Jacek Lubecki
International Studies Final Report 2006/7
1
FROM:
Jacek Lubecki
Coordinator of International Studies
Coordinator of the Middle Eastern Studies Program
Assistant Professor of Political Science
University of Arkansas at Little Rock
TO:
Deborah Baldwin, Dean, College of Arts, Humanities and Social Sciences,
UALR;
Daryl Rice, Associate Dean, College of Arts, Humanities and Social Sciences,
UALR
UALR INTERNATIONAL STUDIES PROGRAM
FINAL REPORT FALL 2006/ SPRING 2007 AND PROJECTION FOR 2007/8
A) Executive summary
In the “UALR International Studies Program Preliminary Report and Strategic Vision 2005/6,” I
elaborated in detail my vision for the future of the INTS Program. I proposed to build on the
existing excellent foundation to achieve the following goals:
1) Deliberate fostering of functional skills and specific knowledge objectives throughout the
curriculum, which will be re-conceptualized around a matrix of skills, knowledge, and
value goals.
2) Strengthening of practical, career-oriented elements of the curriculum.
3) Infusion of the ethical and action-oriented content into the International Studies Program.
4) Recruitment of new students into the program, with the goal of tripling the number of
majors from 16 in the fall 2005 to the optimal number of around 35 by fall 2008.
5) Reform of the program’s culture, by moving it closer to a learning-community ideal.
6) Implementation of a new assessment program.
7) Creation of an entirely new and expanded website for the program.
The vision was approved by INTS students, the Dean of the College of Arts, Humanities and
Social Science, and by the International Studies Advisory Committee, and the vision’s
implementation started immediately. By the end of academic 2005/6 I modified my core INTS
classes (INTS 2301 “World Cultures” and INTS 2302 “Global Issues”) to reflect the new
learning objectives encompassed by goals 1 through 3, designed and test-run a new assessment
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International Studies Final Report 2006/7
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program, and involved a group of faculty, including, but not limited to, members of International
Studies Advisory Committee, in the vision’s implementation.
Academic 2006/7 marked continued implementation of the vision. Briefly, I can report the
following developments in the program by the end of 2006/7 academic year:
1) The Rhetoric and Writing Department created an upper division research writing course,
which is intended to a part of a new set of requirements for International Studies majors. The
course will be put on the list of INTS major requirements in the fall 2007.
2) Career-oriented and social activism (goals 1-3) components were fully implemented in the
INTS 2302 “Global Issues” class and infused throughout the curriculum. Among others, INTS
2302 students experienced living in conditions of extreme poverty at the Heifer Ranch, and put
together several social activism projects regarding issues of energy and the environment,
including a campus tire-pressure and refill project, an electronic recyclables collection project,
and several lectures and film on the issue of energy conservation. Meanwhile, students from last
year’s (2006) “Global Issues” class organized and held UALR first “Fight Poverty Now!”
convention in April 2007.
3) The program recruited new students, experiencing a net increase from 20 active majors in
May 2006 to 30 active majors in May 2007. The number of majors doubled since I assumed the
responsibility as the program coordinator in the fall 2005, when there were 16 active majors. A
list of majors in enclosed in Appendix A.
4) A new departmental culture was fostered through integrative events (such as program picnics
held once a semester jointly with Political Science Department), and the Heifer Ranch project. I
began implementing the program of distributing small grants aimed at enhancing student
learning in the program.
5) A new INTS assessment plan was created, pursuant to the new university policy regarding
assessment. The plan started to be implemented in the spring 2007. The plan involves the use of
experimental assessment instruments, (end-of-semester class surveys and oral assessment,
sessions) and continuation of the existing instruments (individualized senior exit interviews). The
INTS assessment plan is enclosed in Appendix B.
6) The first ever UALR Holocaust Memorial Day event was sponsored by International Studies
Program. An April 16 lecture by Professor Tom Kaiser attracted a large audience of about 60
participants and attention of the local media. Next year’s event will build on this year’s success.
7) In the summer 2006, I took eight UALR students and one student from my previous institution
(Millikin University) on a course/trip across Poland. The course was successful and students
report it as a life-changing experience. I project to repeat the course in the summer 2008.
8) The International Studies Program normal maintenance budget of $6,000, supplemented by an
additional internal grant of $600 by the Office of Graduate Studies, was fully spent in support of
the program goals. The detailed description and justification of the expenses is given below,
while a tabulated breakdown of expenses is enclosed in Appendix C.
Jacek Lubecki
International Studies Final Report 2006/7
3
B) Detailed Description of the Highlights of Program’s Progress
1) Modification of the INTS curriculum
The International Studies Strategic Vision Action Plan, created in the course of 2005/6 academic
year envisioned the following specific knowledge and skill sets are to be either significantly
strengthened or added to the International Studies curriculum matrix:
1.
2.
3.
4.
5.
Effective written and oral communication skills.
Methodological skills in researching international and global issues.
Development of personal career goals and enhancement of specific career-oriented skills.
Development of interest in and compassion for the global human condition.
Advocacy and political skills pertinent to social action on behalf of diminishing human
suffering worldwide.
