Presented by: Mike Russell (May 2013) USE ARROW KEYS TO MOVE FORWARD OR BACKWARD.

1. Global Citizenship, Ethics, and Diversity (GCED) Student Learning Outcome (SLO) assessment discovery committee Presented by: Mike Russell (May 2013) USE ARROW KEYS TO MOVE FORWARD OR BACKWARD.

2. Committee members • Sharla Blank (Anthropology) Sophie Delahaye (Modern Languages) • Lori Edwards (School of Nursing) Kim Harrison (Social Work) • Russ Jacobs (Philosophy) Norma Juma (School of Business) • Amy Nebesniak (Education) Marguerite Perret (Art) • Mark Peterson (Political Science) Mary Pilgram (Communication) • Mary Sheldon (English) Cindy Turk (Psychology) • Kayla Waters (Human Services) Tina Williams (International Programs) • Kerry Wynn (History) myself

3. Committee’s Task • By the end of this semester, recommend one or more instruments that assesses Global Citizenship, Ethics, and Diversity (GCED). • Do NOT reinvent the wheel. There is no need. Numerous instruments for this area already exist. • The instrument will be used to assess the GCED SLO for exiting/graduating students – the end product of a WU education. • i. Not every graduating student will be assessed. • ii. Only a percentage of our students will be sampled.

4. “Assessment instrument” • It could be an assignment. • It could be an assignment given in a University requirement course (EN 300), or • given to a randomly selected group of students. • It could be a standardized test. • The cost of the assessment instrument should not be considered a factor. • We want the best instrument available.

5. Requirement • We MUST recommend an assessment instrument that allows us to compare our results with those of other institutions and national norms. This is MANDATORY. • We need to be able to draw comparisons between ourselves and others (e.g., peer institutions). • The availability of national norms would be useful.

6. Best-case scenario • We want an assessment instrument that is high in reliability and validity. • Reliability = consistency • We want an instrument that produces a score that is not affected by external events (e.g., weather, time of semester). • Validity = truth • By validity, it is meant an instrument that truly and accurately measures quantitative and scientific reasoning and literacy.

7. Washburn University GCED SLO definition • “Global Citizenship, Ethics, and Diversity. Global citizenship refers to the broad understanding of peoples and cultures in the United States and around the world, and to humankind's place and effects in the world. Global citizenship includes a respect for the commonalities and differences in peoples, including an understanding of values, beliefs and customs. It places an emphasis on the economic, religious, political, geographic, linguistic, historic, environmental and social aspects that define cultures. It places an emphasis on ethics, equality and human rights, an appreciation for diversity, the interconnectedness of societies and cultures, and a commitment to finding solutions to problems that can affect the world.”

8. Your task • The GCED SLO assessment discovery committee has recommended three (3) potential instruments. • Your task is the same as theirs: Recommend one or more of the following assessment instruments that you believe we could use to assess Global Citizenship, Ethics, and Diversity. • At the end of this presentation, exit this PowerPoint and access the link to a survey where you can cast your vote as to which instruments you prefer.

9. Option 1 Global Citizenship:Global Perspective Inventory (GPI) • The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values. It reflects how students are responding to three major questions: How do I know?, Who am I?, and How do I relate to others? • Measure students’ development along each of the cognitive, intrapersonal, and interpersonal domains as well as their engagement with the social and academic environment of their colleges.

10. Global Citizenship:Global Perspective Inventory (GPI) • 64-items • multiple choice, Likert type questions • norms are available (overall and by type of institution: private vs. public and BA/MA vs. PhD) • used by 147 institutions • cost: $650 for 1 – 200 students • good reliability: 0.59 - 0.73

11. Option 2 Global Citizenship:AACU Intercultural Knowledge rubric • Used by a large number of institutions • The rubric is too big to paste in this presentation. • You can access the rubric by exiting the presentation and clicking on the link provided. • As with any rubric, we (as an institution) can create an assignment that can be evaluated using the rubric. • Pro: We assess our own student products.

12. Option 1 Ethics: Defining Issues Test-2 • Again, the instrument is too big to paste here. • You can access the instrument by exiting the presentation and clicking on the link provided. • DIT Dilemmas. The complete DIT-1 consists of six dilemmas, while the revised DIT-2 consists of five dilemmas. • Associated with each dilemma are 12, 5-point Likert questions.

13. Ethics: Defining Issues Test-2 • DIT-2 more powerful than original DIT in terms of validity • Good reliability: upper .70s / low .80s • $326 for 200 students • seems old based on what the website looks like • used by a number of institutions

14. Option 2 Ethics: AACU Ethical Reasoning rubric • Used by lots of institutions • You can access the rubric by exiting the presentation and clicking on the link provided. • As with any rubric, we (as an institution) can create an assignment that can be evaluated using the rubric. • Pro: We assess our own student products.

15. Option 1 Diversity: Miville-Guzman Universality-Diversity Scale – short form (M-GUDS-S) • You can access the instrument by exiting the presentation and clicking on the link provided. • Covers 3 areas: 1. diversity of conduct (students' interest in participating in diverse social and cultural activities), 2. Relativistic Appreciation (the extent to which students value the impact of diversity on self-understanding and personal growth), and 3. Comfort With Differences (students’ degree of comfort with diverse individuals)

16. Diversity: Miville-Guzman Universality-Diversity Scale – short form (M-GUDS-S) • 15-item, 6-point Likert scale survey • “Internal consistency and retest reliability ranged from .89 to .95” • Outstanding values • There seems to be a good amount of research associated with this instrument.

17. Option 2 Diversity: Global Perspective Inventory (GPI) • This is the same instrument that was first described in this presentation. Here is a recap: • The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values. It reflects how students are responding to three major questions: How do I know?, Who am I? and, How do I relate to others?

18. Diversity: Global Perspective Inventory (GPI) • 64-items • multiple choice, Likert type questions • norms are available (overall and by type of institution: private vs. public and BA/MA vs. PhD) • used by 147 institutions • cost: $650 for 1 – 200 students • good reliability: 0.59 - 0.73

19. So what do you think? • We need to know what you think. • Now it is time to cast your vote. Exit this presentation and review the various rubrics and instruments then complete the survey. The survey will take about 2 – 3 minutes. • Your recommendation(s) will be submitted to the VPAA.

20. “Thank you!!!!” • Please let me know if you have any questions, comments, or concerns. • Contact me via email (mike.russell@washburn.edu).