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Minnesota State University, Mankato General Education Category 8 Assessment: 2009-2010

Category 8: Global Perspective

Goal: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences.

Objectives/Outcomes: Following the completion of Category 8 of the General Education Program, students will be able to:

1. Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

2. Demonstrate knowledge of social and cultural differences. 3. Analyze specific international problems and the social and/or cultural differences which

influence their solution. 4. Understand the role of a world citizen and the responsibility world citizens share for their

common global future. Introduction: The 2009-2010 Category 8 GECCIG committee includes faculty from the departments of Art, Economics, Geography, Modern Languages, Sociology, and Urban and Regional Studies. The committee feels that one of the strengths of the general education program at MSU-Mankato is the diversity of courses and disciplines through which our students can achieve a responsible global perspective. Due to the wide variety of courses to be assessed, the committee agreed that no one single type of work should be used for assessment. It was left up to the instructors and their associated committee members to determine what type of assessment best fit each particular class. This report provides an overall summary of the results of all the assessments completed, with the individual course summaries provided in Appendices A-E. Methods: Given the diversity of courses assessed, both quantitative and qualitative methods were used to evaluate student achievement levels. Multiple choice exam questions were the most common form of quantitative assessment, while student writing was the most common basis for qualitative assessments. Class sizes ranged from 22 to 244 students, and in most cases the sample size was the entire population of students that completed the assessed activity. The Modern Language courses selected all students with Tech IDs ending in odd numbers. All results were tabulated with complete student anonymity. Table 1 summarizes the courses evaluated during the 2009-2010 academic year, along with the methods of assessment.

Table 1. Category 8 Courses Assessed 2009-2010.

Course Objectives/Outcomes Assessed Method of Assessment Appendix

ART 160 #’s 1,2,4 Quantitative and Qualitative Appendix A

ART 260 #’s 1,2,3,4 Qualitative Appendix A ART 261 #’s 1,2,3,4 Qualitative Appendix A

GEOG 100 #’s 1,2,3,4 Quantitative Appendix B

FREN 101 #’s 1,2,3,4 Quantitative and Qualitative Appendix C

FREN 102 #’s 1,2,3,4 Quantitative and Qualitative Appendix C

SPAN 201 #’s 1,2,3,4 Quantitative and Qualitative Appendix C

SPAN 210W #’s 1,2,3,4 Quantitative and Qualitative Appendix C

SOC 101 #’s 1,2,3,4 Quantitative and Qualitative Appendix D

URBS 100 #’s 2,3,4 Quantitative and Qualitative Appendix E

Results and Discussion: The results of the individual course assessments could be summarized in a multitude of respects that would do little to improve on the overall combined assessment. The quantitative results show that a majority of students are reaching the global perspective objectives, and the qualitative results are an excellent example of the incredible range of awareness and knowledge achieved by our students. The detailed results are available in Appendices A-E, and selected examples will be provided in the following review.

Category 8: Overall Goal. The majority of the assessments were conducted and completed by the course instructor, and those completed by a GECCIG committee member were done in close association and communication with the instructors. It is very apparent from all of the assessment results that our faculty are interested, concerned, and involved with their students. Even though the vast majority of the assessment results indicate successful accomplishment of the goal of Category 8 and its learning objectives, the faculty are seeking new ways to improve student learning, and reach more students to attain higher levels of critical thinking.

Quantification of the learning objectives is difficult to determine at all rubric levels. Multiple choice exam questions are one of the easiest and most efficient methods of quantifying student attainment of the learning outcomes. However, it is very challenging to devise right/wrong answer questions that can address multiple levels of learning. Qualitative assessment of student writing allows more insight into all rubric levels, but is very subjective when it comes to numerical quantification.

The best insight into the continued success and improvement of Category 8 learning at MSU can be found in the following discussion of the individual objectives. Although the discussions will be brief, we feel that faculty not involved in this particular Global Perspective

assessment could benefit and find support, if not inspiration, in the results presented here (Appendices A-E).

Objective/Outcome #1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples. Despite variability in student achievement, there was a strong indication that students are reaching this objective (an average of >81% correct responses on quantitative assessments submitted for this objective). This quantification is most readily accomplished for the identification/knowledge level of learning, the lowest level of rubric evaluation. This lower level of achievement is constrained by the quantitative assessment process as mentioned earlier and is discussed in various individual assessments (Appendices A-E; Appendix B and D specific details). Qualitative assessment of student writing allows a deeper insight into the actual level of student achievement. An example of such writing is provided from the ART 260, Art History Survey I assessment (Appendix A):

“Wile looking over chapters five and six I was struck by just how biased the text book’s opinions of art are. Greek Art is set up as the basis or foundation of the art to be covered in future chapters. ‘Non-Western’ art such as Chinese art is covered only very briefly. The authors, to me, seem to want the reader to believe that Greek art is more important.” [GECCIG Committee member’s assessment of student’s writing: The student describes and analyzes the way the text book presents Greek art as the social and cultural phenomena that forms the basis of “Western Civilization.” Europe (and by extension the U.S.) sees itself connected to this lineage, which plays a large role in how it perceives itself and relates to other nations and peoples. ]

Objective/Outcome #2: Demonstrate knowledge of social and cultural differences. There was a strong evidence of student achievement with this objective (an average of >89% correct responses on all quantitative assessments submitted for this objective). Again, qualitative assessment of student writing allows a deeper insight into the actual level of student learning. An example of such writing is provided from the ART 261, Art History Survey II assessment (Appendix A): The following quote is from a paper comparing the way the Maori chief Kupe was depicted by an English artist with the Maori chief’s self-portrait:

“Kupe’s is not a figural representation but rather a symbolic representation. His self-image is connected with what the tattoos say about himself, where he comes from, what he’s done, and his role in Maori culture.” [Instructor Assessment: The student demonstrates knowledge of the differences in what constitutes the self in European and Maori art. The English artist focuses on what the Maori chief “looks like”, while Kupe sees the tattoos as constituting his identity.]