To fulfill goals 1 and 2, besides infusing the existing courses with skill-fostering elements, I
originally envisioned adding two course requirements to International Studies curriculum: an
upper division research writing course, and a social science methodology course. As it
happened, the Chair of Rhetoric and Writing, George Jensen, offered to create and teach an
upper division research writing course geared precisely to the needs of International Studies,
since it would encompass both writing and methodological skills necessary in a research project
process. This course (RHET 3300) was officially approved in May 2007 and will be offered in
spring 2008. The existence of the course allows me to formally request for the course to be added
to International Studies curriculum in the fall 2007. Also, because the course includes both
elements of methodology and writing, I decided to drop the idea of requiring an extra
methodology course. Future experience will show whether my decision was correct.
2) Infusion of career-oriented and social activism components into INTS curriculum
a) Career Goals
Goals 3, 4 and 5 of the Strategic Plan are to be advanced mostly through infusion to the existing
courses and/or adding extra curricular elements (such as an annual alumni/career panel or a
career essay requirement to the student portfolio).
Goal 3 - gearing students toward specific career goals; is to be accomplished through multiple
channels. One cannot overemphasize the importance of this goal, as the first question that I have
to confront from every new INTS major is “what do I do with a degree in International Studies?”
My answer is that many different careers can be pursued with the degree, but that brainstorming
of career alternatives, or preparations for a specific career path have to start now. The key to
accomplishing these objectives is through intensive advising and one-to-one work with the
student, as well as through partnership with internship agencies and potential employers.
The experience of 2006/7 showed that internships are the best tool of brainstorming career
objectives of international studies students. Among others, international studies majors have
interned at Heifer International, a travel agency, a law office, “Our Home” Homeless Shelter,
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International Studies Final Report 2006/7
4
Arkansas Sustainability Network, and Arkansas Oil and Gas Commission. Significantly, several
of the students decided not to pursue their earlier preferred career paths as the result of the
internships: thus Christina Hernandez decided that a law career is not for her after her internship
at a law office, Jessica Thurston decided not to work in the travel field after her experience at the
travel office, and Chris Hiryak decided to switch his career goals from international development
to international business after his work at Heifer International. Conversely, Ariel Macpherson
solidified her commitment to the field of international humanitarian work thanks to her work at
the “Our Home” Homeless Shelter – her decision to pursue a Master’s degree in International
Studies at the University of Washington (known for the highest proportion of Peace Corps
volunteers in the nation) was a direct result of this experience. Similarly, Nicolette Sammarco’s
commitment to go into Peace Corps was solidified after her experience at Arkansas
Sustainability Network.
Deciding what career to pursue still remains a major challenge for International Studies students,
especially for those of them who do not want to go directly to graduate school (for which the
program prepares them very well) or into Peace Corps. During academic 2007/8 I will work hard
on improving my career-counseling skills and implement a following program of action:
1) Improve career-counseling and internship data-base components of international studies
website.
2) Create counseling materials for students interested in international careers
3) Establish a data-base of UALR INTS alumni, and host an alumni career panel for INTS
students in the spring 2008
4) Work on my knowledge regarding potential careers for INTS students through more intensive
networking with potential employers, including governmental agencies and the private sector –
the latter, both for, and non-for-profit.
5) Attend seminars or programs intended to foster career-counseling skills for International
Studies advisors.
b) Social activism and global compassion
I NTS Strategic Plan’s Goals 4 and 5 are interrelated and correspond closely to the UALR
Strategic Plan’s primary objectives (Goal 1, point 2) of creating “students who know how to
make a difference in the world.” Besides the internships, my spring 2007 INTS 2302 “Global
Issues” class served as ground to advance these two goals. More specifically, I have embedded
the following active learning and social activism elements into the course curriculum:
1) With respect to global compassion, just like in 2006, in the spring 2007 the entire “Global
Issues” class spent a weekend in conditions of simulated absolute poverty at the Heifer
Ranch. Besides fostering the “global compassion” goal, the experience also allowed for an
excellent form of experiential learning – instead of just reading about absolute poverty in Jeffery
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International Studies Final Report 2006/7
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Sachs’ celebrated book The End of Poverty the students actually experienced what it means to
live the life of absolute deprivation.
Under the influence of their experience selected students from the last year’s (2006) “Global
Issues” class decided to created a campus student organization dedicated to global issues, that
eventually coalesced as the “Global Issues Group” or GIG, and worked towards putting together
a major campus event dedicated to the cause of combating poverty on the global, national, and
local levels. Amazingly enough, this goal was accomplished: the students raised $6,000, talked
to Chancellor Anderson who gave them the Stephen’s Center as the venue for the convention,
and contacted a number of local and regional organizations dedicated to combating poverty. The
First UALR Convention “Fight Poverty Now!” took place on April 17, 2007, and brought in
booths of several organizations serving the cause of combating poverty (Heifer International,
Winrock International, Our Home Homeless Shelter, Bread for the World, etc.) and between
100-150 attendees – mostly UALR students, who responded to the organizers’ imaginative
advertising that included free lunch served by Corky’s Barbeque, and to the ads run on local TV
and radio stations. GIG members and leaders (the group is led by SGA vice-President Hassan
Rayaz) will incorporate the lessons of this year’s convention to better prepare next year’s event.
