Global Learning Student Learning Assessment Method Assessment Results Outcome Addressed To be entered after each time course Assessment Activity/Artifact: Global Awareness: Students will be able to 1. Essay 5: Is population the root cause of global poverty is taught and environmental destruction? demonstrate knowledge of the 2. Essay 6: Global Hunger and Famine interrelatedness of local, global, Students will describe (1) historical and contemporary international, and intercultural issues, global patterns of hunger and famine and (2) competing trends, and systems. explanations for contemporary hunger and famine. Course Learning Outcome Evaluation Process: Students will be able to identify and 1. 4-point rubric (0-3) understand specific aspects of global 2. 3-point rubric (0-2) inequalities and policy options regarding consumerism, labor, business corporations, Minimum Criteria for Success: nation-states, hunger, disease, 1. Students will describe (1) the Malthusian perspective environment, genocide, protest, and citizen on overpopulation, poverty, and environmental destruction; and (2) a competing, political action. economy/ecology perspective on the interrelationships of overpopulation, poverty, and environmental destruction; and (3) will evaluate each perspective in view of the evidence. 2. A student describes that hunger and famine (1) were based mainly on limitations of agricultural productivity during most of human history, but (2) since the 1500s or so have been increasingly based on inequalities of political power and purchasing power in the context of global transformations of food production and distribution. 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 Awareness: Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: 1. Essay 5: Is population the root cause of global poverty and environmental destruction? 2. Essay 6: Global Hunger and Famine Students will describe (1) historical and contemporary global patterns of hunger and famine and (2) competing explanations for contemporary hunger and famine. Evaluation Process: 1. 4-point rubric (0-3) 2. 3-point rubric (0-2) Minimum Criteria for Success: 1. Students will describe (1) the Malthusian perspective on overpopulation, poverty, and environmental destruction; and (2) a competing, political economy/ecology perspective on the interrelationships of overpopulation, poverty, and environmental destruction; and (3) will evaluate each perspective in view of the evidence. 2. A student describes that hunger and famine (1) were based mainly on limitations of agricultural productivity during most of human history, but (2) since the 1500s or so have been increasingly based on inequalities of political power and purchasing power in the context of global transformations of food production and distribution. Sample: All students will be assessed To be entered after each time course is taught Course Learning Outcome Students will be able to identify and understand specific aspects of global inequalities and policy options regarding consumerism, labor, business corporations, nation-states, hunger, disease, environment, genocide, protest, and citizen action. Use of Results for Improving Student Learning To be entered after each time course is taught
SYP-3456-GL-Course-Assessment-Matrix_9.20.116.docx