Additional evidence of the depth of student understanding comes from ART 160, Introduction to Visual Culture (Appendix A):

“ the culture of the Khmer people is very different form that of modern Western culture. Their lifestyle implies a greater sense of community and a belief that a person’s life is cyclical not linear” “some of the social and cultural differences I have learned about that sticks out the most to me would be the societies today that are still traditional. These cultures still make many things that they use daily by their own craftsmanship. Many grow their own food and do not have the luxuries that we in the modern/postmodern world [have].” “a social difference would be little kids jumping into water naked in public”

Objective/Outcome #3: Analyze specific international problems and the social and/or cultural differences which influence their solution. This learning objective was evaluated in a variety of methods, and is very important to our faculty in the context of the current global political, economic, and social ‘climate’. Quantitative questions concerning this objective were answered correctly by >84% of the students assessed. Again, the level of student understanding is difficult to evaluate in quantitative questions, but a qualitative student response from ART 260, Art History Survey I provides insight into the higher levels of rubric assessment:

“There are several things that the text could do to minimize the amount of bias that exists within it. The first of these would be to have contributors from a wider variety of specialists, in various backgrounds from various cultures to help diversify the contributions.” [GECCIG Committee member’s assessment of student’s writing: This student does not only describe and analyze the problem raised by a bias text, but is also evaluating the issue, offering solutions on how bias could be minimized; bringing up the advantage of having texts written by contributors from different cultural backgrounds.]

Objective/Outcome #4: Understand the role and responsibility of a world citizen. Quantification resulted in 71% of the students being able to correctly achieve this objective. This category raised the greatest response from the faculty involved in this assessment. We all have a strong belief that our students can be good world citizens, make significant contributions to global issues, and recognize the importance of others doing the same. Assessing this learning objective raises a multitude of issues. Even within the faculty involved in this assessment, there is not total agreement on the interpretation of this objective or its rubric. The different interpretations are not contradictory, but rather illustrate the power of MSU’s general education diversity. The range of faculty reactions to this objective includes two distinct forms: the first being how difficult this particular objective is to assess; and second, how difficult it is to help our students realize this objective in today’s extremely complex world. The following examples of faculty comments and a student writing excerpt are provided to help illustrate the concerns associated with this Category 8 learning objective: Faculty comments:

“…Specifically, students were asked to consider and comment on their responsibility as a world citizen, arguably the most difficult of the Category 8 objectives to evaluate.” (Appendix A) “The majority of these students are in their first year or two of college, and are just not used to believing that individually they can make a difference. They are still ingrained in their training to memorize answers, rather than developing their own concepts and solutions.” (Appendix B) “In the final analysis, it is seems clear that the fourth and final Category 8 objective – understanding the role and responsibility of a world citizen – is the most difficult to integrate as part of these language courses.” (Appendix C) “…objectives are clearly related to students becoming better global citizens, and success in measuring those objectives provide indirect support that students leave the class with a better understanding of international problems, social and cultural differences, and the interdependence of nations, but, in the current political environment, “world citizen” or “global citizen” is a term likely to split students in a way that reflects the current political polarization of the United States. To

deal with these issues would be both time consuming and interesting, but such an analysis is best accomplished at some future point in time, when public universities are appropriately and adequately funded.” (Appendix D) “Students generally have a good understanding of how to influence and impact the global community. However, the students did not demonstrate the same level of understanding about individuals who act to affect the global community. The course content could be strengthened to showcase individuals and various roles that act to affect the global community.” (Appendix E)

Student writing excerpt: “we don’t think of ourselves as world citizens – especially citizens that can influence the global community” (Appendix A)

Assessment Conclusions: This 2009-2010 assessment of Category 8 Global Perspective courses illustrates the strength of the diversity available to our students through these general education classes. The results described here illustrate that our students are very successful in achieving the Global Perspective goal and its learning objectives. Despite the success of student achievement, two issues seem to stand out. The first is not new, but is still of concern, and involves the difficulty of evaluating the higher rubric levels in large enrollment courses. The second issue lies with both student achievement and the evaluation of Objective 4 which entails understanding the role and responsibility of a world citizen. The comments presented in the Results section illustrate faculty concern and initiative on pursuing this issue.

The diversity of classes makes it extremely difficult to do exact quantitative comparisons. The objectives and their associated rubrics are very helpful, but can be extremely hard to quantify at all rubric levels in large section courses. The true strength of this assessment lies in the committee members and their individual assessments presented in Appendices A-E. All committee members have done an excellent job of summarizing and displaying their results in a succinct manner, and are willing to submit printed copies of student work if more information is desired.

All involved in this assessment appreciate the efforts our students put into learning, and all of us feel it is essential for us to keep trying to improve on the learning environment for the Global Perspective Category 8 courses. Improvements suggested focus on more writing for students, to allow the personal reflection that is difficult to do in multiple choice settings. We all recognize the increased work involved with writing exercises, but all involved in this assessment see the importance of the results. We have all benefited personally from looking critically at our courses and those of our colleagues.

This assessment emphasizes the importance of the general education program to our students, and supports the continued offering of a variety of classes. In today’s world a responsible Global Perspective is one of the greatest tools we can offer MSU students, and the results show that while there is always room for improvement, we are successfully helping our students to achieve their learning objectives.

Submitted June 2010 by the 2009-2010 Global Perspective Category 8 GECCIG committee:

Ginger L. Schmid (Chair), Evan J. Bibbee, Kwang-Il Choe, Curt R. Germundson, H. Keith Luebke, and Miriam Porter.


Appendix A

Art

ART 160 ART 260 ART 261

Category 8 Global Perspectives Assessment of classes taught within the Art Department Spring 2010 This report assesses the learning outcomes of ART 160, ART 260, and ART 261 ART 160: Instructor to Visual Culture (Instructor: Keith Luebke) Assessment prepared by Keith Luebke There were two sections of ART 160 – Introduction to Visual Culture during spring semester 2010. This report assesses information from both sections (Section 1 with 109 students and Section 2 with 192 students). The report relies primarily upon quantitative data from multiple-choice exams, but includes a qualitative review of course materials and assignments. Direct Measures – Quantitative This portion of the assessment is based on student responses to multiple-choice questions focused on global perspectives. Selected sections taking the second exam and final exam of spring semester, 2010, are included. The instructor identified the questions after a review of the General Education Category 8 rubric. Questions from two exams were assessed for applicability to the overall goal and pertinent objectives. The following results present a summary of correct answers on a percentage basis. The summaries and exam questions are available for review separately, but the course content deals with a broad array of issues related to the goals and objectives of General Education Category 8. Goal: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. A question that fits broadly into the goal or addressed more than one of the specific objectives is included in the following charts: Section 1 Exam 2 (97 students) Question 1 86% correct Section 2 Exam 2 (180 students) Question 1 98% correct Objective 1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Questions addressing the first objective are included in the following charts Section 1 Exam 2 (97 students) Question 1 99% correct Question 2 75% correct Section 2 Exam 2 (180 students) Question 1 99% correct

Question 2 81% correct Section 2 Final Exam (180 students) Question 1 100% correct Question 2 100% correct These questions dealt with artists participating in the Depression Era WPA program, feminism and its international impact, and other social issues represented in visual culture. Objective 2: Demonstrate knowledge of social and cultural differences.