2) In 2006 “Global Issues” class, students planed social activism projects regarding energy
conservation and the environment, but implemented few of them – the class’s intellectual agenda
took too much of their time, and the major action project to come out of the class – the “Poverty
Convention” had to wait until 2007. I took it as a lesson and frontloaded social activism as a
major part of this year’s INTS 2302. As a result several projects were created and actually
implemented, affecting hundreds of UALR students, and giving the class students major
lessons in social activism. Some of the projects (like the campus tire-pressure and refill day)
were innovative on the national scale. Specifically:
1) Students were encouraged to attend local, regional and national events fostering, and teaching
the skills of, global activism. Their travel costs were to be reimbursed by International Studies
Program. Three of the class students indeed attended a tri-state “Green Energy” summit in
Memphis, which taught the skills of campus political activism in pursuit of environmental
causes. These skills, and materials that students brought with them, were immediately put into
action.
2) Students created a program of films and lectures, including:
a) Campus showing of “An Inconvenient Truth” coupled with a visit and talk by April
Ambrose, head of Arkansas Coalition on Global Climate Change, which took place on the
evening of March 15 with the attendance of about 80 people – both on and off-campus, including
several faculty members.
b) Michael Ledbetter’s lecture on “Artic Evidence on Global Warming” took place on
March 20, with approximately 60 people in attendance. The talk was organized and introduced
by a “Global Issues” student Andrew Macswain. The lecture was a much needed response to a
campus lecture denying the fact of global warming organized by the Arkansas Business Forum.
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International Studies Final Report 2006/7
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c) Campus showing of “Kilowatt Ours,” a documentary film dedicated to the cause of and
teaching practical skills of energy conservation was showed on April 4, with an audience of
about 20 students.
3) Tables were set up at DSC, manned by “Global Issues” students who distributed flyers and
information regarding environmental and energy issues, and passing students were encouraged to
sign a petition urging presidential candidates to put the issue of global warming on the agenda of
2008 elections. Jessica Fawley took leadership in these projects. Several hundred students passed
by the table and some 300 signed the petition.
4) Senior Molly Peters-Stanley took the leadership of the campus tire-pressure project, while
many students both from the class and from other campus organization manned the tire-pressure
and refill post at the parking lot on the corner of Fair Park and 22nd street on March 15. About 30
cars came to the event, which was nationally unprecedented – students from University of
Pittsburgh did organize a tire-pressure check event, but unconnected to a refill project. Because
the compressor was generously provided by the Physical Plant (where David Millay responded
enthusiastically to all our projects) we pulled it out and were rewarded by attention of both
campus and off-campus media. Several gallons of gasoline were saved thanks to the project –
most cars that came proved to have their tires under the proper pressure level.
5) The electronics recycling events took place on April 24 thanks to cooperation of several
agencies: The UALR campus Physical Plant, Arkansas Solid Waste Commission, Global Issues
students, and student-activists from the Biology Department. On our side Rohn Muse took
leadership in organizing the students to man the collection site. Over the course of the day, we
collected about 50 monitors, 40 printers and a several dozens of miscellaneous other electronic
recyclables. The event was a great success.
Overall, several hundred of UALR students were affected by the activism projects and a lot of
good happened thanks to them.
In assessment surveys and essays at the end of the class students responded with a special
enthusiasm to the active learning and social activism components of the class. The program
activism program will continue and be expanded to include new ideas, but repetition of the welltested and successful events (such as the tire-pressure check) is also being planned. Especially, I
would like to gear the projects closer to the campus energy-saving campaign sponsored by the
Chancellor.
I would also like to reinvigorate the campus human rights activism. With the key activists either
graduating or becoming more passive, two on-campus organizations, the Progressive Society and
the Amnesty International have disappeared. Working with Jennifer Hicks I am attempting to
revive the Amnesty International chapter. The chapter was indeed registered with the Office of
Campus Life, has obtained a budget and has planned several events in the fall 2007 and spring
2008. These include an event dedicated to the rights of the imprisoned in the State of Arkansas,
and an activism event on Darfur and genocide in Africa to be held jointly with Pulaski Academy
High School students.
Jacek Lubecki
International Studies Final Report 2006/7
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3) Recruitment of new students
It is my pleasure to report that the program has effectively doubled its number of active majors
(from 16 to 30) since I took its leadership in the fall 2005. This happened mostly through the
simple word-of-mouth advertising and students interested in the major coming to me, and
deciding to indeed pursue it. However, not all of the declared majors will necessarily finish it. In
the meantime, two students fully graduated from the majors, two will graduate in the summer
2007, but three students interested in becoming majors but yet have to be interviewed and
advised. It is my expectation that the number of majors will fluctuate between upper 20s and low
30s throughout 2007/8 academic year.
The most effective way of recruiting majors seems to be word-of-mouth advertising. I did
generate excellent advertising materials including the new website, and used these in
promotional events, such as the UALR International Celebration Day. I would also like to
promote the program to the local high schools. One venue to do is Arkansas Model United
Nations, where the UALR ISA (International Simulation Association) students will organize a
Model Arab League simulation in the fall 2007. The students also have the ambition of
organizing our own high school simulation event in the spring 2008. These and other events can
be excellent program promotion tools. I would like to consult with Kristin Mann, who handles
secondary education programs at the History Department, to discuss these and other ideas with
her.
