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Global Citizenship, Ethics, and Diversity (GCED)

Student Learning Outcome (SLO) assessment discovery

committee

Presented by: Mike Russell (May 2013)USE ARROW KEYS TO MOVE FORWARD OR BACKWARD.

Committee members

Sharla Blank (Anthropology) Sophie Delahaye (Modern Languages)

Lori Edwards (School of Nursing) Kim Harrison (Social Work)

Russ Jacobs (Philosophy) Norma Juma (School of Business)

Amy Nebesniak (Education) Marguerite Perret (Art)

Mark Peterson (Political Science) Mary Pilgram (Communication)

Mary Sheldon (English) Cindy Turk (Psychology)

Kayla Waters (Human Services) Tina Williams (International Programs)

Kerry Wynn (History) myself

Committee’s Task

By the end of this semester, recommend one or more instruments that assesses Global Citizenship, Ethics, and Diversity (GCED). Do NOT reinvent the wheel. There is no need. Numerous

instruments for this area already exist.

The instrument will be used to assess the GCED SLO for exiting/graduating students – the end product of a WU education. i. Not every graduating student will be assessed. ii. Only a percentage of our students will be sampled.

“Assessment instrument”

It could be an assignment. It could be an assignment given in a University

requirement course (EN 300), or given to a randomly selected group of students.

It could be a standardized test.

The cost of the assessment instrument should not be considered a factor. We want the best instrument available.

Requirement

We MUST recommend an assessment instrument that allows us to compare our results with those of other institutions and national norms. This is MANDATORY. We need to be able to draw comparisons between

ourselves and others (e.g., peer institutions). The availability of national norms would be useful.

Best-case scenario

We want an assessment instrument that is high in reliability and validity. Reliability = consistency

We want an instrument that produces a score that is not affected by external events (e.g., weather, time of semester).

Validity = truth By validity, it is meant an instrument that truly and

accurately measures quantitative and scientific reasoning and literacy.

Washburn University GCED SLO definition

“Global Citizenship, Ethics, and Diversity. Global citizenship refers to the broad understanding of peoples and cultures in the United States and around the world, and to humankind's place and effects in the world. Global citizenship includes a respect for the commonalities and differences in peoples, including an understanding of values, beliefs and customs. It places an emphasis on the economic, religious, political, geographic, linguistic, historic, environmental and social aspects that define cultures. It places an emphasis on ethics, equality and human rights, an appreciation for diversity, the interconnectedness of societies and cultures, and a commitment to finding solutions to problems that can affect the world.”

http://www.washburn.edu/academics/undergraduate-programs/general-education.html

Your task

The GCED SLO assessment discovery committee has recommended three (3) potential instruments.

Your task is the same as theirs: Recommend one or more of the following assessment instruments that you believe we could use to assess Global Citizenship, Ethics, and Diversity. At the end of this presentation, there will be a link to

a survey where you can cast your vote as to which instruments you prefer.

Option 1 Global Citizenship:

Global Perspective Inventory (GPI)

The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values. It reflects how students are responding to three major questions: How do I know?, Who am I?, and How do I relate to others?

Measure students’ development along each of the cognitive, intrapersonal, and interpersonal domains as well as their engagement with the social and academic environment of their colleges.

Global Citizenship:Global Perspective

Inventory (GPI)

64-items

multiple choice, Likert type questions

norms are available (overall and by type of institution: private vs. public and BA/MA vs. PhD)

used by 147 institutions

cost: $650 for 1 – 200 students

good reliability: 0.59 - 0.73

Option 2 Global Citizenship:

AACU Intercultural Knowledge rubric

Used by a large number of institutions

The rubric is too big to paste in this presentation; however, a link to the rubric toward the end of this presentation for you to review before completing the survey.

As with any rubric, we (as an institution) can create an assignment that can be evaluated using the rubric.

Pro: We assess our own student products.

Option 1 Ethics: Defining Issues Test-2

Again, the instrument is too big to paste here; however, a link to the test can be found toward the end of this presentation for you to review before completing the survey.

DIT Dilemmas. The complete DIT-1 consists of six dilemmas, while the revised DIT-2 consists of five dilemmas. Associated with each dilemma are 12, 5-point Likert

questions.

Ethics: Defining Issues Test-2

DIT-2 more powerful than original DIT in terms of validity

Good reliability: upper .70s / low .80s

$326 for 200 students

seems old based on what the website looks like

used by a number of institutions

Option 2 Ethics: AACU Ethical Reasoning

rubric

Used by lots of institutions

A link to the rubric can be found toward the end of this presentation for you to review before completing the survey.

As with any rubric, we (as an institution) can create an assignment that can be evaluated using the rubric.

Pro: We assess our own student products.

Option 1 Diversity: Miville-Guzman Universality-Diversity Scale – short form (M-GUDS-S)

A link to the scale can be found toward the end of this presentation for you to review before completing the survey.

Covers 3 areas: 1. diversity of conduct (students' interest in participating in diverse social and cultural activities), 2. Relativistic Appreciation (the extent to which students value the impact of diversity on self-understanding and personal growth), and 3. Comfort With Differences (students’ degree of comfort with diverse individuals)

Diversity: Miville-Guzman Universality-Diversity Scale – short form (M-GUDS-S)

15-item, 6-point Likert scale survey

“Internal consistency and retest reliability ranged from .89 to .95” Outstanding values

There seems to be a good amount of research associated with this instrument.

Option 2 Diversity: Global Perspective

Inventory (GPI)

This is the same instrument that was first described in this presentation. Here is a recap:

The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values. It reflects how students are responding to three major questions: How do I know?, Who am I? and, How do I relate to others?

Diversity: Global Perspective Inventory (GPI)

64-items

multiple choice, Likert type questions

norms are available (overall and by type of institution: private vs. public and BA/MA vs. PhD)

used by 147 institutions

cost: $650 for 1 – 200 students

good reliability: 0.59 - 0.73

Press “Esc” to exit the viewer. Visit the links below to review the

rubrics/surveys discussed and then return to the Powerpoint Slide Show to

complete the survey AACU Intercultural Knowledge Rubric

http://www.washburn.edu/academics/general-education-files/AACUInterculturalKnowledge.pdf

Miville-Guzman Universality-Diversity Scale

http://www.washburn.edu/academics/general-education-files/MGUDS.pdf

Defining Issues Test - 2

http://www.washburn.edu/academics/general-education-files/DIT2.pdf

AACU Ethical Reasoning Rubric http://www.washburn.edu/academics/general-education-

files/AACUEthicalReasoning.pdf

So what do you think?

We need to know what you think.

Now it is time to cast your vote. The survey will take about 2 – 3 minutes.

Click on this link: https://www.surveymonkey.com/s/GCEDSLO

Your recommendation(s) will be submitted to the VPAA.

“Thank you!!!!”

Please let me know if you have any questions, comments, or concerns.

Contact me via email (mike.russell@washburn.edu).