- Plaintext email only
Carlos Tasso Aquino, Ph.D.
- Member for
- 7 years 10 months
2014 - Present: Worplace Skills: What Employers are Looking For
2013 - Present: Competency-Based Education in Business
2013 - Present: Generational Cohorts in other Cultures and Countries
2011 - Present: Higher Education in the 21st Century – Student-Centered Learning and the Clash of Generations
2006 - Present: Entrepreneurial Competencies
Dr. Carlos Tasso Aquino (University Research Chair, CWDR, SAS) / Dr. Judith A. Smrha (Baker University) / Dr. Aaron Coe (Program Dean, Scholarship Support, SAS)
Higher education institutions around the world have incorporated language within their institutional missions expressing their intent to develop global/international awareness and intercultural competency among their students, to create graduates who are responsible and effective global
citizens. Given this goal, educators are now faced with the challenge of designing and assessing programs that can achieve this goal. The focus of this research is to summarize the current state of these efforts, particularly ones that have facilitated the creation of effective student learning outcomes assessment data, both direct and indirect, that can validate this claim. This study includes a review of how institutions are defining “global citizenship” and “intercultural competency” as well as how they are attempting to measure their achievement. This will include a review of various training and assessment tools used to collect self-reported (indirect) measures of learning that are widely implemented across many different types of institutions. More challenging for many institutions today is development of assessment strategies that obtain direct measures of global learning and intercultural competency. One common approach is the use of the “Global Learning” VALUE rubric developed by the Association of American Colleges and Universities (AAC&U, 2013). While the rubric itself is considered by many to be potentially quite useful, its ability to generate meaningful data requires that an institution create well-designed and appropriately implemented activities/assignments that will generate useful “artifacts” of student learning to be assessed using this instrument. How institutions are addressing this challenge will also be examined by this study.