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How do you demonstrate that your students have achieved a desired global learning outcome? What is it exactly that educators and researchers are measuring when they speak of 'global learning outcomes'? Is it specific competencies of a discipline written within a global context or is it a broader, more esoteric set of competencies that learners should be able to understand, reflect upon, and act on?
Join NAFSA for the sixth and final session in our six-part Architecture for Global Learning - Series II. Discuss how international education assessment foundations inform the building of specific assessment approaches based on particular institutional contexts. Examine results from the BEVI (Beliefs, Events, and Values Inventory) analytic tool, and navigate the nuanced differences between performance targets and developmental growth.
WHO SHOULD ATTEND
Faculty, senior international officers, chief academic officers, researchers, and other international educators who need to devise or improve upon global learning assessment methods in their programs.
Sandra Crenshaw, PhD
Sandra Crenshaw brings many years of experience to her role as associate provost, as the interim dean of arts and sciences, an English department faculty member, and as the lead on several of Arcadia's international programs. Crenshaw has been instrumental in developing initiatives with organizations on the Glenside campus such as the Peace Corps and Global Brigades in Central America and Africa, has taught at Jiangsu University in China, and has extensive experience developing and teaching in Arcadia’s signature Preview program. Crenshaw's previous service as associate dean of international programs took her to Mumbai to guide the development of the Global Pathways Institute, a strategic academic alliance which offers the first two years of Arcadia's undergraduate curriculum to students in India, before they move to US universities. Her scholarly interests focus on translation studies and medieval literature, along with academic program assessment in international contexts.
Craig Shealy, PhD
James Madison University
Craig N. Shealy, PhD is executive director of the International Beliefs and Values Institute (IBAVI) and professor of graduate psychology at James Madison University. Shealy works with the IBAVI’s executive and advisory boards to lead and coordinate a wide range of scholarly, educational, and service projects with individuals and organizations in the United States and internationally, including Cultivating the Globally Sustainable Self (www.jmu.edu/summitseries), a multi-year, multi-institution Summit Series hosted by James Madison University. A licensed clinical psychologist, Shealy is a fellow of the American Psychological Association and past president of APA’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 is the managing partner of CoreCollaborative International. Her firm partners with institutions of higher education to provide technical expertise and support for program design and evaluation; curriculum design and alignment; and intercultural awareness development. Since 2004, Jennifer has worked in the field of international education in capacities that give her insight as she works with practitioners. Her goal is to help practitioners make decisions that use best practices for data collection and analysis, align with institutional mission, and make sense for all participants. Wiley’s prior research has involved questions of how institutions know and understand the impact of the intercultural experiences they design on those who participate. She is particularly interested the methodologies institutions use to answer questions around global learning and transformation. Her current research involves understanding how institutions can develop critical thinking, self and other awareness in their stakeholders through different types of global and diversity learning practices.