4) New departmental culture – International Studies as a learning-community
Two annual picnics (one per semester) held jointly with the Political Science Department have
become a tradition with the program and they serve their role splendidly. Besides, the Heifer
Ranch experience proved to be a great way of not only introducing students to the issues and
actions connected to the fight against global extreme poverty, but to truly bring all of
international studies students together. Similarly, the UALR International Simulations Program
(sponsored by the Middle Eastern Studies fund) is a great way of integrating INTS students
together.
However, my goal is to move beyond the integrative events, and create elements of a true
learning community – a place where students and faculty together in serious scholarship and
exchanges of ideas. One centerpiece of this vision would be a serious promotion of student
research and scholarship. Thus, a program of small grants for student participation in scholarly
conferences can be promoted. A test-run of this idea was the fall 2006 INTS sponsorship of
INTS major’s Tzvetomira Svelteva’s participation in 2006 Lisbon Metropolis conference, where,
as the only undergraduate student, she delivered her paper on the issue of dual citizenship and
politics of cultural belonging in France and Germany. Secondarily, a forum for weekly, biweekly, or monthly exchanges of ideas and scholarship for International Studies students and
faculty can be created in the Office of Interdisciplinary Studies (SH 409). Third, selected grants
can be given for the promotion of students specialized skills – as a test-run, the INTS Program
paid for INTS major’s Ryan Geary’s tutoring in Russian in the spring 2007. All of the above
ideas will be promoted in the course of 2007/8 academic year.
Jacek Lubecki
International Studies Final Report 2006/7
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5) The New Assessment Plan
Enclosed in Appendix C is the new assessment plan, built on the pre-existing 2006 plan, but
incorporating criticisms and experience from the last two years. The plan was deemed acceptable
by the assessment review committee, but concerns were raised regarding verifiability and
reliability of the assessment results. These concerns will be addressed, and the first full iteration
of INTS new assessment plan implemented in the course of 2007/8 academic year.
6) The Holocaust Memorial Day Lecture
The idea of a UALR lecture aimed to commemorate the Holocaust came to me in the course of
brainstorming ideas for the UALR Middle Eastern Studies program. As The International Studies
program was the most logical institution venue to host the event, it was eventually sponsored by
this program. Serendipitously, Professor Tom Kaiser from the History Department agreed to
deliver the lecture, which reviewed the historiography of the Holocaust and addressed the current
issues involved in historical debates about the genocide. The positive public response to the
event was stunning. Thanks to Amy Burns at the Office of the Dean of Humanities, Arts and
Social Sciences, , and the UALR Office of External Relations, the event received coverage in the
local TV and press and was attended by at least 60 participants, of which a half were off-campus
audience.
Building on the existing momentum, Professor Kaiser and I decided to expand the event in 2008
to include:
1) A student symposium. Since Dr. Kaiser will be teaching a seminar on the Holocaust in the
spring 2008, the best papers from the seminar can be delivered at the symposium, while the best
paper can receive a small cash award ($200) and a plaque from the International Studies program
2) A faculty symposium. A few faculty members can deliver shorter lectures on the themes
related to the Holocaust. Thus, Dr. Kaiser can talk about the newest historiography of the
Holocaust, while Jacek Lubecki can tackle the Jedwabne controversy debate in the Polish
historiography.
7) The Polish Trip Course
In the summer 2006 I took my first contingent of 8 UALR students (plus one student from my
previous institution – Millikin University) to Poland on a cross listed International
Studies/Political Science course-trip (INTS 4300/POLS 3301), that took them to three major
Polish cities, (Warsaw, Krakow, and Wrocław) and exposed to most varied facets of Polish
history, culture, and contemporary politics. While the course was overall a great success, a
thorough assessment session with the student also resulted in several improvements that will be
incorporated in the course’s next iteration in the summer of 2008.
8) International Studies Maintenance Account
Finally, spending from the International Studies maintenance account served the Program
priorities – the breakdown of expenses is given in Appendix B.
Jacek Lubecki
International Studies Final Report 2006/7
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APPENDIX A
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Last Name
Akin
Anghelescu
Belen
Campbell
Collins
Davidova
Durham
Hampton
Hurly
Hyatt
Hernandez
Hiryak
Joiner
Kahler
Lilly
Linder
Macpherson
Nantharangsy
Osorio,
Rayaz
Rogers
Sammarco
Serna
Smith
Stafford
Sutton
Thurston
Villa
Ueda
Yoder
First Name
Meghan
Alexandra
Sandra
Krisitina
Tashayla
Ivanka
Julianne
Lindsey M.
Marlo
Meredith
Christina
Chris
Jennifer
Lara
Chad J.
Stephen
Ariel E.
Vone A
Juaraz
Hassan A.
Ezra
Nicollete
Griselda
Charles
John
Cassidy R.
Jessica
Jessica
Nao
Mollie
Status as of May 1, 2007
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
Current
graduated spring 2007
Current
Current
Current
Current
Current
Current
Current
graduated spring 2007
Current
Current
Current
Current
Current
Notes
graduating summer 2007
leaving the university
Changing to a minor?
