Enhancing a Global Perspective on Campus Larry A. Braskamp braskampl@central

1. Enhancing a Global Perspective on Campus Larry A. Braskamp braskampl@central.edu

2. Two Emerging Major Challenges for Higher Education Vocational focus that includes and/or Career preparation Calling in life

3. Association of American Colleges and Universities

4. Narrow Learning is Not Enough—The Essential Learning Outcomes • Knowledge of Human Cultures and the Physical & Natural World • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative and Applied Learning

5. Global Perspective Inventory (GPI)

6. What is Global Perspective? A global perspective is the capacity for a person to think with complexity taking into account multiple perspectives, to form a unique sense of self that is value based and authentic, and to relate to others with respect and openness especially with those who are not like her. Developing a global perspective is just that—a process of self reflection resulting in an integrated self of thinking, feeling, and relating to others.

7. What is Global Perspective? • A worldview – how one views oneself in the world • A global perspective includes both a domestic focus on multicultural education and diversity and an internationalization focus that includes global trends and relationships among nations.

8. What is Global Perspective? • Based on • Intercultural sensitivity (Bennett, 1986, 1993) • Identity formation (Chickering & Reisser, 1993) • Intercultural competence (Deardorff, 2004) • Individual diversity development (Chavez et al., 2003) • Intercultural maturity (King & Baxter Magolda, 2005) • Intercultural consciousness (Landreman, 2004) • Faith development (Parks, 2000) • Relational leadership model (Komives et al., 2007)

9. Relationship with Intercultural Competence Transformational process toward enlightened global citizenship that involves intercultural adroitness (behavioral aspect focusing on communication skills), intercultural awareness (cognitive aspect of understanding cultural differences), and intercultural sensitivity (focus on positive emotions toward cultural difference) Source: Deardorff, Journal of Studiers in International Education, Fall, 2006

10. Relationship with Intercultural Maturity Development in all three dimensions (cognitive, intrapersonal, interpersonal) proceed “both within and across three dimensions of maturity … as college students become increasingly capable of understanding and acting in ways that are interculturally aware and appropriate”(p. 547). Those for whom development in one or more dimensions does not provide an adequate basis for coping with the complex life tasks they face often report being overwhelmed” (p. 574). Source: King and Magolda, Journal of College Student Development, 2005

11. What is Global Perspective?

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

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

14. Global Perspectives Inventory Construct and Scales • Cognitive Scales • Knowing • In different settings what is right and wrong is simple to determine. • Cultural differences make me question what is really true. • Knowledge • I am informed of current issues that impact international relations. • I am proficient in more than one language.

15. Global Perspectives Inventory Construct and Scales • Intrapersonal Scales • Identity • I see myself as a global citizen.. • I have pride in my ethnic and cultural roots. • Affect • I am confident that I can take care of myself in a completely new situation. • I get offended often by people who do not understand my culture.

16. Global Perspectives Inventory Construct and Scales • Interpersonal Scales • Social Responsibility • I work for the rights of others. • Volunteering is not an important priority in my life. • Social Interaction • I enjoy when my friends from other cultures teach me about our cultural differences. • Most of my friends are from my own ethnic background.

17. Correlations among the scales

18. Scale mean by class and faculty

19. Differences between freshmen and seniors by GPI scales

20. Differences of GPI scale means of students with no and one and two or more terms in service learning

21. Differences of GPI scale means of students with no and with one and two or more terms in study abroad

22. Changes after semester of study abroad by GPI scale

24. GPI Items Related to Well Being • I work for the rights of others. • I have a definite purpose in my life. • My moral and ethical values closely reflect my family traditions. • Volunteering is not an important priority in my life (R). • I see myself as a global citizen. • I put my beliefs into action by standing up for my principles. • I constantly need affirmative confirmation about myself from others (R). • I consciously behave in terms of making a difference. Source: Walker, NASPA, 2009

25. What is Global Citizenship? I prefer complex rather than straightforward interpretations of debatable issues. I am informed of current issues that impact international relations. I am developing a meaningful philosophy of life. I intentionally involve people from many cultural backgrounds in my life.

26. I am open to people who strive to live lives very different from my own life style. I work for the rights of others. I consciously behave in terms of making a difference. I think of my life in terms of giving back to society. I see myself as a global citizen.

27. Sociocultural environmentof a college • Culture • Curriculum • Cocurriculum • Communities within and beyond

28. Connecting desired ends with means

29. High Impact Activities • First-Year Seminars and Experiences  • Common Intellectual Experiences • Learning Communities • Writing-Intensive Courses • Collaborative Assignments and Projects • “Science as Science Is Done”; Undergraduate Research • Diversity/Global Learning • Service Learning, Community-Based Learning • Internships • Capstone Courses and Projects

30. Principles of Use • Good assessment is not something that is done to someone; good assessment begins with commitment, not control. • Assessment always occurs within a context. • Our focus of assessment is on how and why students grow and develop as a result of their education. • “So, what’s the use?” is a key question to ask in your planning and implementation of assessment. • Those closest to the action of fostering student learning and development need to be highly involved in the assessment

31. Principles of Use • Assessment is best viewed as “Sitting beside” rather than “Standing over.” • “High standards but not high standardization” is the preferred strategy for evaluating student learning and development. • The most effective use of assessment is its role in focusing discussion about issues, problems, successes, challenges. • Assessment/evaluation is telling a story that is evidence based. • Assessment is about caring, with users expecting and willing to make adjustments based on what they have learned from the assessment.

32. Additional Resources Deardorff, Darla K. (Fall, 2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10, 241 – 266. Olson, Christa L., Rhodri Evans, and Robert F. Shoenberg. (June 2007). At Home in the World: Bridging the gap between internationalization and multicultural education. Washington D C: American Council on Education King, Pat and Marcia Baxter Magolda. (2005). A developmental model of intercultural maturity. Journal of college student development, 571-592. Gpi.central.edu