Questions addressing the second objective are included in the following charts: Section 1 Exam 2 (97 students) Question 1 94% correct Section 2 Exam 2 (180 students) Question 1 99% correct Section 2 Final Exam (180 students) Question 1 93.33% correct These questions dealt with the differences of the African American experience and other social issues represented in visual culture. Discussion Questions addressing the Category 8 rubric in the world of visual culture are typically examining students’ knowledge of “content” issues – what a work of art is about. More specifically many of these questions deal with major themes in the history of art such as religion and the sacred, and politics and the social order. In general, students score higher on these questions than questions that deal with formal issues of art and the biographies of artists. This seems largely due to the fact that many of these issues are familiar to them from other classes – the Great Depression, African American history, major wars, and other historical events dealt with by traditional and contemporary artists. Direct Measures – Qualitative After discussions with other faculty involved in General Education assessment, the instructor created an in-class assignment asking students in both sections of ART 160 to provide their thoughts about Category 8 intentions. Both sections, 277 students (more specifically, those in attendance) viewed a set of images connected to the goal: Understanding the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. References were also made to images viewed earlier in the semester. Specifically, students were asked to consider and comment on their responsibility as a world citizen, arguably the most difficult of the Category 8 objectives to evaluate. They were also asked to demonstrate their knowledge of cultural differences based on what they learned in ART 160. Students were invited to be open in their comments, they were asked to not put their name on their submissions, and they were allowed to respond to either objective, or both: 1) what have you learned about cultural differences? and/or

2) what is the responsibility of a world citizen? Course content prior to this exercise included discussions of Picasso’s Guernica, Goya’s The Third of May 1808, the prints of Kathe Kollwitz, the Taliban destruction of Buddhist statues in Afghanistan, and many other works of art relating to historical circumstances relevant to Category 8, General Education, and the overall purpose of study in the arts and humanities. Images the students saw earlier in the class period included photographs from Angkor Wat with Buddhist monks wandering the complex grounds, images of Botero’s paintings depicting scenes from Abu Ghraib, and other images scheduled for that particular part of the semester.

The following quotations from student papers came from the easiest to read. Brief, in-class assignments are notorious for generating indecipherable writing samples, and particularly assignments that do not provide extra credit. The methodology used was a process of reading the submissions, highlighting phrases (occasionally paragraphs) that related directly to the Category 8 rubric: “we don’t think of ourselves as world citizens – especially citizens that can influence the global community” “if torture would stop another 9/11 or any other terrorist attack it is acceptable” “ the culture of the Khmer people is very different form that of modern Western culture. Their lifestyle implies a greater sense of community and a belief that a person’s life is cyclical not linear” “intentionally harming another person for information or any other reason is wrong” “some of the social and cultural differences I have learned about that sticks out the most to me would be the societies today that are still traditional. These cultures still make many things that they use daily by their own craftsmanship. Many grow their own food and do not have the luxuries that we in the modern/postmodern world [have].” “we are all human beings and should have compassion for one another” “being a world citizen myself, meaning that I am from a different country, I can see how torture would be viewed differently. But I still believe that we are all human and therefore should behave compassionately toward each other” “there are people that have it all and there are people who don’t have it” “the culture [Cambodian], along with many others we’ve studied this semester, realize the importance of their roots and histories that have shaped them into the people that they are now” “someone could start a hate group such as Hitler and start turning more and more people to their views” “examples of organizations that help countries around the world would be the Red Cross, U.N , or UNICEF. I feel all of these organizations try their best to provide resources to all people, but as citizens we should all support such efforts” “in Japanese culture they pride themselves on keeping old traditions alive. They make sure that if a craftsman is dying that there will be someone there to take their place and keep that old craft alive. It is a part of their history and they try to keep that alive. Whereas the U.S. lets things kind of drop off” “I believe in fundamental human rights because that is what makes us human – not animals” “torture is a terrible way for us to approach our world community”

“once their human rights have been broken a bigger global force should step in to take action” “”world citizens need to learn about other cultures and be aware of what is going on” “a single person, a primary example is artists, can influence and change the world and sometimes with one brush stroke at a time” “for those who deserve the torture, as a punishment, then they learn their lesson” “we have come to learn about other cultures and countries and their perceptions of life and art” “a social difference would be little kids jumping into water naked in public” “in a world community a citizen of the world must react with outrage to torture of any kind. A civilized society needs to embrace and respect fundamental human rights” “I think that people do deserve to be treated with respect no matter their socio-economic status” “I personally agree with torture on specific occasions. An eye for an eye in a way” “fundamental human rights is an idea not a reality” “you hurt someone, you hurt us all” “I do not believe in a thing such as a world citizen. People need to get over themselves when it comes to torture, I think some times the end justifies the means. There are for the most part terrible people, and in the case of Abu Ghraib, I don’t believe they were subjected to any real torture, let’s face it, nobody died” “I believe that torture only leads to more torture. When being tortured for information a victim doesn’t tell the truth, they say anything they can just trying to make it stop” “I believe in fundamental human rights because I think everyone should feel safe” Discussion The instructor announced that the in-class assignment was part of ongoing assessments of general education, and separate from the usual course content. A cursory review of the Category 8 rubric was presented. That overview, combined with the images from class and other course content shaped the responses of some, while others clearly wrote in response to some part of the rubric and were less, or not at all, connected with course content. The student comments seem to stand on their own with little need for comment. They reflect an interesting intersection between the impact of higher education and the pervasiveness of inhumane societal forces.

ART 260: Art History Survey I (Instructor: Alisa Eimen) Assessment prepared by Curt Germundson, based on material provided by Alisa Eimen.

For the purpose of this assessment, samples from the third paper assignment were selected. The third paper assignment asked the students to “reflect on the text book’s (Gardner’s Art Through the Ages) discussion of artistic developments in chapters 1-5 (Western Art, including Greek and Roman Classical Antiquity) and compare them with issues brought up in chapters 6-8 (non-Western art, including India, China, Japan).” Goal of Category 8: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. In the following, quotes from the third paper assignment are used as samples in order to show how the four objectives/outcomes of the General Education Category 8 goal are being met. Objective 1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

“Wile looking over chapters five and six I was struck by just how biased the text book’s opinions of art are. Greek Art is set up as the basis or foundation of the art to be covered in future chapters. ‘Non-Western’ art such as Chinese art is covered only very briefly. The authors, to me, seem to want the reader to believe that Greek art is more important.”

