Chapter 11: Expanding the Perceptions and Realities of Global Learning: Connecting Disciplines Through Integrative Global Learning and Assessment

Darla K. Deardorff and Dawn Michele Whitehead

This chapter provides a broad perspective on assessing global learning. Whitehead and Deardorff suggest having input on assessment from a variety of sources including students, educators, administrators, and staff and designing holistic models of assessment that extend beyond the learner’s college or university years.

Discussion Questions

  1. How have learning outcomes been integrated into institutional conversations about global learning? How does/could learning outcomes drive global learning expectations and experiences for students?
  2. How are academic and student affairs professionals prepared to integrate and assess global learning for students? What type of professional development is offered to support integration of global learning assessment for diverse purposes across the institution?
  3. What are the implications of the changing assessment paradigm in your context? What could be done to adjust global learning assessment to fit this changing paradigm?
  4. Which stakeholders need to be involved in the global learning assessment process (including students) and what are the best ways to involve them in this process? Can this involvement help bridge silos?
  5. How can global learning and assessment be better integrated with one another, and within an institution?