Changing to a minor?
Changing to a minor?
graduating summer 2007
Jacek Lubecki
International Studies Final Report 2006/7
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APPENDIX B
International Studies Maintenance Budget, 2006/7
Balance, Credits and Expenses as of June 1, 2007
#
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
17
18
Item description (credits marked in bold)
Beginning balance
Heifer ranch deposit
Reimbursement for the Polish trip
Additional reimbursement for the Polish trip
Item amount
Transfer from Graduate Program - internal grant
for conference travel
Tzvetomira Svetleva's reimbursement for travel to
conference in Lisbon
Transfer from Graduate Program - internal grant
for conference travel
Travel to Kenosha - Foreign Policy Research Institute
Conference on China
Bill Muck’s reimbursement - Heifer ranch
My travel to St. Louis – Mid-west International
Studies Conference, paper presentation
Laser printer cartridge
Tutoring of an INTS major in Russian
American Association for the Advancement of Slavic
Studies membership
Payment for Heifer Ranch experience
Payment for UALR van to Fort Worth (to participate
in the Southwestern Model Arab League Conference)
Reimbursement for Molly Stanley's activism cost GIG events (including supplies for the tire pressure
conference and trip to Memphis for the tri-state “green
energy” conference)
Radio advertising for the Arkansas Sustainability Expo
Reimbursement for the Egyptian trip (intensive course
of Arabic, co-sponsored by the Middle Eastern Studies
program, INTS covers the airline ticket and a part of
living expenses)
$
$
$
$
$
$
430.00
497.00
350.00
250.00
650.00
350.00
Total expenses/credits
$
$
$
0
430.00
927.00
1,277.00
Balance
$
$
$
$
$
250.00
$
$
1,927.00
$
$
350.00
$
6,000.00
5,570.00
5,073.00
4,723.00
4,973.00
4,323.00
4,673.00
$
285.00
$
2,212.00
$
4,388.00
$
$
129.00
633.00
$
$
2,341.00
2,974.00
$
$
4,259.00
3,626.00
$
$
$
173.00
400.00
80.00
$
$
$
3,147.00
3,547.00
3,627.00
$
$
$
3,453.00
3,053.00
2,973.00
$
$
640.00
188.00
$
$
4,267.00
4,455.00
$
$
2,333.00
2,145.00
$
160.00
$
4,615.00
$
1,985.00
$
$
200.00
1,785.00
$
$
4,815.00
6,600.00
$
$
1,785.00
-
Jacek Lubecki
International Studies Final Report 2006/7
11
International Studies Assessment Plan 2007
Undergraduate Degree Program Assessment Plan Cover Sheet (rev. 07):
UNIVERSITY OF ARKANSAS AT LITTLE ROCK
Degree Program:
Plan No.26
International Studies
Department and College:
CAHSS
Degree type (AA, AS, BA, BS, BBA, BSE, BSW): BA
Prepared by: Jacek Lubecki
Submitted to College Assessment Committee on March 5, 2007 ____________
Approved on _March 30____________________
Submitted to Provost Assessment Advisory Group on
Approved on ________________
Respond to all four questions, following the Degree Program Assessment Plan Form
Instructions. Attach additional pages as needed.
1. What are your student learning goals for this degree program? Include which core
competencies are addressed by these goals where applicable.
International Studies is an interdisciplinary undergraduate degree program, emphasizing global
awareness, cultural and humanitarian sensitivity, and foreign language skills, in preparation for
careers in international public service and in the global market place. The program’s multifaceted
curriculum introduces students to the complex political, socioeconomic, and geographic realities
of today’s world, and teaches them to interact with the newly acquired knowledge through
further analysis and research paired with effective oral and written communication and
application of their skills to practical issues and problems. Students are made aware of the most
dramatic challenges facing humanity and develop sensitivity to issues pertaining to the global
human condition and commitment to its improvement worldwide. The program offers a public
and a private track; the first focuses specifically on cultural and political phenomena and their
implications, the second is designed as an introduction to international business.
The list of the INTS knowledge, value and functional skill goals and corresponding UALR core
curriculum “blue ribbon” competencies (in bold) is listed below:
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International Studies Final Report 2006/7
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1. Acquire solid knowledge of world geography (International Awareness)
2. Develop an understanding of a variety of world cultures, their roots, their commonalities and
their differences (International Awareness, Social and Cultural Awareness)
3. Grasp political, social, and economic issues on a global scale and be able to critically analyze
them (International Awareness, Social and Cultural Awareness, Critical Thinking,
Historical Consciousness)
4. Achieve functional oral proficiency in one second language (Intermediate-mid level based on
the ACTFL [American Council on the Teaching of Foreign Languages] proficiency scale)
(International Awareness)
5. Develop effective written and oral communication skills (Verbal Literacy)
6. Develop methodological skills in researching international and global issues (Philosophy and
Methods of Science)
7. Develop personal career goals and enhancement of specific career-oriented skills (Social and
Cultural Awareness)
8. Develop an interest in and compassion for the global human condition skills (Social and
Cultural Awareness, Ethical and Moral Consciousness)
9. Develop advocacy and political skills pertinent to social action on behalf of diminishing
human suffering worldwide (International Awareness, Information Technology, Social and
Cultural Awareness, Ethical and Moral Consciousness)
The above learning goals correspond to the following learning objectives and outcomes.
