15. Connection to People in
Different Parts of the World
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Agree/Strongly Agree Strongly Agree Disagree
Pre-test
Post-test
18. Stockton’s Go Global! Team
Susan Davenport, Ph.D., Vice-Provost for E-Learning
Linda Feeney, Ed.D., Director of E-Learning
Dennis Fotia, Assistant Director of E-Learning
Daniel Gambert, Instructional Designer
Faculty:
Tina Zappile, Ph.D.
Douglas Harvey, D.Ed.
Amy Ackerman, Ph.D
Michael S. Rodriguez, Ph.D.
Editor's Notes
Go Global! is…
An online summer bridge program for incoming first-year students
Coordinated by Stockton’s E-Learning Office
Offered as an Interdisciplinary General Studies online course
Taught by 4 Stockton faculty from 2 different schools- POLS and EDUC
The program consists of a no-cost 6 week online 4 credit course offered in July & August
Offered to 150+ students
Among other goals, Go Global is designed to:
Emphasize the strong commitment to an interdisciplinary approach in addressing complex problems that is fundamental to Stockton’s core mission
The Curriculum for Go Global!:
Is based on the American Association of State Colleges and Universities (AASCU) National Blended Course titled Global Challenges
Stockton is one of 12 participating AASCU institutions that develop and maintain this curriculum
The curriculum is designed to:
“educate and encourage the development of globally competent citizens and leaders” “who possesses the knowledge, skills, and attitudes to understand the world and work effectively to improve it”
The course is organized around seven Global Challenges we will face in the next 25-40 years:
The Online course in delivered in Blackboard And for each lesson…there are
Learning activities
Learning objectives or expected outcomes
Introductory readings to provide framework for study
In each lesson there are also:
Embedded videos provide exciting content from subject matter experts
For instance, the TED video here with Hans Rosling & a CSIS video featuring one of its analysts with are assigned in the lesson on Population
And there are Interactive online resources & modules give students the opportunity to further explore each global challenge
In the population lesson, students use this NY Times interactive map about immigration
In the Global Village Course Blog Assignment
Students blog about each challenge from the perspective of an assigned villager from around the world, based on the 100 people project
In the Critical Thinking Discussions..
Students respond to prompt questions that ask them to critically think about ethical & other issues raised in each lesson
For example, what would students do with information about your complete genetic code?
Student assessment in the course also depends on…
Objective quizzes in each lesson
A midterm and final exam of essay questions
And for each assignment, you have access to the grading rubric used by your instructor to evaluate your work.
Assessment for the first cohort of Go Global Students in 2014…
Was done as part of a larger assessment project by Shala Mills and Jian Sun from Fort Hays State University
Results were published in December’s special issue of the eJournal of Public Affairs
For Stockton students, there was a significant positive increase…
From 32.3% to 82.1% for students who Agreed/Strongly Agreed with the statement “I know quite a lot about the most important trends facing the world today.”
And a significant increase in…Perceived knowledge of students of these specific topics introduced in the course
Student attitudes towards their perceived connection to people in different parts of the world Also showed positive change with an…
Increase in both agree categories
And…
Decrease in the strongly disagree category
Future plans for Go Global! include….
Infuse the curriculum with on-the-street interviews with Stockton’s international community to provide context for the Global Village assignment