The student describes and analyzes the way the text book presents Greek art as the social and cultural phenomena that forms the basis of “Western Civilization.” Europe (and by extension the U.S.) sees itself connected to this lineage, which plays a large role in how it perceives itself and relates to other nations and peoples.

Objective 2: Demonstrate knowledge of social and cultural differences

“The chapter on the Art of Greek Classical Antiquity focuses on the development of Greek statues, from the ‘simplicity’ of the Archaic to the ‘perfection’ of the High Classical period. The chapter on Chinese art focuses more on tombs and less on ‘artistic progression.’”

This quote shows that the student is able to identify and describe the way the author discusses social and cultural differences between Greek Art (i.e. “Western” art) and Chinese art (i.e. “non-Western” art). But this quote also demonstrates comparative analysis and evaluation by the way the student detects Gardner’s bias in favor of “Western” art through the author’s use of such words as ‘perfection’, ‘progression’, and ‘advancement’ when referring to Greek art.

Objective 3: Analyze specific international problems and the social and/or cultural differences which influence their solution.

“There are several things that the text could do to minimize the amount of bias that exists within it. The first of these would be to have contributors from a wider variety of specialists, in various backgrounds from various cultures to help diversify the contributions.”

This student does not only describe and analyze the problem raised by a bias text, but is also evaluating the issue, offering solutions on how bias could be minimized; bringing up the advantage of having texts written by contributors from different cultural backgrounds.

Objective 4: Understand the role and responsibility of a world citizen

Throughout the lectures of ART 260 (Art History Survey I) the students are given the opportunity to voice and examine their opinions about the vast array of art they see. The third paper assignment is designed to let the students examine the text book critically and to confront biases. This is a way to get the students to think of themselves and each other as global citizens and the responsibilities that brings with it. The quotes mentioned within the context of Objective 1 and Objective 3 also apply to Objective 4, because they show that the students have understood how bias and prejudice create situations that could be remedied by bringing in different points of views and by considering oneself as part of a global community. ART 261: Art History Survey II (Instructor: Curt Germundson) For the purpose of this assessment, samples of the “Short Response Project” were analyzed. The purpose of the Short Response Project was to have the student compare works of “Western” Art and “Non-Western” Art and to think of various issues and themes brought up by such a comparison. Goal: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. Objective 1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

The following quote concerns a comparison between the Japanese artist Hokusai’s The Great Wave off Kanagawa and Van Gogh’s Starry Night:

“Hokusai incorporated elements of Western Perspective within the landscape, but at the same time engages the Japanese pictorial tradition, for example by creating a relationship between the wave and Mount Fuji in the background. Van Gogh’s Starry Night”shows the late 19th century European interest in Japanese woodcut, for example through the broad expanse of color.

This student looks at the works of art within the context of the historical relations among nations, focusing on the exchange of ideas and influences in the works of Hokusai and Van Gogh. The quote is a good example of a student understanding the growing interdependence of nations and importance of cross-cultural perspectives. Objective 2: Demonstrate knowledge of social and cultural differences

The following quote is from a paper comparing the way the Maori chief Kupe was depicted by an English artist with the Maori chief’s self-portrait:

“Kupe’s is not a figural representation but rather a symbolic representation. His self-image is connected with what the tattoos say about himself, where he comes from, what he’s done, and his role in Maori culture.”

The student demonstrates knowledge of the differences in what constitutes the self in European and Maori art. The English artist focuses on what the Maori chief “looks like”, while Kupe sees the tattoos as constituting his identity.


Here is a quote from a paper comparing the 1960s Chinese work Rent Collection Courtyard (1965) with Duane Hanson’s Supermarket Shopper (1970):

“The Rent Collection Courtyard is a sculptural installation that shows peasants paying their hefty taxes, being exploited by their landlord. Hanson’s work consists of a woman doing her shopping, going on about her lifeless day. The Chinese work is an example of propagandistic social-realist art, decrying the way peasants were exploited before Communism took over. Hanson’s Supermarket Shopper is more ambiguous, for it isn’t as directly critical of society”

This student deals with the specific problem of social criticism, showing how it is used by the Chinese Communist regime to demonstrate how much better things have become. The student goes on describing and evaluating the Pop artist’s (i.e. Hanson) ambiguous view toward capitalism.

Objective 4: Understand the role and responsibility of a world citizen

From a paper comparing Picasso’s use of African Art in his cubist work The Women from Avignon with the role masks played in Africa: “African masks were associated with education and initiation of girls into adulthood, and were worn by female priestesses.”

This student shows that Picasso used the “abstract” quality of African masks without caring about how the masks were connected in African culture. The issue of how “artifacts” from one culture are used by another is a major international problem, and this student, as a world citizen, does a good job analyzing this issue by evaluating what Picasso does with the mask and how it was used originally within the context of initiation rites. SUMMARY: The quotes from various assignments and the results from multiple choice questions that are featured in this assessment show that the students taking ART 160 (Introduction to Visual Culture), ART 260 (Art History Survey I) and ART 261(Art History Survey II) are able to look at art from a global perspective, evaluating texts comparatively and critically. It needs pointing out that the multiple choice questions and assignments discussed in this assessment complement the lectures and the opportunities for dialogue and feedback that they contain.

Minnesota State University, Mankato

General Education Category 8 Assessment: 2009-2010

Appendix B

Geography

GEOG 100

Ginger L. Schmid MSU-Mankato Spring 2010 GECCIG Cat. 8 Page 2of 4

Category 8: Global Perspective—GEOG 100-01 Elements of Geography Semester sampled: Spring 2010 Instructor and Assessment Author: Ginger L. Schmid Total number of students enrolled: 110 Number of students sampled: Variable: Exam 1 n=102; Exam 2 n=92; Exam 3 n=95

(100% of all students taking multiple choice exams during scheduled class time) Objectives/Outcomes assessed: 1, 2, 3, and 4 Method of assessment: Multiple choice exam questions

Results: A total of 12 multiple choice questions were used to evaluate the Global Perspective objectives. Three-fourths of the students were able to achieve Objectives 1-3, while only 67% achieved Objective 4 (Table 1; Table 2; Table 3). This means three-fourths were able to demonstrate knowledge of social and cultural differences, identify differences as they apply to contemporary and historical relations around the world, and analyze international problems, but only 67% could correctly understand the role and responsibility of being a world citizen. I believe that part of the lower correct response level for global citizenship stems from the overall inexperience of general education students. The majority of these students are in their first year or two of college, and are just not used to believing that individually they can make a difference. They are still ingrained in their training to memorize answers, rather than developing their own concepts and solutions. Multiple choice exams, by design, are also problematic for this type of assessment, and may not reflect the maximum level of student abilities.

