. Each student will then write a
paper about this experience as well as the petition
process in general. Last, all student groups will
present their petitions to the class.
Qualitative responses.
Evaluation Process:
Rubric/guidelines will be provided.
One petition group was so inspired by their topic
that they actually founded a new student group on
the BBC campus that focuses on empowering
women and girls through access to education.
Many students told me that seeing their peers be
so motivated to create change was very inspiring
and showed them that they all had the power to
make a difference.
Minimum Criteria for Success:
Every student has to be active in making the
petition, interviewing their own person, and be
present for their group presentations.Students must
meet 60% of these guidelines to pass.
Every student group came up with their own unique
global problem to focus on and created their
petitions. They used social media and word of
mouth to get people to sign their petitions. Petitions
included empirical references/sources. A number of
groups went above and beyond in their petitions. A
number of groups focused their petitions on FIU
and either making the campus better or utilizing the
campus to help solve global problems.
Some groups found the petition process so
meaningful that they created two petitions.
Sample: All students will be assessed.
Use of Results for Improving Student Learning
It may be useful in the future to once again have a smaller class because the groups became quite large. The group presentations became very long and
some groups had to be cut off due to little time.
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