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IIP’s Contribution to Learning 1 1 The International Internship Program’s Contribution to Student Learning Outcomes Assessing Opportunity to Demonstrate Learning Outcomes through E-portfolios The University of Wisconsin- Madison Department of Educational Leadership and Policy Analysis Assessment in Higher Education Michelle Mazzeo
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Assessment Tool- for Global Learning Outcomes

May 27, 2015

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Michelle Mazzeo

This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
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IIP’s  Contribution  to  Learning    

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The International Internship Program’s Contribution to Student

Learning Outcomes

Assessing Opportunity to Demonstrate Learning Outcomes through E-portfolios

The University of Wisconsin- Madison

Department of Educational Leadership and Policy Analysis

Assessment in Higher Education

Michelle Mazzeo

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Setting and History

In 2008, the student body voted in favor of the Madison Initiative for

Undergraduates, which increased student tuition dollars in order to “boost the value,

quality and affordability of an undergraduate education” (as cited on

www.internships.international.wisc.edu, Retrieved March 2014). Four years before, the

University of Wisconsin had fallen behind in providing need-based aid for

undergraduates to fully engage in a university education. At a time when financial need is

becoming a bigger issue with each passing year, the MIU aimed to increase student

access to quality opportunities that cut across disciplines.

This new stream of funding, in part, was to be channeled into “high impact

educational practices” linked to retention, engagement and the overall success of

students. A comprehensive report conducted by the Association of American Colleges

and Universities (AAC&U) revealed that internships and study abroad were amongst

these best practices for student learning (AAC&U, 2009).

The International Internship Program was thus created to offer a clear pathway for

students to engage in multiple high-impact opportunities that begin with the combination

of study abroad and internships, but offer opportunity for students to elect into additional

high impact educational activities including collaborative assignments, portfolio projects,

writing intensive coursework, research, service learning and an interdisciplinary learning

community. In 2009, the Madison Initiative for Undergraduates approved funding for

the International Internship Program. One person, with the intention of growing as

student services expanded, initially staffed the IIP office. In the summer of 2010, the

program officially sent its first group of 11 UW students to intern abroad.

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Mission and Vision

As quoted on the IIP website, “The International Internship Program (IIP)- an

office within the Division of International Studies- identifies, cultivates and promotes

high-quality internship opportunities that advance the professional training of UW-

Madison undergraduate students; foster global competency; and reinforce academic

learning through practical application” (www.internships.international.wisc.edu,

Retrieved March 2014). The mission, in alignment with the MIU goals, is to create

accessible opportunities for students across disciplines to engage in international

internships. The vision is that those who engage will advance their professional training,

develop essential global competencies for work in the 21st century, and increase the value

of their academic learning on campus.

Values and Goals

As cited on the office’s website, the International Internship Program

acknowledges and embraces the following values, and develops its strategic plan and

goals accordingly:

• International experiences are an integral part of the learning experience at

UW-Madison and in our increasingly globalized society.

• All students across campus should have the opportunity to intern abroad

during their undergraduate academic career.

• Participants on international internships reflect diverse backgrounds and

experiences of our student body.

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• Internship opportunities should meet the personal, professional, and academic

needs of students at a reasonable and competitive cost.

• Campus, local, national, and international collaboration is beneficial in

developing and enhancing internship opportunities.

• Organizational relationships and international opportunities established

through the IIP help build the Wisconsin Idea.

• IIP aims to create unique opportunities that build upon relationships rooted in

Wisconsin.

• Students who intern abroad internationalize and enrich Wisconsin and the

UW-Madison campus.

• Expanding student funding and keeping program costs affordable are essential

in ensuring accessibility for international internships, especially for unpaid

internships.

• While interning, IIP participants are representatives of UW-Madison, the

organization in which they work and their respective communities.

• Students are active and responsible participants in their internship experience.

(www.internships.international.wisc.edu, Retrieved March 2014).

In prioritizing professional and global learning, with careful attention paid to

accessibility for students from all disciplines and financial standing, the International

Internship Program is a unique niche program on the UW Campus. The UW’s College of

Agriculture and Life Sciences is currently the only program on campus that requires

students engage internationally in a professionally relevant experience before earning

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their degree. Other colleges and disciplines place less value on global learning and more

on professional learning. The College of Letters and Science has historically been one to

place more on global or cultural learning and very little on professional learning, though

it is in the process of preparing to launch a new Career Initiative in 2014. Because the

structure of University of Wisconsin’s campus leaves setting priorities up to faculty

discretion within each school, certain students may have encountered less opportunity to

engage in an international professional learning experience. While the UW campus

transitions and the Division of International Studies undergoes a restructuring, the

International Internship Program makes it possible for students from all backgrounds,

levels and capabilities to gain global competence skills for the working world.