Students should be able to:
1. Identify major geographic patterns found in the world (Goal 1)
2. Describe cultural traits of various societies (Goal 2) and analyze differences and
commonalities among cultures (Goal 2)
3. Identify and articulate, and think critically about basic dimensions of current global
issues (Goal 3)
4. Communicate effectively (at the intermediate level) in a second language (Goal 4)
5. Conduct research on a topic that requires an understanding of the interconnections
between various global problems, choose the proper methodology for the topic, and
present the findings in a well-reasoned paper, as well as in an oral presentation. (Goal 3,
5 and 6)
6. Be aware of different career choices, reflect on them and focus their learning objectives
on acquisition of skills and knowledge corresponding to their chosen career (Goal 8)
7. Be aware of and develop empathy for conditions of deprivation afflicting the vast
majority of humankind (Goal 9)
8. Participate in a collective social action on behalf of diminishing human suffering and
addressing global issues worldwide (Goal 10)
Methods of Assessing Learning Objectives and Outcomes:
Objective/outcome 1: Identification of geographic patterns will be fostered through formal map
tests and written exercises in the World Geography (GEOG 2310 or 2321) courses, which are
prerequisites for the major. Map quizzes and tests of basic knowledge of world geography will
be administered in the INTS 2301 World Cultures class, the first class in the core INTS
sequence, to double check whether students acquired the sufficient knowledge in their pre-
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13
requisite classes. Remedial action will be taken if necessary. Results of INTS 2301 geography
tests are shared and discussed with the International Studies committee, especially, instructors
teaching World Geography courses, thus creating an assessment feedback loop. Finally, in
senior exit interviews and alumni surveys students are asked questions about their subjective
perception as to whether the classes gave them the proper understanding of world geography.
Thus, two different assessment feedback loops are created; a short-term one, and a long-term
one. The overall results annual are compiled based on a four-year cycle and changes to the
program are recommended based on these results upon analysis by International Studies
Committee.
Objective 2: The ability to think about and describe cultures is assessed through a rubric used to
score the final essay paper written for the World Cultures (INTS 2301) class (see, appendix B).
Students are also given a pre-class essay assignment intended to evaluate their conceptual
thinking about world cultures. The essay is scored using the same rubric as is used in assessing
their final essay paper. A class survey also assesses the students’ subjective perception of their
acquisition of knowledge about world cultures. At the beginning of Intercultural
Communications (SPCH 4312), the upper division INTS core requirement, class students are
given a test checking their knowledge of world cultures, thus double-checking whether the INTS
2301 World Cultures class gave them the proper basic knowledge. The results are communicated
with the instructor teaching INTS 2301, thus creating a feedback loop. The analysis of the
differences and commonalities among cultures is assessed through a rubric used to score a
project completed in Intercultural Communications (SPCH 4312). The results information gained
from different assessment instruments in both classes are discussed annually by International
Studies Committee. Also, in INTS 2301 students are given surveys and engage in an oral
assessment session where they give their own subjective perception of whether they acquired
basic understanding of global issues. In senior exit interviews and alumni surveys students are
asked questions about their subjective perception as to whether the classes gave them the proper
understanding of world cultures. Thus, two different assessment feedback loops are created; a
short-term one, and a long-term one. The overall results annual are compiled based on a fouryear cycle and changes to the program are recommended based on these results upon analysis by
International Studies Committee.
Objective 3: Identification and articulation of global issues is assessed through pre-and post-class
reflection essays, and a class survey and oral assessment session administered in INTS 2302
Global Issues class. In the initial essay students are asked to identify and reflect on what they
consider the world’s most important issues and give their wisdom on these issues. The same
essay questions, formulated differently, are tackled by students in their final essays. Their level
of sophistication on both sets of essays is scored on a rubric by the course instructor. The results
of the comparison between pre- and post-essays are analyzed by the course instructor in the light
of student grades in grades on class tests and essays. Finally, students are given class surveys and
engage in an oral assessment session where they give their own subjective perception of whether
they acquired basic understanding of global issues. The overall results of the pre- and post-essays
analysis, class grades analysis, and student survey and oral discussion analysis, are shared on
annually with the International Studies Committee, thus creating a short-term feedback loop.
Finally, in senior exit interviews and alumni surveys students are asked questions about their
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14
subjective perception as to whether the classes gave them the proper understanding of global
issues. Thus, two different assessment feedback loops, short-term and long-term, are created.
Objective 4: Communication in a second language is assessed through the use of an oral
proficiency test based on the guidelines established by ACTFL (American Council on Teaching
of Foreign Languages). The tests are administrated by the Division of Foreign Languages and the
results are shared with the International Studies Coordinator and International Studies
Committee.