Although sample sizes for the individual objectives are small, I believe the level of achievement (rubric level) is even more enlightening than the overall correct response numbers. Students in this course were able to identify (lowest rubric level 1) the learning outcomes for all of the objectives at a fairly successful rate (84%; Table 2). However, when objectives were assessed at higher rubric levels (student ability to describe, analyze, and evaluate), achievement percentages drop dramatically to 69% for rubric level two, and 64% for level three. Rubric level four results are not considered here since only three (1-3) of the four objectives have a fourth rubric level, and only two exam questions were assessed at the fourth level. These results may be partly influenced by the multiple choice question format of assessment, but I feel they also reflect the student learning styles. Many incoming students do not have test experiences that take them past basic identification skills. It is also difficult to design multiple choice questions that incorporate description, analyses, and evaluation options.

Exam questions 1-3 (Table 1) may help to illustrate the rubric level issue. All three questions are focused on a single topic and body of information concerning the region of Jammu and Kashmir. Question 3 contains basic rubric level one identification responses (91% correct). Questions 1 and 2 require some level of description and/or analysis of the issues associated with this region, and the correct responses drop from 91% to 49% and 58% respectively (Table 1). This drop in student understanding is probably due to multiple variables including lack of understanding of the issue, but also somewhat to the complexity of the multiple choices presented in the exam format. Any applicable discussion or comments/recommendations: This has been an enlightening process for me. I would like to see improvement on all objectives. The good response on the questions related to high profile current events (e.g. Haiti earthquake) encourages me to use even more front page issues. But the lack of understanding of significant issues around the world will make me investigate new ways to encourage students to take more interest in the less visible, but still significant, issues. Another challenge will be to incorporate ways to have them consider the importance of individual world citizenship, and to help them develop the tools they will need to become just that. The course includes writing exercises that may help achieve these goals.


Table 1. Student work assessed:

Exam Questions % Correct Responses

Objective(s) Tested

Rubric Level Tested

1

2

__B___1. The region of Jammu and Kashmir (a) Is split between China and India by the Line of Control (b) Contains the headwaters of the Indus River (c) Had no influence in Pakistan’s move of its capital city from

Karachi to Islamabad (d) Is extremely remote, and thus has gone relatively unnoticed

throughout history (e) All of the above are true

49% (n=95)

3 3

1

3 __D____ 2. Nuclear weapons

(a) Are an issue associated with the ongoing conflict over Jammu and Kashmir

(b) Are present in very small numbers, if at all, in North Korea and Iran

(c) Are suspected to be part of Israel’s military arsenal (d) All of the above are true (e) None of the above are true, because nuclear weapons no longer

exist

58% (n=95)

3 2

1

1 ___E____ 3. As a region, Jammu and Kashmir

(a) Has a majority Muslim population, with minority Hindu and Buddhist populations

(b) Contains the largest Muslim population of any Indian state (c) Is bordered by Pakistan, India, and China (d) Is part of the Himalayan mountain chain (e) All of the above are true

91% (n=95)

3 1

1

3

___E____ 4. This move was done to shift the focus northward in hope of reducing tensions between ethnic groups in the region. These tensions have been forced in part by the boundaries drawn during the Berlin Conference.

(a) Pakistan’s forward capital move from Karachi to Islamabad (b) Malaysia’s shift of the judicial and executive branches from

Kuala Lumpur to Putrajaya (c) Myanmar’s (Burma) forward capital move from Rangoon to

Pyinmana (d) Brazil’s forward capital move from Rio de Janeiro to Brasilia (e) Nigeria’s forward capital move from Lagos to Abuja

68% (n=95)

3 1

___E____ 5. The migration of Native Americans in the United States (a) Was forced by the expansion of European settlers (b) Can be traced across several different regions including

Minnesota, the northeast, and the southwest (c) Saw several groups being forced to migrate to the reservations

established in Oklahoma (d) Often took several years as groups would settle in a new

location, only to later be forced to move again, and again until finally being forced onto government reservations

(e) All of the above are true

95% (n=95) 1 2

1 3

2 4

____B___ 6. Gender imbalance in a population, like that seen in China (a) Should always be considered an illegal and disgusting practice (b) Is usually closely tied to cultural traditions such as male children

caring for elderly parents (c) Have decreased due to new technologies like pre-natal scans to

determine the sex of unborn children (d) Are only found in China, and no where else (e) All of the above are true

80% (n=92)

3 1


1

3

2 1

3 2

___A____ 7. Assimilation (a) Was attempted with Native American populations in the U.S.,

using such techniques as forcing children to attend special schools, enforcing dress codes, and forcing them to speak only English

(b) Results in a well-balanced culture, characterized by a mix of all the cultures present

(c) Is a natural and positive processes that helps to completely erase cultural identities

(d) Allows people to retain their cultural heritage while living within a new culture


71% (n=92)

4 2

___C____8. Damage from earthquakes (a) Will be the same for all earthquakes of the same magnitude (b) Occurs only from the shaking of solid bedrock (c) Is related to the magnitude of the earthquake, but also is

controlled by the quality of construction and infrastructure (d) Is dependent only on the magnitude of the earthquake (e) All of the above are true

96% (n=102) 3 1

___E____9. Several factors contributed to the extreme damage caused by the January 2010 Haiti earthquake. These factors include:

(a) Building construction that was better suited to withstanding hurricanes than earthquakes.

(b) The high density of population concentrated around the earthquake epicenter.

(c) A very shallow earthquake focus (~ 10 km depth) underneath loose sediments.

