Global Engagement and Learning Institutional Objectives Overview

 
 
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Erin Golembewski
Shannan Dixon
Cara Felter
 
Task Force
 
+
We wish to thank the following individuals for providing
feedback on the objectives:
+
Patty Alvarez (Assistant Vice President of Student Affairs)
+
Gregory Brightbill (PSLI)
+
Linda Horn (GLOBALtimore Fellow)
+
Diane Marie St. George (MPH)
+
Amy Ramirez (Center for Global Engagement)
 
Institutional Learning Objectives
 
+
On completion of a degree from the University of Maryland, Baltimore:
 
1.
Graduates will have exposure to the interrelationships among the self,
local and global communities.
2.
Graduates will demonstrate reflection of self-perspective and an
awareness and appreciation of cultural diversity.
3.
Graduates will have opportunities to integrate awareness of world
perspectives to aid in solving real life problems.
4.
Graduates will have the ability to recognize and understand complex
global systems and identify personal, ethical, moral, relationships, and
obligations within those systems.
 
The Iterative Process
 
+
Terminology: focus on graduates because we're looking at
outcomes
+
Thinking long-term to the assessment phase
+
Who is responsible for these outcomes?
+
Keeping the ILOs broad enough for the variety of programs
 
Resources Along the Way
 
+
2018 President’s Symposium 
White Paper on Global
Literacy
+
AAC&U 
Learning Outcomes 
Resources
+
AAC&U 
Global Learning Value Rubric
+
Rubric Development
 Resources from the UMB FCTL
 
Objective One
 
Graduates will have
exposure to the
interrelationships among
the self, local and global
communities.
 
+
Why is it important?
Best practice for global
citizenship in education
 
+
How to assess?
Include in annual APAIR by each
program
 
Objective Two
 
Graduates will demonstrate
reflection of self-
perspective and
an awareness and
appreciation of cultural
diversity.
 
+
Why is it important?
 
+
How to assess?
Programmatic evaluation for
respective accreditation
 
Objective Three
 
Graduates will have
opportunities to integrate
awareness of
world perspectives to aid in
solving real life problems.
 
+
Why is it important?
 
+
How to assess?
IPE day, International Travel
Programs, other global events
 
Objective Four
 
Graduates will have the
ability to recognize and
understand complex global
systems and identify
personal, ethical, moral,
relationships, and obligations
within those systems.
 
 
+
Why is it important?
 
+
How to assess?
Programmatic evaluation for
accreditation
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This content introduces the institutional learning objectives of a global engagement and learning institution, focusing on graduates' exposure to interrelationships among self, local, and global communities, reflection of self-perspective and cultural diversity awareness, integration of world perspectives in problem-solving, and understanding complex global systems. The iterative process, responsible for outcomes, resources, and assessment methods are discussed along with specific objectives and their importance in fostering global citizenship in education.


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  1. Global Engagement and Learning Institutional Learning Objectives Erin Golembewski Shannan Dixon Cara Felter

  2. Task Force + We wish to thank the following individuals for providing feedback on the objectives: + Patty Alvarez (Assistant Vice President of Student Affairs) + Gregory Brightbill (PSLI) + Linda Horn (GLOBALtimore Fellow) + Diane Marie St. George (MPH) + Amy Ramirez (Center for Global Engagement)

  3. Institutional Learning Objectives + On completion of a degree from the University of Maryland, Baltimore: 1. Graduates will have exposure to the interrelationships among the self, local and global communities. Graduates will demonstrate reflection of self-perspective and an awareness and appreciation of cultural diversity. Graduates will have opportunities to integrate awareness of world perspectives to aid in solving real life problems. Graduates will have the ability to recognize and understand complex global systems and identify personal, ethical, moral, relationships, and obligations within those systems. 2. 3. 4.

  4. The Iterative Process + Terminology: focus on graduates because we're looking at outcomes + Thinking long-term to the assessment phase + Who is responsible for these outcomes? + Keeping the ILOs broad enough for the variety of programs

  5. Resources Along the Way + 2018 President s Symposium White Paper on Global Literacy + AAC&U Learning Outcomes Resources + AAC&U Global Learning Value Rubric + Rubric Development Resources from the UMB FCTL

  6. Objective One Graduates will have exposure to the interrelationships among the self, local and global communities. + Why is it important? Best practice for global citizenship in education + How to assess? Include in annual APAIR by each program

  7. Objective Two Graduates will demonstrate reflection of self- perspective and an awareness and appreciation of cultural diversity. + Why is it important? + How to assess? Programmatic evaluation for respective accreditation

  8. Objective Three Graduates will have opportunities to integrate awareness of world perspectives to aid in solving real life problems. + Why is it important? + How to assess? IPE day, International Travel Programs, other global events

  9. Objective Four Graduates will have the ability to recognize and understand complex global systems and identify personal, ethical, moral, relationships, and obligations within those systems. + Why is it important? + How to assess? Programmatic evaluation for accreditation

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