Student Learning Outcomes
Student Learning Outcomes
The QEP has identified the following Student Learning Outcomes (SLO) for undergraduate students:
SLO 1: Self/Cultural Awareness
Students will be able to articulate their own cultural rules, values, perspectives, and biases.
SLO 2: Knowledge
Students will be able to analyze and explain contemporary global/domestic issues using an intercultural competence framework.
SLO 3: Attitudes
Students will demonstrate openness to initiate and develop interactions with culturally different others.
SLO 4: Skills
Students will articulate a complex understanding of cultural commonalities and differences.
Depending on the level of participation in curricular and high impact practices, students will develop different levels of competence in each one of the areas, but all curricular interventions and high impact practices will allow the development of all outcomes.
QEP Actions
To achieve the development of the intercultural competence of students and the acquisition of the knowledge, attitudes, and skills as articulated in the student learning outcomes, the QEP has designed an array of coordinated actions organized into three areas: curricular actions, assessment, and training and development actions. The interconnection of the three can be better understood in this visual representation:
QEP Logic Model
The schematic of the relationship of the different components of the project and how it will advance can be found in the following logic mode:
| Student Learning Outcomes | Program Actions | Responsible for Program Actions | Assessment Method | Assessment Instrument | Assessment Criteria/Rubric | Responsible for Assessment |
|---|---|---|---|---|---|---|
| Self/Cultural Awareness | Facilitate faculty-created IC modules (including assignments) | QEP Team (director and/or associate director) and faculty/staff participating in QEP training (for example, Summer Institute) | Direct | Assignments (e.g.: journals, portfolios, presentations, performances, and photo-essays, among others, and may include the use of multiple forms of media such as various forms of art, multimedia artifacts, essays, stories, games, or simulations). Each artifact submitted as part of these course-embedded assignments will be accompanied by a reflection (written or videorecorded). | Adaptations of the VALUE rubric | IC-trained faculty/staff assessors |
| Self/Cultural Awareness | Implement pre- and post-IDI | QEP Team (director and/or associate director) | Direct and Indirect | Intercultural Development Inventory (IDI) | IDI report | IDI |
| Self/Cultural Awareness | Develop and implement QEP Portfolio | QEP Team (director and/or associate director) | Indirect | Student-created portfolio with curated artifacts | Adaptation of the VALUE rubric (self-assessment) | Students |
| Knowledge | Faculty/staff-created IC modules (including assignments) | Faculty and staff teaching IC-designated course and leading HIP experiences | Direct | Assignments (see description above). Each artifact submitted as part of these course-embedded assignments will be accompanied by a reflection (written or videorecorded). | Adaptation of the VALUE rubric | IC-trained faculty/staff assessors |
| Knowledge | Implement pre- and post-IDI | QEP Team (director and/or associate director) | Direct | Intercultural Development Inventory (IDI) | IDI report | IDI |
| Knowledge | Develop and implement QEP Portfolio | QEP Team (director and/or associate director) | Indirect | Student-created portfolio with curated artifacts | Adaptation of the VALUE rubric (self-assessment) | Students |
| Attitudes | Implement pre- and post-IDI | QEP Team (director and/or associate director) | Direct | Intercultural Development Inventory (IDI) | IDI report | IDI |
| Skills | Facilitate faculty-created IC modules (including assignments) | QEP Team (director and/or associate director) and faculty/staff participating in QEP training (for example, Summer Institute) | Direct | Assignments (e.g.: journals, portfolios, presentations, performances, and photo-essays, among others, and may include the use of multiple forms of media such as various forms of art, multimedia artifacts, essays, stories, games, or simulations). Each artifact submitted as part of these course-embedded assignments will be accompanied by a reflection (written or videorecorded). | Adaptations of the VALUE rubric | IC-trained faculty/staff assessors |
| Skills | Implement pre- and post-IDI | QEP Team (director and/or associate director) | Direct and Indirect | Intercultural Development Inventory (IDI) | Intercultural Development Inventory (IDI) | IDI |
| Skills | Develop and implement QEP Portfolio | QEP Team (director and/or associate director) | Indirect | Student-created portfolio with curated artifacts | Student-created portfolio with curated artifacts | Students |
How will student learning be assessed?
Assessment of student learning will provide evidence as to whether intercultural development is occurring/has occurred among participants. The assessment plan for this QEP includes a variety of direct and indirect measures linked to each of the student learning outcomes. Assessment for this QEP will be carried out by the QEP Assessment Team, composed of the QEP Director, the QEP Associate Director, as well as a team of Assessors; these assessors will be faculty and staff specifically trained to assess student-created artifacts using the QEP assessment rubrics. Assessor training will include rubric familiarization as well as team norming prior to carrying out the assessment. The QEP Director and Associate Director will lead the training, norming and assessment sessions with QEP Assessors.