(d) The relatively high magnitude of the earthquake (M 7.0). (e) All of the above are true

95% (n=102) 3 1

__A_____10. Race (a) Is a human constructed concept that attempts to explain visible

differences in humans through drastic differences in their genetic makeup, however these genetic differences do not exist

(b) Has a very strong basis in genetics and has been proven to accurately portray differences in humans

(c) Explains why different groups of people around the world are so very genetically different from each other

(d) Accurately defines the biologic (genetic) differences between different groups of people


90% (n=92) 4 1

___E____11. Consider the United States and its resource use and population growth:

(a) Urban growth is an important part of our economy and we have limited its social and environmental impacts

(b) Our share of global resource use is comparable to our population (c) Our population growth is relatively low compared to developing

countries like Kenya and India, and therefore we are not part of the population growth problem

(d) All of the above are true (e) None of the above are true

41% (n=92) 4 3

1

3 ___E____ 12. The decline in Russian life expectancies

(a) Has nothing to do with the breakup of the former Soviet Union (b) Will not affect the Russian economy (c) Should not be affected by the global distribution of HIV/AIDS (d) All of the above are true (e) None of the above are true

78% (n=92)

3 1


Table 2. Summary of Student Responses by Category 8 Objectives and Rubric Level.

GEOG 100-01 Spring 2010

% Correct Rubric Level 1

(nrl=9)**


(nrl=5)**


(nrl=7)**


(nrl=2)**

Average Correct

Response per Objective

Objective 1 (nobj=8)* 91 49

95

58 68 71 78 80

Not Assessed 74%

Objective 2 (nobj=2)* 71 Not

Assessed Not

Assessed 71 80 76%

Objective 3 (nobj=9)*

68 78 80 91 95 96

58 71 49 Not

Assessed 76%

Objective 4 (nobj=3)* 90 71 41 na† 67%

Average Correct Response per Rubric Level

84% 69% 64% 76%

* nobj=Number of multiple choice questions assessed for each objective. Some questions were assessed for more than one objective. **nrl=Number of times each rubric level was assessed for each objective. This is the maximum rubric level assessed for each objective. †The rubric for assessing Objective/Outcome #4 has only three levels.

Table 3. Goals and Objectives/Outcomes for Category 8: Global Perspective Goal: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences. Objective #1*. Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples. Objective #2*. Demonstrate knowledge of social and cultural differences. Objective #3*. Analyze specific international problems and the social and/or cultural differences which influence their solution. Objective #4*. Understand the role and responsibility of a world citizen. *Rubric details for the Category 8 Objectives/Outcomes are available on the MSU website: http://www.mnsu.edu/planning/assessment/academic/GEAssessCat8.html


Appendix C

Modern Languages

FREN 101 FREN 102 SPAN 201

SPAN 210W

General Education Category 8: Global Perspectives

Assessment Outcomes for Academic Year 2009/2010

(Modern Languages)

With no fewer than seventeen courses that satisfy Category 8 of the MSU-Mankato General

Education requirements, the Modern Languages department has made the topic of global perspectives a

central feature of its curriculum. In fact, historical, social and cultural instruction has long been an

integral part of second pedagogy and is one of the most widely-accepted principles in the field. As the

American Council on the Teaching of Foreign Languages suggests, we “must educate students who

are linguistically and culturally equipped

to communicate successfully in a pluralistic American society and abroad”.1 MSU-Mankato students

who take a French, German, Spanish or Scandinavian Studies course are thus presented with much

more than a list of new vocabulary and verb conjugations: Their acquisition of a second language is

accompanied by a deliberate exposure to information, ideas and people from societies that are often

very different from their own. Whether presented in textbook readings, online resources or some other

format, such encounters offer myriad opportunities for intellectual growth and sensitivity.

The courses selected for this assessment report – French 101, French 102, Spanish 201 and

Spanish 210 – provide a useful snapshot of the effectiveness of Category 8 instruction in the Modern

Languages department, as well as of some of its unique challenges. Although they span two different

languages and four different skill levels, the sample sizes and final evaluations used in all four courses

were actually quite similar. In each, all students with Tech IDs ending in an odd number were selected

for the study, a strategy that produced small but consistent groups of 7-10 students. In addition, all had

completed a final written assignment for their courses in which the expectations were clearly aligned

1 American Council on the Teaching of Foreign Languages. Standards for Foreign Language Learning: Preparing for the 21st Century (Executive Summary). ACTFL, 2010. http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

with the four objectives of the Category 8 requirements:

1. Describe, analyze and evaluate social and cultural phenomena which influence the

contemporary and historical relations among nations and peoples.

2. Demonstrate knowledge of social and cultural differences.

3. Analyze specific international problems and the social and/or cultural differences which

influence their solution.

4. Understand the role and responsibility of a world citizen.

Given its writing-intensive designation, Spanish 210w concentrated solely on students' written

expression of their cultural interests and aptitudes. In the three other courses, however, students were

asked to complete a cultural project that included not only an essay based on these four instructional

aims, but also materials with a practical, pedagogical value. For French 101 and 102 students, this was

an Internet-based poster session with images, videos and other interactive content, while Spanish 201

students prepared a detailed lesson plan that incorporated both a textual summary of their selected topic

and classroom activities.

Despite the relative uniformity of their submitted content, the assessment outcomes obtained

from these assignments would, at least at first blush, seem to point to a rather significant disparity

between the two languages and levels. However, the higher average outcomes of the French 101 and

102 students as compared to those of the Spanish 201 and 210w students have a very simple

explanation: Due to the very limited vocabulary and linguistic abilities of first-year students, the

French instructor felt that it would be neither feasible nor pedagogically productive to require that the

entire evaluation be written in French. Students were instead allowed to provide a summary of certain

basic information related to their topic and then furnish more detailed descriptions and analyses in

English. As a result, there were several examples of advanced interaction with the material. Students

in the two second-year Spanish courses under review were, on the other hand, required to complete

their assignment entirely in the target language. A realistic expectation for students who have

completed three or four semesters of language study, it is nonetheless certain that this condition played

a role in their lower assessment outcomes when compared to the less advanced French students. Yet

what should be underscored is not just the set of scores for each individual class, but also the relative

improvement that is evident from one level of a particular language to the next. Such incremental

progress suggests that students in both the French and Spanish programs are steadily increasing their

understanding of nations, traditions and peoples and developing their ability to apply this knowledge in

an analytical, comparative fashion. Indeed, the students in Spanish 210w attained assessment scores

writing in the target language that are nearly as high as those of first and second-semester French

students writing in English. The fact that evaluative assignments for FREN 101, FREN 102 and SPAN

201 are at the same time instructional materials only further reinforces the overall positive nature of

these outcomes. Finally, it should be noted that many of the documents included comparisons or

analyses from a third or even fourth cultural context, often that of the students' own families.

