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DayInTheLife_GoGlobal.ppt.2015verMarch27.1pm
- 1. GO GLOBAL!
- 13. Knowledge of Trends 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% Pre-test Post-test
- 15. Connection to People in Different Parts of the World 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Agree/Strongly Agree Strongly Agree Disagree Pre-test Post-test
- 17. Sample Schedule for Go Global!
- 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