Resources for Assessing Global Learning

GPI testing homepage -- Note that Texas A&M already has a license to administer this test, so faculty  interested in using this instrument for special purposes are urged to discuss this with staff in the Office of Institutional Assessment.

GPI discussion of purpose, construction and uses, July 2012

AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project has developed a series of rubrics for the Essential Learning Outcomes that all students need from higher learning. All rubrics may be accessed on the AAC&U website ( rubrics) and may be adapted for use or used as they are.

Intercultural Knowledge and Competence VALUE Rubric  -- This AAC&U rubric is used at Texas A&M in the Intercultural Competence Project to assess student samples of writing. It focuses on a student's ability to engage in intercultural communication and knowledge of cultures other than their own. The rubric provides a definition of intercultural knowledge and competence, among other tools, and common language that can serve as a guide to assessment of outcomes.

Global Learning Value Rubric -- This rubric focuses on learning that is characterized by engagement with global systems and their implications for people and the planet. The rubric provides a definition of global learning, among other tools, and common language that can serve as a guide to assessment of outcomes.

Improving and Assessing Global Learning  

This white paper, by Madeleine Green, is an overview of assessment of global learning at three award winning campuses:  Juniata College, a Paul Simon Award for Comprehensive Internationalization winner; Georgia Tech, a Council for Higher Education Accreditation award for assessment; and Florida International University, nationally acclaimed for its Global Learning for Global Citizenship initiative.

The library has developed a research guide for faculty and advisors about study abroad programs.  This guide includes assessment resources.

The Resources Center office facilitates workshops for faculty members about how to measure learning outcomes in general and those related to global learning in particular.

The Southern Association of Colleges and Schools (SACS) is the accreditation agency that accredits Texas A&M University.  SACS requires each institution seeking reaffirmation of accreditation to develop a QEP that engages the wider academic community and addresses one or more issues that contribute to institutional improvement.  Several SACS QEPs have a full or partial focus on global learning; among them are the following:

Texas A&M QEP -- This plan focuses on student commitment to high impact learning experiences and the learning outcomes that document student progress in learning.  Study, research, interning, and volunteering abroad are among the many high impact learning practices noted in this QEP.

Georgia Institute of Technology QEP -- This plan focuses on strengthening global competence and research experiences for undergraduates.

University of Florida QEP -- This plan focuses on developing and measuring learning outcomes that demonstrate knowledge of global issues and the interdependency among nations.

University of Texas at Tyler QEP -- This plan focuses on an integrated program to increase global awareness among cohorts of freshman and sophomore students through on campus learning.
The American Council on Education and the Center for Internationalization and Global Engagement partnered to create the Mapping International Joint and Dual Degrees: U.S. Program and Perspectives 2014 publication as a follow up to their mapping of international engagement in 2011.  It focuses on American university use of joint and dual degrees with foreign partner institutions, mapping the trends and identifying the challenges and opportunities related to these engagement activities.  Nation-wide trends include an imbalance of incoming students using joint and dual degree programs and the majority coming from Europe and Asia.