Data, Development, and Democracy

1. Data, Development, and Democracy IDC May Workshop 2009 Adam Renner

2. Thanks! • Former directors • Tony O’Keeffe • Graham Ellis • Carole Pfeffer • BU Administration • Pat Allen! • Your commitment to the program (and a word about stipends)

3. Brief History“I liked how well-rounded Bellarmine curriculum makes its students. I liked the variety of IDC classes” • Gen Ed reform movement led to 1997 adoption of IDC • The O’Keeffe years • (1) formulation of American and Trans-cultural experiences, (2) plan to integrate the first three courses of the IDC sequence, and (3) start of Honors and Browns Scholars. • The Ellis years • (1) development of the IDC Core guidelines and fitting the senior seminar into the sequence, (2) development of the core committee, (3) development of a regular senior assessment of core, (4) emphasis on study abroad for IDC 301, and (5) the implementation of faculty workshops. • The Pfeffer years • (1) that the IDC Core become its own department, (2) an emphasis on better communication of policies relating to IDC program, (3) addressing the variable level of rigor in IDC classes, (4) paying better attention to teaching, assessment, and staffing in the IDC program. Dr. Pfeffer’s tenure has also overseen the completion of the skills grid.

4. Assessment data“My main problem with the IDC classes was that freshman and sophomore classes required more work than all of my other classes combined. Is there a reason?” • IDC Taskforce, 2006-2007 (See BU faculty/staff website) • Broad constituency • Recommendations • Keep it, but continued improvement necessary • Specifically, • The IDC Core should be viewed as the flagship program of the university • The IDC Core Director position should be made a Dean or Associate Dean (in the CAS) position, with directors serving at each of the levels in the IDC Core. • Schools and departments should be required to contribute an equitable proportion of teaching in the IDC Core, overseen by the IDC Dean, and enforced by the SVPAA • Increase full time faculty • Faculty development Then, there was SACS Oh, and the economy…

5. Assessment data (cont.) • Fall 2008 (See IDC Website) • Qualitative comments from outside readers • writing style was too colloquial • papers were more competent and technically accurate than interesting or informative • thesis often lacked focus, which led to disorganization in the paper. • there was little in the way of critiquing and/or deliberating over sources • Quantitative ratings • 101—2.63 on a scale of 1-4 • 200—4.01 on a scale of 1-5 • 301—2.44 on a scale of 1-3 • 401—2.73 on a scale of 1-4 • Overall • Inter-rater reliability, assignments from faculty, readers eval vs. faculty eval

6. Assessment data (cont.)“IDC classes have been beneficial only if the topic was useful.” • Observations • Senior Seminar Evaluations • 3 highest categories • Small group work skills • Seminar skills • Written communication skills • 3 lowest categories • Understood Catholic perspective on social issues • IDC courses helped with other gen ed courses • IDC courses helped with courses in major

7. Assessment data (cont.) • Measure of Academic Proficiency and Progress • Freshmen, Seniors • Global Perspectives Inventory • Intercultural Development Inventory

8. What is a Global Perspective? -- A multidimensional, developmental process.

9. Communication focus: skill & knowledge acquisition Education focus: development Cognitive Knowing (developmental) Knowledge (acquired) Intrapersonal Identity (developmental) Affect (acquired) Interpersonal Social interaction (acquired) Social responsibility (developmental) Global Perspectives Inventory Construct and Scales

10. GPI – Seniors vs. Freshmen

11. IDI (Intercultural Development Inventory) – Overview • Intercultural Development Inventory • Measure of intercultural competence • Adapted from the Developmental Model of Intercultural Sensitivity – assumption is that intercultural competence is not natural. One must work actively to develop it. • As experiences of cultural differences becomes more complex, potential competence in intercultural interactions increases. Source: http://www.idiinventory.com/pdf/idi_sample.pdf

12. IDI – Composite Scores Actual Developmental Intercultural Sensitivity FF SR Perceived Intercultural Sensitivity FF Gap: 34.49 FF SR Gap: 33.31 SR Source: http://www.idiinventory.com/pdf/idi_sample.pdf

13. Data-driven decisions so far“The IDC classes helped improve me by broadening my horizons and being able to apply concepts to the real world.” • New rubrics that collect the same information across all levels relative to writing/research (collecting less information overall) • More training/orientation on writing/assessment • For readers • For all IDC faculty and interested faculty • Investigate electronic platform for collecting data • Alumni survey • Build skills early in program; focus more on content as one moves through courses (exploration of thematic tracks) • Investigate course offering times to give students more choice • Continue to offer courses which • Explore contemporary social issues • Disentangle popular culture • Examine issues related to social difference • Expand student lenses (through courses that offer compelling/provocative content, international experiences, etc.)

14. Pedagogy • A definition • Curriculum • Skills grid • What I am looking for: • Explore contemporary social issues • Disentangle popular culture • Examine issues related to social difference • Expand student lenses (through courses that offer compelling/provocative content, international experiences, etc.) • Examples for fall 2009 • Planet in Peril • The Holocaust • Lessons in Humanity from the African-American Spiritual • Women’s History in the US • Economic Recovery, Global Justice, and Worker’s Rights • African Culture through Fiction • The Israeli-Palestinian Impasse

15. Pedagogy (cont.)“The IDC classes helped me in expanding my thinking and opening my mind to new ideas.” • Instruction • Balancing lecture with discussion with discovery through experience • Service learning • Dialogical inquiry

16. Pedagogy (cont.) • Assessment • Starts with you, then administration, then SACS • Should always be multiple and with faculty in driver’s seat (non-negotiables will be kept to a minimum) • Staying ahead of ETS

17. Enhancements • Writing and research: • better assignments, better papers • Geography • Everyday relevance: Swine flu, piracy, Darfur • Reading the world

18. Future“I loved my IDC classes. It offered variety to my classes. It gave me an opportunity to expand my knowledge.” • …with deliberation, with multiple inputs, with democratic development • Strands (that help with QEP): environment, health care, education, globalization • Development: curriculum resources, PD travel • Connecting events with classes • Look at course offering times • Deeper examinations of social justice in the spirit of Thomas Merton