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Sound, regular assessment of learning outcomes is a required skill of modern instruction. Defining clear global learning outcomes and regularly assessing if and how students are gaining and demonstrating these knowledge, skills, and perspectives are elemental to the success and fulfillment of institutional missions to serve and produce globally competent, responsible graduates.
This is the fourth installment in the 2016-2017 Architecture for Global Learning Series I. Discover best practices for gaining a more complete picture of student learning through the application and interpretation of various methods and rubrics for the meaningful assessment of global learning outcomes.
Who Should Attend
This session is for faculty, senior international officers, chief academic officers, researchers, and other international educators tasked with designing and implementing curricular and co- curricular programming and assessing these courses and experiences.
Nellie Khalil is a faculty member in the Biology Department at Harper College. She currently serves as the chair of the college's International Studies and Programs shared governance committee and has worked with fellow faculty to develop and assess a set of global learning outcomes for her institution. She earned her master's degree in Biology at Case Western Reserve University, studying fragmented forested ecosystems.
Richard F. Johnson, PhD
Richard F. Johnson is Professor of English and Humanities, and the Director of the Office of International Education at Harper College. As Director of International Education, he oversees the college’s Global Focus initiative, study abroad program, campus programming, faculty development, and the graduation Distinction in International Perspectives. The son of a career diplomat, Rich grew up in Yugoslavia, Bulgaria, Romania, and Brazil. He attended the School of Foreign Service at Georgetown University before serving with the U.S. Peace Corps in Burkina Faso. In his academic career, Rich received a PhD in medieval studies and has published extensively on Anglo-Saxon hagiography, including Saint Michael the Archangel in Medieval English Legend (Boydell & Brewer, 2005). An aficionado of bluegrass music, Rich also plays banjo for Sartre’s Dog and Third Friday Band.
University of Florida International Center
Paloma Rodríguez is Associate Director of Undergraduate Academic Programs at the University of Florida International Center. She oversees the International Scholars Program and provides leadership for UF’s ongoing Quality Enhancement Plan for internationalization. Her research interests include eportfolio pedagogy, career integration, and the development of on-campus opportunities to promote global learning. Her publications and presentations explore the use of eportfolio pedagogy in international programming and the role of global certificate programs for the advancement of comprehensive internationalization. She is a contributing author to the AAC&U upcoming publication "Field Guide to ePortfolio" and to Raby & Valeau’s 2016 volume "Internationalization at Community College: Themes, Practices and Case Studies." She has served in the advisory board of the AAC&U Global Learning conference (2015) and currently serves as Chair of the NAFSA Community College Institutional Interest group. Prior to her involvement in International Education, Paloma spent 20 years working as a Humanities and language instructor in Spain, the United Kingdom, and the United States. She holds an M.A. in Classics from the Universidad Complutense de Madrid and an M.A. in Applied Linguistics (TESOL) from the University of South Florida. She is currently PhD candidate in Classical Civilization at the University of Florida.
Matt Serra, PhD
Matt Serra, Director of Assessment for Trinity College of Arts and Sciences, at Duke University is responsible for assessing academic initiatives and grants related to the college and the university including assessment of the college’s general education and consultation with departments and programs across the university. He serves on all the accreditation related committees and is responsible for assessment of the current QEP; GLOBAL DUKE: Enhancing Students’ Capacity for World Citizenship. He has been the lead evaluator on several multi-year HHMI grants. He has served as the assessment consultant for ten Title VI funded institutes at Duke. He continues to serve on onsite review committees for SACS; COC. His PhD is in Cognitive Psychology from Purdue University in 1993 and he holds an appointment as Adjunct Assistant Professor in the Department of Psychology and Neuroscience at Duke.
Kathryn B. Wilson, MA
Stella and Charles Guttman Community College
Kathryn B. Wilson is a faculty member at Stella and Charles Guttman Community College, a CUNY college located in NYC, where she teaches urban community health courses and leads the college's study abroad initiative. Kathryn has worked in urban and international education for almost 15 years, with 10 years spent in New York City. Her research focuses on the effects of international education experiences on student learning and personal growth - particularly for students under-represented in international education – as well as best practices in reflection, assessment and evaluation. Her teaching is grounded in a constructivist approach with a strong emphasis on experiential modalities based in neuro-biologically aligned learning theory. Kathryn's commitment to global education is exemplified in her program leadership in Ecuador, Italy, Switzerland, France, Australia, Fiji, the BVIs, Alaska and California. With her longest standing global project – Global Ambassadors - Kathryn has led 4 different US college groups to Berlin and hosted 4 German youth groups in NYC. The project brings a diverse group of youth together to engage in a participatory action research project. Hailing originally from Canada, Kathryn is an outdoor enthusiast, so her free time is usually spent hiking, kayaking, biking, or skiing.