Objective 5: Writing and oral communication skills are assed through a rubric used to score the
formal research paper and oral presentation for the World Cultures (INTS 2301) class. Oral
presentation skills are assessed through a rubric used to score a project completed in Intercultural
Communications (SPCH 4312) class. Starting in fall 2007 students will be required to take an
upper division research writing class RHET 3300 and, through oral interviews with students
taking INTS 4101, Senior Project Proposal, it will be assessed whether RHET 3300 is meeting
its goal of teaching students proper research and research writing techniques and methodologies.
The final assessment of students’ writing and oral communication skills is done through the
rubrics used to score the senior paper, and the criteria established for the oral presentation of
research findings (INTS 4101 and INTS 4103). The results of different assessment instruments
are discussed annually by International Studies Committee. Finally, in senior exit interviews and
alumni surveys students are asked questions about their subjective perception as to whether the
classes (INTS 2301, RHET 3300, INTS 4101, 02, 03) gave them the proper methodological and
functional skills to engage in research on complex global issues. Thus, two different assessment
feedback loops, short-term and long-term, are created.
Objective 6: Student will attend career workshops and write a reflection essay on their career
choices and corresponding sets of skills by the end of their junior year. Career essays are
administered in INTS 2302 and SPCH 4312. Their results are discussed with individual students.
The overall trends are discussed by International Studies Committee. (a criticism that I received
was to whether this objective should be even included on the list and assessed – I see adding this
objective as an experiment, and its assessment might be dropped in subsequent iterations of the
INTS assessment Program).
Objective 7: Students in INTS are given an initial essay question regarding their perception of
the global human condition. In the course, students are exposed to information and attend a
simulation activity reflecting conditions of poverty in which majority of humankind lives. Then,
students write a reflection essay about their experience. The results or pre- and post-experience
reflection are compared and assessed based on a rubric, and the results are shared on an annual
basis with the International Studies Committee (a criticism that I received was to whether this
objective should be even included on the list and assessed – I see adding this objective as an
experiment, and its assessment might be dropped in subsequent iterations of the INTS
assessment Program)
Objective 8: In INTS 2302 students write a pre-course reflection essay regarding their activism
in the world, then, they participate in social action on behalf of diminishing human suffering and
addressing global issues worldwide. After their experience, they write a reflection essay, and the
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15
results of their pre- and post-experience reflection are compared on a rubric and the results are
shared on an annual basis with the International Studies Committee. (a criticism that I received
was to whether this objective should be even included on the list and assessed – I see adding this
objective as an experiment, and its assessment might be dropped in subsequent iterations of the
INTS assessment Program)
Meeting of objectives 6, 7 and 8 will be discussed annually with the International Studies
Committee and with individual students in senior exit interviews and alumni surveys.
4. Faculty and Stakeholders Involvement:
Faculty:
A new International Studies Faculty Advisory Committee was formed in 2005 with the following
members: Jacek Lubecki (chair and INTS Coordinator), Gerald Driskill (Communications
Department, faculty teaching core INTS “Intercultural Communication” course ), Gerald Hanson
(History, former interim INTS Coordinator, faculty of INTS prerequisite Geography Courses),
Rachel Smith (Head of International Business Program), Sharon Sellars (Second Language
Director for INTS), Sherrie Ray (Director of Study Abroad), Mark Hartmann (Anthropology),
and Susan Barr (Rhetoric and Writing, experienced in helping INTS program with development
of writing skills).
The Committee will:
1) Review annual assessment reports and the long-term four-year report
2) Advise the Program Coordinator on any major issues in the program
3) Recommend and approve changes to the program based on assessment results following the
four-year assessment cycle.
Besides the overall International Studies committee, individual ad hoc committees are created to
supervise and grade student senior research (capstone projects) and grade final student
presentations.
Students:
INTS students will be consulted at every step of the process. Overall assessment results will be
shared with them
Dean of CAHSS
Assessment results will be shared on annual basis with the Dean of CAHSS, who will review the
final annual and four-year reports on the assessment progress.
External stakeholders
A creation of an external committee of stakeholder, or of to include leaders of governmental and
private (for- and non-for-profit) organizations doing work internationally, and INTS alumni, is
contemplated. The committee would evaluate assessment result on bi-annual basis.
Appendices to the assessment plan (selected assessment instruments):
1) Initial map quizzes in INTS 2301 World Cultures
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2) An initial essay:
A) define culture and identify major differences between world cultures.
B) What fundamental forces, do you think, are shaping our world?
Rubric used to score the initial and the final essays: (Levels: 4 – outstanding, 3 –
sophisticated, 2 – basic, 1 – lacking)
Rubric
Student can identity major
patterns of world cultures
Student can identify major
differences between world
cultures
Student can identify majors
forces, structural and
cultural, shaping the world
Student can think in
sophisticated, conceptual
terms about structural and
cultural forces shaping the
world
Total
Score (1-4)
Comments
16-14 outstanding, 14-12
sophisticated, 10-8 basic, 7-1
lacking
3) Final class survey in World Cultures INTS 2301: five skills and knowledge objectives:
1) World geography
2) World Cultures
3) Critical thinking about global issues
4) Writing and oral communication skills
5) Research skills
5- STRONGLY AGREE, 4 – AGREE, 3 – UNDECIDED, 1 – DISAGREE
(Circle the chosen answer)
1. The course solidified my knowledge of world geography
1
2
3
4
5
2. The course exposed me to the diversity of the world cultures
1
2
3
4
5
3. The course taught me to think critically about world issues
1
2
3
4
5
4. The course has improved my written communications skills
1
2
3
4
5
5. The course has improved my oral communication skills
1
2
3
4
5
6. The course has improved my research skills
1
2
3
4
5
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7. I was actively engaged with the course material
1
2
3
4
5
Please write any additional comments on the achievement of the above objectives below:
B) INTS 2302 Initial essay questions:
INTS 2302 Global Issues
Name:
Major:
1. What do you think are the most important global issues and what can we do to address them?
What can you personally do to address them?
