Global Learning Student Learning Assessment Method Assessment Results Outcome Addressed Assessment Activity/Artifact: Global Engagement: Students will be able to To be entered after each time Essay: Write an essay that outlines/addresses the following: demonstrate willingness to engage in local, course is taught Based on C. Smith, Social Struggle, identify and global, international, and intercultural problem discuss 3 of the strategies outlined that in your view solving. have greatest chance to bring small groups of people together in your community to address issues of Course Learning Outcome diversity and justice that you care about? Based on A. Ayvazian's Interrupting the cycle of Interpret the national context or perspectives oppression: The role of allies as agents of of global diversity, in terms of: human rights, change. Which of the roles she describes do you cultural heritage, individual dignity and/or already take or aspire to take in the future and why? collective accountability. After reading N. Mc Clelland and Rizga, K, Top 10 Youth Activism Victories in 2007, list 3–5 ways you Think critically about the issues that emerge could see yourself becoming an activist in your from workforce diversity; includes a historical community perspective that explains the roots of the Your experiences in this class and what you learned. issues in the workplace today. Evaluation Process: Suggest social justice paradigms to encourage Using a grading rubric, the instructor will evaluate the social action and assignment for content and reflection, etc. Minimum Criteria for Success: Illustrate strategies organizations are using to 80 percent of class will achieve at least a or higher “C” grade leverage diversity effectively. on this written assignment Sample: The sample will consist of the entire class. 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: Essay: Write an essay that outlines/addresses the following: Based on C. Smith, Social Struggle, identify and discuss 3 of the strategies outlined that in your view have greatest chance to bring small groups of people together in your community to address issues of diversity and justice that you care about? Based on A. Ayvazian's Interrupting the cycle of oppression: The role of allies as agents of change. Which of the roles she describes do you already take or aspire to take in the future and why? After reading N. Mc Clelland and Rizga, K, Top 10 Youth Activism Victories in 2007, list 3–5 ways you could see yourself becoming an activist in your community Your experiences in this class and what you learned. Evaluation Process: Using a grading rubric, the instructor will evaluate the assignment for content and reflection, etc. Minimum Criteria for Success: 80 percent of class will achieve at least a “C” grade or higher on this written assignment Sample: The sample will consist of the entire class. To be entered after each time course is taught Course Learning Outcome Interpret the national context or perspectives of global diversity, in terms of: human rights, cultural heritage, individual dignity and/or collective accountability. Think critically about the issues that emerge from workforce diversity; includes a historical perspective that explains the roots of the issues in the workplace today. Suggest social justice paradigms to encourage social action and Illustrate strategies organizations are using to leverage diversity effectively. Use of Results for Improving Student Learning To be entered after each time course is taught