Global Learning Outcomes

The Center for Global Engagement (CGE) is pleased to share the 91�� Global Learning Rubric to help facilitate curricular and co-curricular activities as defined in the 91�� definition of global learning.

This resource was created by a working group consisting of faculty from each 91�� College and staff from Academic Affairs, Cadet Leadership Academy, Student Engagement and Success.

91�� Global Learning Rubric (PDF)

Examples of Global Learning Outcomes

These Global Learning Outcomes examples are the application of the 91�� Global Learning Rubric to programs associated with the Center for Global Engagement (CGE). We intend to add more examples over time, so please share your learning outcomes at global@ung.edu

Global Awareness

Example 1

Program: Service-Learning Project at the 91�� Community Garden, Vickery House, with the living/learning residents of the Global Learning Community from N. Georgia Suites.

This three-hour event will start with a lecture on food insecurity in N. Georgia followed by discussion of defining food insecurity based on the home cultures of the participants. Afterward, the participants will spend time in the garden learning about native plants to Georgia. They will end with picking, weighing and delivering the food to local outlets.

Benchmark 1: Participants will understand the purpose of the community garden and how the produce impacts local schools and NGOs.

Example 2

Program: College of Business Entrepreneurship in Rome Study Abroad Program

Milestone 3: Evaluation of a village’s businesses along with local government and community systems that create a thriving economy.

Perspective Taking

Example 1

Program: Cultural Competence Co-Curricular Certificate (C4) sponsored by Multicultural Student Affairs (MSA).C4 is crafted to offer participants an opportunity to learn more about the ideals of diversity, equity, and inclusion while providing a greater understanding of how we can and should work together to build a stronger and more inclusive Nighthawk community.

Milestone 2: Completion of the C4 certificate includes one required diversity, equity and inclusion workshop along with three other elective programs offered by MSA which allow them to identify and explain multiple perspectives of marginalized populations that are a part of the 91�� community.

Example 2

Program: Collaborative Online International Learning (COIL) in Intermediate-Advanced Japanese course. 91�� students in the upper-level Japanese course collaborative with Japanese college students at Nanzan University through online discussions on various issues around linguistic and cultural diversity in a globalized workplace.

Milestone 2: Students will examine various stances such as linguistic expats, cultural expats, and linguistic-cultural expats in various contexts and critically reflect on what it means to work in a globalized workplace.

Cultural Diversity

Example 1

Program: Spring Break Study Away Program to International Community School (ICS) in Decatur, Georgia. ICS is a charter school with a mission of serving recently placed refugee children. 91�� College of Education students will receive an overview from ICS administration, co-lead classes for the week, serve as tutors in the after-school program, and attend parent-teacher meetings.

Milestone 2: Students will have direct interaction with refugee students to learn more about their cultural, linguistic, and educational backgrounds to create appropriate learning plans and accommodations.

Example 2

Program: Collaborative Online International Learning (COIL) in Japanese Special Topics course. 91�� students in the Japanese-language course are paired with Nanzan University students to compare and contrast Japanese and American education systems. Nanzan students visit 91�� for two weeks to work on the final project where they critically reflect on the two systems.

Milestone 2: Students will participate in hands-on research activities, explain and connect two cultures around the topic of education systems.

Global Systems

Example 1

Program: Geography and Geology in the US West Study Away course.

Milestone 2: Students will discuss with National Park rangers the geological forces responsible for the unique features (e.g., geysers, fumaroles, hot springs) found in Yellowstone National Park. The interaction of these geothermal features with living organisms, including tourists, will be examined. These natural systems change over time due to changes within the mantle and crust of the Earth, human intervention, nearby earthquake or volcano activity, and differing amounts of groundwater due to changes in precipitation, soils, topography, extraction, or hydrology. The same types of features are found in similar geological settings around the world such as Iceland and New Zealand, and how those locations differ or resemble Yellowstone National Park will be described.

Knowledge Application

Example 1

Program: Cloud Forest Ecology Study Abroad Program in Costa Rica.

Milestone 3: Students learn about the biodiversity of the forest while hearing from local experts on the impacts of climate change and tourism over time. Using this knowledge, each student inventories a microorganism as the focus of an independent research project.

Example 2

Program: Graduate Nursing Community Health Study Abroad Program in Nicaragua.

Capstone: Identifying an area for improvement within the community health care system and design, implement and evaluates a program to improve healthcare outcomes.

Possible Assessment Methods

Faculty can choose one or more ways of assessing the global learning outcomes and below are a few ideas to get started.

Small group daily debriefs with students: Tell us about your best/most challenging part of the day; What cultural differences did you observe and/or participate in today?
Reflective Journal: Student reflect on topics specific to project paying particular attention to their effect on the community by being there.
Cultural Competence Self-Assessment Checklist: Completion of checklist prior to leaving for study abroad and use of the checklist for discussions prior to leaving and throughout the experience.
Oral presentations: Present to peers on relevant course topics.
E-portfolio: Final project or set of assignments can be housed here and is also useful way for students to capture journaling, photos, essays, class assignments, etc. in one place for future reference.
Community Health Needs Assessment: graduate nursing students assesses available resources – environment, community leadership structure, safety, housing, food availability, education, access to health care, community support and interaction through observation and interviews with various community members. Identifies the top three needs of the community with possible solutions.

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