Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Profile Worksheet: Using the social identities profile worksheet, indicate your social membership for each identity category. State if your social identity is either Privilege/ Dominant or Target/ Subordinate. For the purpose of this activity, “Privilege/ Dominant” refers to groups that have power and access, whereas “Target/ Subordinate” refers to groups that do not have power or access. Evaluation Process: Using a grading rubric, the instructor will evaluate the assignment for content and reflection, etc. Minimum Criteria for Success: 80 percent of class will achieve at least a “C” grade or higher on this written assignment Sample: The sample will consist of the entire class. To be entered after each time course is taught Course Learning Outcome Demonstrate an understanding of multiple interrelated local, global, international, and intercultural diversity challenges, cultural variables, and issues and trends. Use of Results for Improving Student Learning To be entered after each time course is taught
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Essay: Write an essay that outlines/addresses the following: Based on C. Smith, Social Struggle, identify and discuss 3 of the strategies outlined that in your view have greatest chance to bring small groups of people together in your community to address issues of diversity and justice that you care about? Based on A. Ayvazian's Interrupting the cycle of oppression: The role of allies as agents of change. Which of the roles she describes do you already take or aspire to take in the future and why? After reading N. Mc Clelland and Rizga, K, Top 10 Youth Activism Victories in 2007, list 3–5 ways you could see yourself becoming an activist in your community Your experiences in this class and what you learned. Evaluation Process: Using a grading rubric, the instructor will evaluate the assignment for content and reflection, etc. Minimum Criteria for Success: 80 percent of class will achieve at least a “C” grade or higher on this written assignment Sample: The sample will consist of the entire class. To be entered after each time course is taught Course Learning Outcome Interpret the national context or perspectives of global diversity, in terms of: human rights, cultural heritage, individual dignity and/or collective accountability. Think critically about the issues that emerge from workforce diversity; includes a historical perspective that explains the roots of the issues in the workplace today. Suggest social justice paradigms to encourage social action and Illustrate strategies organizations are using to leverage diversity effectively. Use of Results for Improving Student Learning To be entered after each time course is taught