2. What are your career goals? How can college/this class help you with achieving them?
3. Is there anything else that you would like to tell me in connection with the class.
Rubric used to assess the results of the essay:
Rubric
Student can identity major
global issues
Student can think in
sophisticated, conceptual
terms about global issues
Student can identify majors
forces, structural and
cultural, shaping the world
Students have a good
understanding of their
career goal and their role in
the world
Total
Score (1-4)
Comments
16-14 outstanding, 14-12
sophisticated, 10-8 basic, 7-1
lacking
Levels: 4 – outstanding, 3 – sophisticated, 2 – basic, 1 - lacking
C) Final survey in INTS 2302 Global Issues five skills and knowledge objectives
:
1) Global Issues
2) Critical Analysis of Global Problems
3) Critical thinking about global issues
4) Compassion and interest in human condition
5) Social activism and advocacy skills
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INTS 2302 Global Issues Final
ASSESSMENT SURVEY
INSTRUCTOR:
SEMESTER:
5- STRONGLY AGREE, 4 – AGREE, 3 – UNDECIDED, 1 – DISAGREE
(Circle the chosen answer)
1. The course gave me a profound knowledge of key global issues
1
2
3
4
5
2. We have analyzed global problems from critical perspectives
1
2
3
4
5
3. The course has improved my research and methodology skills
1
2
3
4
5
4. The course has stimulated my interest in the global human condition
1
2
3
4
5
5. The course has increased my compassion for humanity in the world
1
2
3
4
5
6. The course has stimulated my interest in social activism
1
2
3
4
5
7. The course has improved social activism and advocacy skills
1
2
3
4
5
Please write any additional comments on the achievement of the above objectives
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19
Comments
Rubrics
1. Paper research question is well-formulated in
the context of relevant literature
2. Paper demonstrates cross-cultural or socialstructural implications of the problem
investigated
3. Paper clearly explicates the chosen issue or
problem and its significance
4. Research is thorough, well organized, and
provides convincing support for the conclusion
5. The project is well-written from the formal and
stylistic point of view
6. Paper demonstrates cross-cultural or socialstructural implications of the problem
investigated
Total Score
D) Rubrics used to score the senior capstone project:
The rubrics are to be used as a framework in assessing student performance in the
capstone paper project. The rubrics are tied to the International Studies Program objectives
a) Acquire a good knowledge of world geography, global issues, and world cultures
b) Acquire awareness of cultural and structural differences
c) Demonstrate cross-cultural and social-structural implications
d) Develop research and written communication skills resulting in a formal paper
The scoring scale is as follows:
4 - Excellent paper that meets practically all of the objectives as outlined above
3 – Good paper that meets most of the objectives above
2 - Competent effort in the paper that meets some or most of the objectives
1 - Inadequate effort that meets only a few of the objectives
0 - Failure to meet almost all of the objectives outlined above
Score (0-4)
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E) ASSESSMENT RUBRICS FOR ORAL COMMUNICATION OF RESEARCH RESULTS
NAME:
TOPIC:
(use the other side if necessary)
5- superior, 4 – above average, 3-average, 2-below average, 1-poor
1. Quality of Visuals
Comments:
1
2
3
4
5
2. Clarity of presentation
Comments:
1
2
3
4
5
3. Organization of presentation
Comments:
1
2
3
4
5
4. Shows place of paper in the literature
Comments:
1
2
3
4
5
5. Conceptual framework well developed
Comments:
1
2
3
4
5
6. Research problem/question well developed
Comments:
1
2
3
4
5
7. Logic of conclusions/inquiry
Comments:
1
2
3
4
5
8. Performance in questions/answers
Comments:
1
2
3
4
5
9. Stage presence, diction, fluency of speech
Comments:
1
2
3
4
5
Overall grade:
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International Studies Final Report 2006/7
F) Senior exit interview:
Topics of discussion:
1. Department goals:
2. Department culture:
3. Advising:
4. Integration of courses:
5. Pre-requisites
6. INTS 2301
7. INTS 2302
8. International Communications
9. Concentration:
10. Culture Block:
11. Language Courses:
12. Internships:
13. Senior Project
14. Faculty:
15. Career goals
G) Alumni Survey:
1.
2.
3.
4.
5.
6.
Which courses in the INTS program proved most valuable to you?
Was the research project a worthwhile experience? (Please elaborate)
To what extent did this major prepare you for the job market?
To what extent did this major prepare you for graduate or professional studies?
Would you recommend the INTS major to other students? Why? Why not?
Please say anything else you would like to say about the program, positive or negative.
Any suggestions will be highly appreciated.
21