In the final analysis, it is seems clear that the fourth and final Category 8 objective –

understanding the role and responsibility of a world citizen – is the most difficult to integrate as part of

these language courses. While all introductory textbooks used in the Modern Language department's

programs include information about individuals who have made significant contributions to both

specific societies and world culture, the more advanced capacity to discuss and/or analyze such

personalities requires linguistic abilities that most language students will not acquire until the third or

fourth year of university. Often, this and the other high-level functions associated with Category 8

outcomes are thus more fully exploited in literature, civilization or conversation courses that will be

required for those who major or minor in a language. Nonetheless, the amount of cultural knowledge

and comparisons included in the majority of these assignments attests to a deliberate and productive

curricular integration of the intellectual values that constitute the foundation of Category 8 of the

General Education requirements at MSU-Mankato.

Category 8 Assessment (Modern Languages) p. 5

FREN 101:02 (Spring 2010) - Category 8 (Global Perspectives) Assessment level for each outcome objective and overall average score. Objectives/Outcomes #1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Average2.7

Student can identify social and/or cultural phenomena which influence the contemporary and historical relations among nations and peoples. 0

Student can describe social and/or cultural phenomena which influence the contemporary and historical relations among nations and peoples. 1

Student can analyze social and/or cultural phenomena which influence the contemporary and historical relations among nations and peoples. 4

Student can evaluate social and/or cultural phenomena which influence the contemporary and historical relations among nations and peoples. 2

Objectives/Outcomes #2: Demonstrate knowledge of social and cultural differences. Average2.9

Student can identify two social and/or cultural differences. 1 Student can describe more than two social and/or cultural differences. 1 Student can compare more than two social and/or cultural differences. 3 Student can analyze more than two social and/or cultural differences. 2 Objectives/Outcomes #3: Analyze specific international problems and the social and/or cultural differences which influence their solution

Average2.4

Student can identify and international problem and the social and/or cultural differences which influence its solution. 0

Student can describe more than one international problem and the social and/or cultural differences which influence its solution. 4

Student can analyze more than one international problem and the social and/or cultural differences which influence its solution. 3

Student can analyze more than two international problem and the social and/or cultural differences which influence its solution. 0

Objectives/Outcomes #4: Understand the role and responsibility of a world citizen. Average1.6

Student can identify a situation where a world citizen might influence the global community. 3

Student can discuss a situation where an individual or people have acted and had an effect on the global community. 4

Student can analyze the actions of others which have or could affect the global community and suggest how those actions might be altered to effect a different outcome. 0


FREN 102:02 (Spring 2010)- Category 8 (Global Perspectives) Assessment level for each outcome objective and overall average score. Objectives/Outcomes #1: Describe, Analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Average 2.7





Objectives/Outcomes #2: Demonstrate knowledge of social and cultural differences. Average 3.0


Average 2.5





Objectives/Outcomes #4: Understand the role and responsibility of a world citizen. Average 1.8





SPAN 201:01 (Fall 2009) - Category 8 (Global Perspectives) Assessment level for each outcome objective and overall average score. Objectives/Outcomes #1: Describe, Analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Average2.0







Average 1.4










SPAN 210w:01 (Fall 2009) - Category 8 (Global Perspectives) Assessment level for each outcome objective and overall average score. Objectives/Outcomes #1: Describe, Analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Average 2.6







Average 1.9









Minnesota State University, Mankato

General Education Category 8 Assessment: 2009-2010

Appendix D

Sociology

SOC 101

Category 8 Global Perspectives – Sociology

This report assesses the learning outcomes of SOC 101.

There were three sections of SOC 101 – Introduction to Sociology. This report assesses information from the largest section with 244 students. The report relies primarily upon quantitative data from multiple-choice exams, but includes a qualitative review of course materials and assignments.

Direct Measures – Quantitative

Student performance on multiple choice questions focused on global perspectives. All students taking the first three exams of spring semester, 2010, are included. The instructor identified the questions after a review of the General Education Category 8 rubric.

Questions from three exams were assessed for applicability to the overall goal and pertinent objectives. The following results present a summary of correct answers on a percentage basis. The summaries and exam questions are available for review separately, but the course content deals with a broad array of issues related to the goals and objectives of General Education Category 8.

Goal: To increase student understanding of the growing interdependence of nations, traditions and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences.

Questions that fit broadly into the goal or addressed more than one of the specific objectives are included in the following charts:

Exam 1 (244 students) Question 1 50.83% correct Question 2 68.33% correct

Exam 2 Question 1 83.05%


Objective 1: Describe, analyze and evaluate social and cultural phenomena which influence the contemporary and historical relations among nations and peoples.

Questions addressing the first objective are included in the following charts:

Exam 1 (244 students) Question 1 88% correct Question 2 95% correct Question 3 60% correct Question 4 30% correct Question 4 55% correct


Exam 3 (244 students) Question 1 37.76% correct Question 2 79.31% correct Question 3 51.72% correct Question 4 28.45% correct Question 5 50% correct Question 6 74.14% correct Question 7 71.55% correct Question 8 50% correct Question 9 56.03% correct Question 10 42.24% correct Question 11 63.79% correct Question 12 63.79% correct

Objective 2: Demonstrate knowledge of social and cultural differences.

Questions addressing the second objective are included in the following charts (there were no questions in Exam 1 specifically addressing this objective):

Exam 2 (244 students) Question 1 90.68% correct



Questions addressing the third objective are included in the following charts (there were no questions in Exam 2 specifically addressing this objective):


Exam 3 (244 students) Question 1 82.76% correct Question 2 88.79% correct Question 3 78.45% correct Question 4 50.86% correct

Objective 4: Understand the role and responsibility of a world citizen.

Questions addressing the fourth objective are included in the following charts (there were no questions in Exam 2 specifically addressing this objective):



Direct Measures – Qualitative

Student performance in response to written assignments was good, but varied by assignment. An assignment addressing the issue of bias and perspective in the media provided the strongest indication of student success with a class average of over 90% fully meeting the instructor’s expectations. This declined a bit with an assignment dealing with housing inequality, and declined a bit further with an assignment dealing with genocide. Another assignment asked students to consider two viewpoints: a set of documents supporting the invasion of Iraq and a separate set of documents arguing against invasion. While the average for the assignment dealing with the issue of bias and perspective in the media was above 90%, the average for the Iraq assignment was 66.46%.

Discussions with the instructor indicated significant alignment with the goal and its objectives outlined in Category 8. According to the instructor, the class discussions and lecture content play a significant role in providing context for these writing exercises. If there had been more time, a review of student writing samples would have provided a more comprehensive qualitative assessment of SOC 101. It is the fault of this reviewer for not requesting student writing samples, but this analysis of SOC 101 is already fairly extensive. Regardless, the next assessment of Category 8 might consider focusing on writing samples and qualitative methods to balance the quantitative data provided earlier in this report.

