Download Expanded Statement of Institutional Purpose

Global Learning Assessment Matrix
Faculty Name:
Course: LBS 4154 Workers and Diversity
Academic Unit: Center for Labor Research and Studies
Global Learning Student Learning
Outcome Addressed
Global Awareness: Students will be able
to demonstrate knowledge of the
interrelatedness of local, global,
international, and intercultural issues,
trends, and systems.
Course Learning Outcome
Demonstrate an understanding of multiple
interrelated local, global, international, and
intercultural diversity challenges, cultural
variables, and issues and trends.
Degree Program: N.A.
Semester:
Assessment Method
Assessment Results
Assessment Activity/Artifact:
To be entered after each time
course is taught
Profile Worksheet: Using the social identities profile worksheet,
indicate your social membership for each identity category. State if
your social identity is either Privilege/ Dominant or Target/
Subordinate. For the purpose of this activity, “Privilege/ Dominant”
refers to groups that have power and access, whereas “Target/
Subordinate” refers to groups that do not have power or access.
Evaluation Process:
Using a grading rubric, the instructor will evaluate the assignment
for content and reflection, etc.
Minimum Criteria for Success:
80 percent of class will achieve at least a “C” grade or higher on
this written assignment
Sample:
The sample will consist of the entire class.
Use of Results for Improving Student Learning
To be entered after each time course is taught
1
Global Learning Assessment Matrix
Faculty Name:
Course: LBS 4154 Workers and Diversity
Academic Unit: Center for Labor Research and Studies
Degree Program: N.A.
Global Learning Student Learning
Assessment Method
Outcome Addressed
Assessment Activity/Artifact:
Global Perspective: Students will be able to
Essay: Summarize the contemporary issues and trends
develop a multi-perspective analysis of local,
global, international, and intercultural
concerning the concepts of ageism and adultism. Questions to
problems.
think about:
1. What three companies are setting the trend in hiring
or retaining a cross- generational workforce? What
Course Learning Outcome
are these companies doing? What programs are
being implemented? Be sure to provide concrete
Investigate contemporary issues that have
examples from the companies’ webpages, etc.
local, national and global implications for
2. What three countries are setting the trend in hiring or
workers and the larger society and that
retaining not only a cross-generational workforce, but
provide research base solutions.
for people with disability? Provide evidence of policy
or programs in each country.
Evaluation Process:
Using a grading rubric, the instructor will evaluate the
assignment for content and reflection, etc.
Minimum Criteria for Success:
80 percent of class will achieve at least a “C” grade or higher
on this written assignment
Sample:
The sample will consist of the entire class.
Use of Results for Improving Student Learning
To be entered after each time course is taught
2
Semester:
Assessment Results
To be entered after each time
course is taught
Global Learning Assessment Matrix
Faculty Name:
Course: LBS 4154 Workers and Diversity
Academic Unit: Center for Labor Research and Studies
Degree Program: N.A.
Global Learning Student Learning
Assessment Method
Outcome Addressed
Assessment Activity/Artifact:
Global Engagement: Students will be able to Essay: Write an essay that outlines/addresses the following:
demonstrate willingness to engage in local,
1. Based on C. Smith, Social Struggle, identify and
global, international, and intercultural problem
discuss 3 of the strategies outlined that in your view
solving.
have greatest chance to bring small groups of people
Course Learning Outcome
Interpret the national context or perspectives
of global diversity, in terms of: human rights,
cultural heritage, individual dignity and/or
collective accountability.
Think critically about the issues that emerge
from workforce diversity; includes a historical
perspective that explains the roots of the
issues in the workplace today.
together in your community to address issues of
diversity and justice that you care about?
2. Based on A. Ayvazian's Interrupting the cycle of
oppression: The role of allies as agents of
change. Which of the roles she describes do you
already take or aspire to take in the future and why?
3. After reading N. Mc Clelland and Rizga, K, Top 10
Youth Activism Victories in 2007, list 3–5 ways you
could see yourself becoming an activist in your
community
4. Your experiences in this class and what you learned.
Suggest social justice paradigms to encourage
social action and
Evaluation Process:
Using a grading rubric, the instructor will evaluate the
assignment for content and reflection, etc.
Illustrate strategies organizations are using to
leverage diversity effectively.
Minimum Criteria for Success:
80 percent of class will achieve at least a “C” grade or higher
on this written assignment
Sample:
The sample will consist of the entire class.
Use of Results for Improving Student Learning
To be entered after each time course is taught
3
Semester:
Assessment Results
To be entered after each time
course is taught