Global Learning Student Learning Assessment Method Assessment Results Outcome Addressed Assessment Activity/Artifact: To be entered after each time course is Global Engagement: Students will be able Final assignment and final group project will serve taught to demonstrate willingness to engage in as assessment artifacts. Here students will reflect local, global, international, and intercultural on their personal and professional problem solving. philosophy and the influence of this course on that philosophy. Course Learning Outcome Evaluation Process: Survey students using a Likert scale to Students will collaborate in groups to devise measure if their philosophy has changed solutions to problems of mitigating coastal (e.g., 1 = no change, 2= some change, 3 = erosion, which are appropriate within the significant change). framework of technological, economic, Open-ended reflective essay on the impact of legal, and societal factors at regional, course on their problem-solving philosophy. national and global levels. Writing proficiency will be evaluated using a 5-point rubric. Minimum Criteria for Success: 2 on a 1-3 scale. Students will provide a minimum of two ways that the class has/has not influenced their problem-solving philosophy. Sample: All students will be assessed. Use of Results for Improving Student Learning To be entered after each time course is taught
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Final assignment and final group project will serve as assessment artifacts. Here students will reflect on their personal and professional philosophy and the influence of this course on that philosophy. Evaluation Process: Survey students using a Likert scale to measure if their philosophy has changed (e.g., 1 = no change, 2= some change, 3 = significant change). Open-ended reflective essay on the impact of course on their problem-solving philosophy. Writing proficiency will be evaluated using a 5-point rubric. Minimum Criteria for Success: 2 on a 1-3 scale. Students will provide a minimum of two ways that the class has/has not influenced their problem-solving philosophy. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Students will collaborate in groups to devise solutions to problems of mitigating coastal erosion, which are appropriate within the framework of technological, economic, legal, and societal factors at regional, national and global levels. Use of Results for Improving Student Learning To be entered after each time course is taught