Starting in 2017, we launched the myPittGlobal COMPASS (Competency & Program Assessment) project to restructure our assessment tools and processes. Our aim has been to (1) develop new student learning outcomes that better align with our goal to prepare globally capable students; (2) establish an external-facing global learning and engagement rubric for students, advisors and faculty to reference during course selection, development and evaluation; and (3) create tools for program and services evaluation that align with our competency-based approach. Below are the tools and resources developed thus far.
Torres, B., Cozzolino, M., & Lovorn, M. (2022). An innovative approach to assessing student outcomes in internationalized education. New Directions for Teaching and Learning, 2022, 123–142. https://doi.org/10.1002/tl.20487
Global credentials for global citizens: a benchmarking study of the implementation of international programming for undergraduates. (2017). School of Education, University of Pittsburgh.
This benchmarking study examines the ingredients necessary to design, build, implement, and sustain an integrated, school-wide global learning experience that culminates in an academic credential for students. Specifically, its focus is on universities whose global learning programs are designed with elements of the curricular, co-curricular, and
experiential, and as such can be examples for the University of Pittsburgh.
Rook-Koepsel, Emily Stephen Lund, Elaine Linn. (2017). White Paper: E-Portfolios as a tool for student reflection and assessment. University Center for International Studies, University of Pittsburgh.
This paper explores the current research on blending formative and summative assessment tools, considers current research on the utility of e-portfolios, and articulates a plan for introducing and assessing student e-portfolios for all undergraduates enrolled in UCIS academic credentials.
Torres, B. (2017). UCIS annual assessment of student learning outcomes. University Center for International Studies, University of Pittsburgh.
This report aggregates each area studies center’s/program’s AY 16-17 student learning outcomes assessment to (1) underscore the results of our selected student learning outcome; (2) identify challenges that might impede our efforts toward supporting students’ academic goals or future career plans; and (3) propose an action plan that addresses said challenges.
Global Learning and Engagement Rubric. (2018). University Center for International Studies, University of Pittsburgh.
When developing new student learning outcomes and rubrics, UCIS prioritized three fundamental areas of students’ intellectual and personal growth: knowledge, skills and awareness. Within each area, we seek to offer students the tools necessary to improve in 7 global competencies:
- Global and/or regional expertise
- Interdisciplinary connections
- World & heritage language proficiency
- Collaboration & communication
- Diverse perspectives
- Civic & global engagement
- Career & professional development
E-Portfolio Evaluative Scale (2018). University Center for International Studies, University of Pittsburgh.
This evaluative scale will guide and norm faculty reviewers’ assessments of students’ final year capstone project; the e-portfolio. This tool is aligned with UCIS’s Global Learning & Engagement Rubric, which details the seven global competencies students work to achieve while completing an undergraduate international certificate. This scale has been adapted from the Global Learning VALUE Rubric developed by the Association of American Colleges & Universities (2009). The scale is broken down into relevant program competencies arranged into three focus areas: 1) Knowledge; 2) Skills; and 3) Awareness and Engagement. E-portfolios are also evaluated in the additional focus area: 4) Professional Identity.