Study Abroad Holistic Assessment Process
Learning Outcome #1: Intercultural Competence
Demonstrate Intercultural Competence:
Students who participate in a study abroad or field program should exhibit intercultural competence characterized by understanding, appreciating, and respecting another culture. Sensitivity to the cultural context will develop as students 1) learn about another culture, 2) make reflective comparisons with their own culture, 3) develop an ability to navigate within the new culture and 4) return with a desire to enrich their own culture. In this process, students will break down stereotypes, become more open-minded, and develop intercultural communication skills and perspectives.
Demonstrate cultural self-awareness and knowledge of cultural worldview frameworks.
- Demonstrate empathy.
- Demonstrate openness.
Intercultural Competence: Learning Outcomes Rubric
| Beginning | Developing | Target | Exemplary |
Criteria 1A Knowledge: Cultural self-awareness | Shows minimal awareness of own cultural rules and biases | Identifies own cultural rules and biases; has a strong preference for those rules shared with own cultural group and seeks the same in others | Recognizes new perspectives about own cultural rules and biases; not looking for sameness; comfortable with the complexities that new perspectives offer | Articulates insights into own cultural rules and biases; seeks complexity; aware of how her/his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description |
Criteria 1B Knowledge: Knowledge of cultural worldview frameworks | Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief systems | Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief systems | Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief systems | Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief systems |
Criteria 2 Skills: Empathy
(appreciates and respects other cultural values; adapts/modifies behavior) | Views the experience of others but does so through own cultural worldview | Identifies components of other cultural perspectives but responds in all situations with own worldview | Recognizes intellectual and emotional dimensions of more than one worldview and sometimes uses more than one worldview in interactions | Interprets intercultural experience from the perspectives of own and more than one worldview and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group |
Criteria 3 Attitude: Openness | Receptive to interacting with culturally different others but doesn’t take risks to embrace the unfamiliar. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment. | Expresses openness to most, if not all, interactions with culturally different others. Willing to occasionally try new things, take some risks, and embrace the unfamiliar. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change. | Begins to initiate and develop interactions with culturally different others. Regularly takes risks, tries new things, and embraces the unfamiliar. Begins to suspend judgment in valuing her/his interactions with culturally different others. | Initiates and develops interactions with culturally different others. Enthusiastically takes risks, tries new things, and embraces the unfamiliar. Suspends judgment in valuing her/his interactions with culturally different others. |
Learning Outcome #2: Multicultural Professional Development
Demonstrate Multicultural Professional Development:
Students who participate in a study abroad or field program will be able to articulate ideas and exhibit behaviors that cultivate teamwork, critical thought, and communication skills needed to function in a diverse workforce and global community. Students will be able to demonstrate techniques and utilize tools to appropriately articulate and leverage their study abroad experience in a professional context, for the benefit of professional pursuits.
- Demonstrate multicultural teamwork and collaboration
- Demonstrate critical thinking
- Demonstrate effective leveraging of multicultural experience and understanding for the benefit of professional pursuits.
| Beginning | Developing | Target | Exemplary |
Criteria 1 Skills: Multicultural Teamwork & Collaboration | Is aware of the importance of relationships but behavior does not always support the building of those relationships. Can work effectively with some members of the group but does not consistently assume shared responsibility, empathy and respect. Aware of one’s emotions but less aware of how that can affect others. Difficulty managing conflict with others. Sometimes willing to adapt in new situations and are able to do so with the support of others. Able to follow/support decisions made by others. Has an emerging awareness of multiple viewpoints from some diverse cultures, races, ages, genders, religions and/or lifestyles. Is beginning to recognize differences in how one communicates and works with others. | Is aware of the importance of relationships and takes steps towards building a collaborative team that includes shared responsibility, empathy and respect. Aware of one’s emotions and how their emotions can affect others. Willing to engage in conflict management strategies with support from others. Willing to adapt in most situations and sometimes able to do so with support from others. Willing to make decisions but not always able to effectively collaborate in the decision-making process. Aware of multiple viewpoints from diverse cultures, races, ages, genders, religions and/or lifestyles and begins to use this awareness to build collaborative relationships and communicate appropriately. The ability to appreciate, value, and learn from other cultures and perspectives. | Builds and maintains collaborative relationships to work effectively with others in a team setting through shared responsibility, empathy and respect. Aware of how one’s emotions affect others and able to manage conflict with others to contribute toward a common goal. Willingness to adapt in new situations and are usually able to do so with some support. Generally makes effective decisions in collaboration with others. Respects the viewpoints of those from diverse cultures, races, ages, genders, religions and lifestyles to build collaborative relationships and communicate appropriately. The ability to appreciate, value, and learn from other cultures and perspectives to move beyond tolerance and build a productive, inclusive team or community. | Builds and maintains collaborative relationships to work effectively with others in a team setting through shared responsibility, empathy and respect. Demonstrates the ability to manage ones emotions and conflict with others while contributing towards a common goal. Demonstrates adaptability and effective decision-making in collaboration with diverse partners and stakeholders. Respects the viewpoints of those from diverse cultures, races, ages, genders, religions and lifestyles to build collaborative relationships and communicate effectively. The ability to appreciate, value, and learn from other cultures and perspectives to move beyond tolerance and build a truly inclusive team or community. |
Criteria 2 Skills: Critical Thinking | Is able to identify assumptions at a surface level. Sometimes labels assertions as assumptions. Begins to identify some context when presenting a position. Is unable to clearly articulate a specific position that is grounded in context and that differentiates differences. Positions stated are simplistic and obvious. Conclusions are inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. | Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). Specific position (perspective, thesis/hypothesis) begin to acknowledge different sides of an issue without fully developing the rationale. Conclusions are logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. | Identifies own and others’ assumptions and several relevant contexts when presenting a position. Specific position (perspective, thesis, hypothesis) takes into account the complexities of an issue. Others points of view are acknowledged within position (perspective, thesis/hypothesis). Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. | Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position. Conclusions and related outcomes (consequences and implications) are logical and reflect an informed evaluation and ability to place evidence and perspectives discussed in priority order. |
Criteria 3 Skills: Effective leveraging of Study Abroad experience for professional benefits |
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| Identifies and articulates professional competencies acquired through study abroad experience and acquired and/or developed knowledge. Expresses ideas effectively using oral, written and non-verbal communication skills appropriate for professional pursuits. |
Assessment Piece – Writing Prompts
Study Abroad Program Re-Entry Student Learning Outcomes
Students who participate on a Principia study abroad program are expected to have grown in their understanding and demonstration of (1) intercultural competence and (2) multicultural professional development. These student learning outcomes include demonstrating skills of cultural self-awareness, empathy, openness, teamwork and collaboration, and critical thinking.
In a 500-word informal essay (2 pages, double-spaced), please speak to the following prompts:
- How do you feel your study abroad experience has developed or enhanced your ability to understand, appreciate, and respect another culture?
- Has your study abroad experience assisted you in making reflective comparisons with your own culture? How?
- How has your study abroad experience cultivated teamwork, critical thought, and communication skills?
- How will you transfer these learned skills to future professional pursuits and in your efforts to become an active participant in a global community?