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Tami Kopischke Smith, tksmith@goucher Isabel-Moreno Lopez, imoreno@goucher Goucher College

Assessment of Student Outcomes in an Interdisciplinary Study Abroad Course: Learning Spanish through Multicultural Education Content Presented at CLAC 2008 Chapel Hill, NC. Tami Kopischke Smith, tksmith@goucher.edu Isabel-Moreno Lopez, imoreno@goucher.edu Goucher College. Goucher & CLAC.

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Tami Kopischke Smith, tksmith@goucher Isabel-Moreno Lopez, imoreno@goucher Goucher College

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  1. Assessment of Student Outcomes in an Interdisciplinary Study Abroad Course: Learning Spanish through Multicultural Education ContentPresented at CLAC 2008Chapel Hill, NC Tami Kopischke Smith, tksmith@goucher.edu Isabel-Moreno Lopez, imoreno@goucher.edu Goucher College

  2. Goucher & CLAC • IICA Design - Study abroad requirement • Integrated Intensive Courses Abroad • United States Department of Education Grant 3 weeks January 7 weeks Fall 7 weeks Spring Study Abroad Follow-up Content

  3. Assessment Design • Pre-post Assessment • Cultural Awareness • Equity and Equality • Ethnicity and Race • Oppression • Privilege • Service Learning • Costa Rica

  4. Assessment Design • Post course survey (one year later) • Did the course and trip to Costa Rica improve your Spanish? Do you think you have improved in subsequent Spanish classes that you have taken? How? • Education majors: Did this course help you in your field? How?

  5. Spanish Outcomes: Assessment I • Costa Rica está en el centro de Latinoamerica y está cerca de Panamá. Hay mucho turismo en Costa Rica ahora y “the rate” del turísmo esta creando (growing). Hay muchos insectos y nosotros necesitamos to be aware que podemos sacar Malaria o otras diseases que no son buenas. Personas me han dicho que Costa Rica es muy belleza y tiene muchas personas simpáticas (transcribed literally from Assessment I, Student ID 3).

  6. Spanish Outcomes: Assessment IV • Ahora yo sé mucho sobre CR. Hay muchísimas partes de la cultura costarricense. Hay personas (y una ciudad específica) de Cuba influencia, de Panamá, de Nicaragua y las indígenas también. No hay solamente un grupo de indígenas de Costa Rica pero hay 6-7 diferentes grupos y en los Bribris, hay más de 10,000 personas. Yo sé que la cultura de CR es muy indirecta y ellos tienen muchas frases únicas para expresar saludos como ¡Quimbo! ¡diay! y Pura Vida. En CR, ellos tienen un problema de inmigración ilegal como nuestro problema de los mexicanos en los EE.UU. (de los nicaragüenses). San José es el capital. Talamanca es una parte que viven muchos Bribris. (transcribed literally from Assessment IV).

  7. Assessment Methodology • Pre-post assessment • Blind ratings (0-3) • Inter-rater reliability on content (α = .72 to .94) • Repeated Measures ANOVA content (partial eta squared = .24 to .56) • Post course survey • Qualitative

  8. Multicultural Concepts

  9. Did this course help you in your field? • Majors + Interview for public school (multiculturalism) -- Create multicultural lessons & communicating with parents + Use final paper for e-portfolio (diversity awareness) + Center my student teaching experience around the concept of diversity

  10. Did this course help you in your field? • Minors • Intelligence judged inaccurately by language • Understanding student’s culture and customs for personal connection • Talked about Costa Rica and St. Vincent’s frequently in graduate school interviews • Influence my graduate school decision (they use a multicultural model for all classes)

  11. Key findings/Concluding Points • Exemplified understanding of Cultural Awareness through responses to Costa Rica prompt – more effective measure than pre/post • Co-instructing and researching collaboratively from different backgrounds

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