assessing student intercultural competence: involving faculty in the process of developing or...
DESCRIPTION
This PowerPoint was prepared by Diana Yefanova and Rhiannon Williams of the University of Minnesota for the NAFSA 2013 interactive session for practitioners (faculty, administrators, and other staff members)TRANSCRIPT
Assessing Student Intercultural CompetenceInvolving Faculty in the Process of Developingor Choosing Assessment Tools
Faculty IC Engagement Loop
Apply ICL assessment to institutional
context
Contextualizing Intercultural Competence
Why Faculty?
Why Assessment?
Assessment must be…
Meaningful
Useful
Workable
Reasonable
Involving faculty in assessing
intercultural competence (IC)
1. Contextualize definition of IC to college or unit
2. Develop working group of stakeholders in college or unit
• Operationalize IC in terms of students outcomes and levels
• Identify IC student learning goals/ objectives
• Develop or choose assessment tool(s)
• Incorporate assessment into courses
3. Use findings to reflect on, improve and refine course and teaching
Internationalization
Intercultural
Competence
What does this look like in my
unit?
1.
How does your institution define
intercultural competence ?
How does your unit/ department define or think
about intercultural competence?
What can this look like?
Examples……
College Example
Goal: Understand diverse philosophies and cultures within and
across societies
Course Level Component Competency
Awareness of own culture Ability to identify and understand
relationships of power and privilege and
the relevant histories from which they
emerge
Departmental ExampleGoal: Appreciation of Difference
Program
Level
Component
Indicator Novice
Competency
Advanced Competency
Self-
awareness/
Knowledge
of self
Explores own
identity
(ethnicity,
language, race,
religion, class,
sexual
orientation, etc.)
in relation to
various contexts.
Articulates
one’s own
position in
relation to
others and to
course
subject
matter.
Analyzes and
reflects upon one’s
own lens and
position in relation
to people and texts
(course subject
matter and
activities).
Intercultural Learning Goals
• What are your units IC development goals?
• How do these relate to existent
learning goals?
What stakeholder groups should
be included
in your intercultural
learning assessment
process?
2.
Different types of working groups
Examples….
Develop working group
of stakeholders
Who should be included?
Why?
To use an existent
tool, or not use an
existent tool?
3.
Assessment Tool Development
Process of faculty developing/
choosing assessment tool
Examples….
End of the Conference Discussion
• What do you foresee as your biggest
challenge in involving faculty in the
assessment process?
• What is one thing you would act on
when you return to your place of work?
Involving faculty in assessing
intercultural competence (IC)
1. Contextualize definition of IC to college or unit
2. Develop working group of stakeholders in college or unit
• Operationalize IC in terms of students outcomes and levels
• Identify IC student learning goals/ objectives
• Develop or choose assessment tool(s)
• Incorporate assessment into courses
3. Use findings to reflect on, improve and refine course and teaching
Questions
Thank you!
Rhiannon Williams, PhD
Research Associate: University of Minnesota
E-mail: [email protected]
Diana Yefanova, PhD
E-mail: [email protected]