The assessment plan of students’ artifacts, including methods, performance target, and implementation schedule will be as follows:
Assessment Plan
Learning Outcome 1: Self/Cultural Awareness.
Students will be able to articulate their own cultural rules, values, perspectives, and biases.
| Assessment Methods (Direct or Indirect) | Performance Targets | Assessment Contact(s) | Implementation Schedule |
|---|---|---|---|
| 1A- (Direct) Assignments in courses with embedded IC modules | 70% of students will attain Milestones level of performance on the Assessor rubric | QEP Director and Associate Director | Fall and Spring Terms, beginning in Fall 2023 |
| 1B- (Indirect) Student-created portfolio | 70% of students will attain Milestone level of performance on the Self-Assessment rubric | QEP Director and Associate Director | Annually in Spring; beginning in Spring 2025 |
| 1C- (Direct and indirect) – Pre-Intercultural Development Inventory (1st year students) | 70% of students will attain an Orientation Gap larger than 32 | QEP Director and Associate Director | Fall Term, beginning in Fall 2023 |
| 1D- (Direct and indirect) – Post- Intercultural Development Inventory (4th year graduating students) | 70% of students will attain an Orientation Gap lower than 32 | QEP Director and Associate Director | Every four years; beginning in Spring 2027 |
Learning Outcome 2: Knowledge.
Students will be able to analyze and explain contemporary global/domestic issues using an intercultural competence framework.
| Assessment Methods (Direct or Indirect) | Performance Targets | Assessment Contact(s) | Implementation Schedule |
|---|---|---|---|
| 2A- (Direct) Assignments in courses with embedded IC modules | 70% of students will attain Milestones level of performance on the Assessor rubric | QEP Director and Associate Director | Fall and Spring Terms, beginning in Fall 2024 |
| 2B- (Indirect) Student-created portfolio | 70% of students will attain Milestone level of performance on the Self-Assessment rubric | QEP Director and Associate Director | Annually in Spring; beginning in Spring 2025 |
| 2C- (Direct) – Pre-Intercultural Development Inventory (1st year students) | 90 % of students will attain a Developmental Orientation result of Minimization or lower on the Intercultural Development Continuum | QEP Director and Associate Director | Fall Term, beginning in Fall 2023 |
| 2D- (Direct) – Post- Intercultural Development Inventory (4th year graduating students) | 70% of students will attain Minimization orientation or higher on the Intercultural Development Continuum | QEP Director and Associate Director | Every four years; beginning in Spring 2027 |
Learning Outcome 3: Attitudes.
Students will demonstrate openness to initiate and develop interactions with culturally different others.
| Assessment Methods (Direct or Indirect) | Performance Targets | Assessment Contact(s) | Implementation Schedule |
|---|---|---|---|
| 3A- (Direct) – Pre-Intercultural Development Inventory (1st year students) | 90 % of students will attain a Developmental Orientation result of Minimization or lower on the Intercultural Development Continuum | QEP Director and Associate Director | Fall Term, beginning in Fall 2023 |
| 3B- (Direct) – Post- Intercultural Development Inventory (4th year graduating students) | 70% of students will attain Minimization orientation or higher on the Intercultural Development Continuum | QEP Director and Associate Director | Every four years; beginning in Spring 2027 |
Learning Outcome 4: Skills.
Students will articulate a complex understanding of cultural commonalities and differences.
| Assessment Methods (Direct or Indirect) | Performance Targets | Assessment Contact(s) | Implementation Schedule |
|---|---|---|---|
| 4A- (Direct) Assignments in courses with embedded IC modules | 70% of students will attain Milestones level of performance on the Assessor rubric | QEP Director and Associate Director | Fall and Spring Terms, beginning in Fall 2024 |
| 4B- (Indirect) Student-created portfolio | 70% of students will attain Milestone level of performance on the Self-Assessment rubric | QEP Director and Associate Director | Annually in Spring; beginning in Spring 2025 |
| 4C- (Direct) – Pre-Intercultural Development Inventory (1st year students) | 90 % of students will attain a Developmental Orientation result of Minimization or lower on the Intercultural Development Continuum | QEP Director and Associate Director | Fall Term, beginning in Fall 2023 |
| 4D- (Direct) – Post- Intercultural Development Inventory (4th year graduating students) | 70% of students will attain Minimization orientation or higher on the Intercultural Development Continuum | QEP Director and Associate Director | Every four years; beginning in Spring 2027 |