Indirect Measures – Qualitative

Some of the best qualitative data came from emails, notes and brief discussions with the instructor. There is an obvious commitment to the intent of the Category 8 goal and various objectives, but some degree of difficulty in measuring all of them. Specifically, the last objective: understanding the role and responsibility of a world citizen. Much of the course content clearly addresses this objective, but measuring it is more challenging. The other objectives are clearly related to students becoming better global citizens, and success in measuring those objectives provide indirect support that students leave the class with a better understanding of international problems, social and cultural differences, and the interdependence of nations, but, in the current political environment, “world citizen” or “global citizen” is a term likely to split students in a way that reflects the current political polarization of the United States.

To deal with these issues would be both time consuming and interesting, but such an analysis is best accomplished at some future point in time, when public universities are appropriately and adequately funded.

Discussion

The quantitative data - responses to multiple-choice questions - seems to indicate several things. First, the course content is rigorous. A review of the exams indicates a range of questions, varying in levels of difficulty, and consistently challenging students’ perceptions of the world around them. Some of the low scores on specific questions are probably related to the facts presented in the class not fitting broadly accepted societal assumptions and perceptions. Examples of this include questions related to the World Trade Organization (WTO), global trade issues beyond the WTO, genocide, and a wide variety of other social issues.

Secondly, the nature of multiple choice and true/false questions (and the limitations inherent in teaching large courses) generally addresses the first level of mastery for each goal and objective outlined in the General Education rubrics. The first level of mastery is typically related to identifying elements of course content as opposed to analyzing and evaluating course content. Regardless, a review of the exam questions and student performance on exams indicates SOC 101 introduces a wide variety of issues to students in a dynamic learning environment. A review of the quantitative data is most useful when coupled with qualitative data.

The qualitative data was more limited but richer despite that. The intent of the instructor and the writing assignments, coupled with the diversity of issues covered in the exams, demonstrates a significant commitment to the goal of increasing “student understanding of the growing interdependence of nations, traditions and peoples and developing their ability to apply a comparative perspective to cross-cultural social, economic, and political experiences.” There is much to be evaluated in SOC 101 and this review does not do justice to the course. A review of the assignments, exams, and other course materials in addition to information provided by the instructor indicate a depth not adequately explored in this evaluation.


Appendix E

Urban and Regional Studies

URBS 100

URBS 100 2 P – Sec. 1 31 12 N – Sec. 4 30 10 A – Sec. 5 22 Re: GE Category 8 Assessment Process The Category 8 assessment was conducted on Fall 2009 Semester. The Intro to the City URBS 100 (Section 1, 4 and 5) was reviewed. The sections were taught by Miriam Porter. A total of 83 students (100% of the 3 sections) were assessed. Objective/Outcomes Assessed Rubrics used were:

• Demonstrate knowledge of social and cultural differences • Analyze specific international problems and the social and/or cultural differences which

influence their solution • Understand the role and responsibility of a world citizen

Assessment Methods and Results Assessment rubric for #2: Demonstrate knowledge of social and cultural differences. 100% of the students wrote a paper on their family traditions, values, beliefs and myths, ethnic foods and valued objects in their family. These papers were shared in class discussion. In these papers and discussions students identified at least 2 social and/or cultural differences and they were able to describe those differences. In class discussion (students compared these differences. They were able to analyze family traditions, beliefs, foods and valued objects and trace them to their ancestors. Assessment rubric #3: Analyze specific international problems and the social and/or cultural differences which influence their solution. A final exam was given; some questions in the exam are specifically designed to ascertain the students’ knowledge of international problems and the social and/or cultural differences which influence their solutions. The following questions were on the exam. Also shown are the percent of students that correctly answered the questions.

• International racism refers to laws and practices that result in differential adverse treatment of minorities. T or F 84% - 97% correct

• The culture of a group of people refers to its: a) ability to overcome discrimination b) values, beliefs and traditions c) ability to dissimilate d) none of the above 95-100% correct

• Difficulties that many international students experience when they come to the US include: a) cultural differences b) translation of slang c) extra time needed in a conversation to mentally translate from their native language to English d) all of the above e) a and b only 88-95% correct

• Prejudice can be defined as: a) attitude not based on fact b) predetermination based on false information c) an attitude that comes from one’s fears d) all of the above e) a and b only 72-84% correct

• Hate speech leads to actions aimed at hurting someone. A) true b) false 88-95% correct

With just one exception, the vast majority of students (over 85%) were able to correctly answer questions related to identifying, describing, and analyzing international processes and the social and/or cultural differences which influence their solutions. Assessment Rubric #4: Understand the role and responsibility of a world citizen. To understand the role of a citizen, students were required to attend a city council meeting and to write a paper to analyze how they could influence and act upon the exercise of power in the public policy arena. These papers were evaluated and students received a score of between 2.5 and 5 points for their papers. Five points indicates that they had successfully described all components of the public policy process. The final exam also contained questions to assess the students’ knowledge of citizenship in a global community. Questions related to situations where actions have affected global communities and how lack of knowledge and action affects citizenship. The following questions were in the exam. Also shown are the percentages of students answering the questions correctly.

• City manager/administrators’ role is to: a) oversee all city operations b) implement public policy c) advise city council on policy matters d) all of the above e) e and c 56-65%

• People who are less informed about public policy tend to: a) be cynical b) be less inclined to vote c) vote against their own interests d) all of the above 79-84%

• Power is: a) the ability to always get what you want b) actually getting what you want c) the ability to influence decisions d) none of the above 84-97%

• Urbanization is a process that is: a) stable worldwide b) growing world wide c) declining world wide d) growing in Europe and declining in Asia 84-93%

In questions relating to how citizens might influence the global communities (power) and a major factor impacting the global community (urbanization) generally over 80% of the students answered correctly. However, in a question related to individuals who act to affect the global community (city managers) students answered correctly between 56 to 65% of the time. Comments/Recommendations:

1. URBS 100 is providing a variety of methods to assess the students’ knowledge of GE Category 8 Global Perspective, including ancestry papers, attendance at public meetings and exams.

2. The results of the assessment indicate that students are gaining knowledge relevant to Category 8 in the areas of social and cultural differences, international problems and influences to their solutions.

3. Students generally have a good understanding of how to influence and impact the global community. However, the students did not demonstrate the same level of understanding about individuals who act to affect the global community.

4. The course content could be strengthened to showcase individuals and various roles that act to affect the global community.

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