2017 Global Learning Colloquium on Assessment Presenters

Annual Conference & ExpoNAFSA 2019 Proposals

Best Practices and Strategies for Assessing Global Learning

Learn more the Global Learning Colloquium on Assessment.

Darla Deardorff, EdD
Darla Deardorff is executive director of the Association of International Education Administrators (AIEA) based at Duke University, where she is also a research scholar. She also holds faculty appointments at Nelson Mandela Metropolitan University (South Africa), Meiji University (Japan), and Shanghai International Studies University (China), as well as other institutions. She is a widely published author, invited speaker, and consultant who is well-known for her work on intercultural competence development and assessment. Her most recent books include Building Cultural Competence (Stylus, 2012) and Demystifying Outcomes Assessment for International Educators (Stylus, 2015), with a forthcoming book entitled Intercultural Competence in International Higher Education (Routledge). Her work in teacher education includes developing an online intercultural competence course for teachers, teaching at Harvard’s Future of Learning Institute, keynoting several teacher education conferences, and serving as a consultant to universities in this area.

John M. Dirkx, PhD
John M. Dirkx is professor and Mildred B. Erickson distinguished chair (emeritus) in higher, adult, and lifelong education at Michigan State University (MSU). Dirkx received his doctorate from the University of Wisconsin–Madison in 1987 in continuing education. Dirkx studies transformative issues in international education, and has led numerous graduate education abroad programs in England, Vietnam, and the Netherlands. He also directs a study of faculty-led, graduate education abroad at MSU. Dirkx is currently leading an MSU-based study of a graduate student exchange program with Southwest University in China. Dirkx has also developed and implemented instructional capacity-building programs for higher education in Pakistan, Vietnam, Italy, and Rwanda, and co-lead a workforce development team with project work in Tanzania, Cambodia, Malawai, Mozambique, and India. Dirkx is editor of the Journal of Transformative Education; author of A Guide to Planning and Implementing Instruction for Adults; editor of Adult Learning and the Emotional Self, and author of numerous book chapters and journal articles.

Craig N. Shealy, PhD
Craig N. Shealy is a professor of graduate psychology at James Madison University and executive director of the International Beliefs and Values Institute (IBAVI). Shealy’s research on beliefs and values, explicated through Equilintegration Theory, the EI Self, and the Beliefs, Events, and Values Inventory (BEVI), has been featured in a variety of forums in the United States and internationally, including Making Sense of Beliefs and Values. The BEVI is used in a wide range of contexts, including educational, leadership, clinical, organizational, and forensic, as well as the Forum BEVI Project, which assesses the processes and outcomes of international, multicultural, and transformative learning. A licensed clinical psychologist, Shealy is 2016 president elect of the American Psychological Association’s Division of International Psychology; a recipient of the Early Career Award from the American Psychological Association’s Division of Psychotherapy; a Madison scholar at James Madison University; a Nehru chair at the Maharaja Sayajirao University of Baroda, India; and a National Register Legacy of Excellence psychologist.

Jennifer Wiley
Jennifer Wiley is a Missouri native who has lived and worked around the world. Wiley has learned the power of authenticity, curiosity, and reflection. Her current professional life developed along the interstitial spaces of projects of passion and necessity as a classroom teacher, teaching English as a foreign language (TEFL) instructor, and education abroad adviser. Wiley is now the managing partner at CoreCollaborative International, a woman-owned consulting firm that provides capacity-building support in program evaluation; curriculum development; and intercultural and diversity and inclusion training. Wiley’s research involves questions of how institutions understand the impact of intercultural experiences on youth who participate in their programs, with a particular emphasis on measures organizations use. Observations from her research have led her to begin asking how students form a sense of belongingness and transform their identities in unfamiliar contexts. As a doctoral student at the University of Missouri, Wiley is learning how systems in higher education can promote or hinder intergroup dialogue.