Assessing Intercultural Learning

1. Assessing Intercultural Learning Jen Cushman, Holly Hayer, Michael Henderson, Carlee Ranalli, Kathy Westcott

2. Schedule • History of ILAC(Jen: 5 min) • Intercultural Competencies Rubric (Michael and Holly: 10 min) • Next Steps (Kathy and Carlee: 5 min) • Rubric feedback

3. ILAC ILAC 2012-2013 Jen CushmanAlcione FrederickHolly HayerMichael HendersonCarlee RanalliRosalie RodriguezDoug StifflerBetsy ValaskoKathy Westcott

4. ILAC: history and context • 2005: ACE Laboratory: Desirable Juniata Intercultural Competencies • 2008: ODI/ CIE at ACE = Global Engagement Initiative ILAC • 2009-2010: CLAC conference presentationDarla Deardorff • 2011-2012: Review of Bloom’s taxonomy & AAC&Urubric • 2012-2013: best practice review/ Dickinson visit;SoTL presentation & Deardorff workshop

5. Juniata Desired Intercultural Competencies (2005) Knowledge • Awareness of the complexity and interdependency of world events and issues • Knowledge of world geography and of the global environment, conditions, issues, and events • Knowledge of one’s own culture and history and at least one other culture and history • Understanding of historical, political, religious, and economic forces which have shaped the current world system • Understanding of the diversity and commonalities found in the world in terms of values, beliefs, ideas, and worldviews Attitudes • Openness to learning, intellectual curiosity, and a positive orientation to new opportunities, ideas, and ways of thinking • Openness to the artistic and cultural expressions of one’s own and other cultures • Sensitivity and respect for personal and cultural differences and a commitment to responsible global citizenship • Empathy or the ability to view the world and one’s and others’ place in it from multiple perspectives Skills • Information access and research skills to enhance the ability of students to learn about the world • Communication skills and strategies, including the ability to use another language to interact effectively with people from other cultures • Coping and resiliency skills in unfamiliar and ambiguous situations • Critical and comparative thinking skills, including the ability to think creatively and to integrate knowledge about other cultures into a coherent and inclusive worldview • The ability to respond aesthetically and to interpret creatively the artistic and cultural expressions of other cultures • The ability to critique one’s own cultural values and biases by comparing and contrasting them with those of other cultures

6. Bloom’s Taxonomy

7. Bloom’s Taxonomy

8. Draft Rubric

9. SMART goals and objectives • Specific • Measurable • Action oriented • Realistic • Time delineated

10. Articulate goals and objectives before selecting or designing assessment tools. • Make sure that all relevant constituents agree on the goals and objectives. • Distinguish between goals and objectives. • Use multiple forms of assessment.

11. Assessing Intercultural Competence • How do we establish realistic objectives? • How do we create a coherent institutional culture of intercultural assessment? • How do we choose between internally generated and standardized assessment tools? • What is the relationship between intercultural competence and language proficiency?

12. Format for Writing Objectives

13. Faculty Workshop: CA/I Continue Moving Forward - • Workshop • January 16-17, 2013 • Facilitator Dr. Darla K. Deardorff 3 • Watch for Announcement from the Provost Office