IIP’s Role in Student Learning

Student learning through the IIP is acknowledged as going beyond benefiting the

students themselves, to benefit campus as well as the world outside of UW-Madison’s

borders. Therefore, the program’s goals and outcomes are represented accordingly.

Below is a table I created while collecting and reporting data for the IIP. I looked at each

primary measure, as cited in the IIP’s most recent MIU report (2013) and the

corresponding outcome or goal. Then, through a series of conversations with the

program’s administrators, I established data collection processes that would enable me to

report on the IIP outcomes given the current documentation.

It was incredible to actually see how much ‘uncounted’ work goes into meeting

these goals to advance student learning and advancement. Generally, I found that the

program’s focus on ‘reinforcement’ of academic learning requires it to defer to the

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myriad Schools/Colleges’ goals and plans, and take a supporting role in evaluating

student learning outcomes.

Measure Outcome Evaluation Resources

Student participation & site offerings (“opportunities”)

Increase in participants, sites and internship opportunities on IIP database

Consolidated student and program data

Stakeholder interest Increase number of repeating sites hosting UW interns

Program data, employer indicates “would repeat” on survey

Recognition as a global leader Increase media coverage and outreach Program data

Student Learning 1) Advance professional training of

undergraduates

2) Develop global competencies for work in the 21st century

3) Reinforce academic learning through practical experience

1) Increase participation and increase number of students who engage in an IIP cultivated position which is assured to be academically relavent

2) Ensure participants’ have the opportunity to develop competencies under the guidance of a UW instructor by enrolling in WIP

3) Increase participation in academically relevant international internship (IIP cultivated internships) or who are earning academic credit through WIP or their college for their applied learning

1. Student data Are increasing number of students taking advantage of the opportunities through IIP? How many are applying vs. participating? How many are applying and participating in IIP cultivated positions? How many are adding on the WIP course? [ELO 3] 2. Student survey responses According to self-reporting, are students increasing their global competence? How do students taking WIP self-report compared to others? How do IIP alumni self-report their increase in global competence [ELO 3] at graduation compared to their peers on the UW Alumni Survey? 2. Program Data In what ways does IIP offer opportunity for students to show gains in global competence? Are these strong/valid opportunities? 3. Student data Are increasing numbers of students bridging the gap between their academic work and practical experience by finding academically relavent internships (IIP cultivated) and/or earning academic credit (WIP)? [ELO 4]

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All of the established outcomes could be measured and reported quantitatively, except for

student learning. To measure student learning, the IIP relies on self-reported responses to

a survey, which goes out to all counted interns. While over 60% of IIP participants who

intern abroad opt in to an online course called The Worldwide Internship Program (WIP)-

aimed at fostering global competence skills for the workplace- the IIP has not been able

to use this course as an opportunity to assess student learning; This new, two-person

office is stretched thin in its services as a niche advising resource to the entire

undergraduate student body, faculty and academic units, a global networking center/talent

pipeline for employers, and a far-reaching and high-demand international program for

undergraduate students. Furthermore, the ‘support’ role that IIP takes on campus also

means that assessment of direct student learning through the WIP course is generally left

to the International Studies and International Business academic units that house and

provide instructors for the course. Despite IIP being a program aimed at advancing

student learning, the third party role in assessment roadblocks IIP’s direct participation in

the assessment process of the majority of its participants, and inhibits the use of learning

outcomes data (beyond the self-reported survey responses) to inform the program’s

development. As a result, assessment is largely restricted to the creation of opportunity

allowing for students to learn rather than the actual gains made in learning.

The WIP course was created under the direction of IIP, but outsourced to

academic units for course facilitation, and therefore, any ongoing and/or final

assessments. In other words, while IIP designed the learning environment, curriculum

and outcomes, academic units oversee the instruction and assessment of student learning.

Through conversations with IIP staff, I determined that the creation of a student learning

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assessment tool beyond the existing survey would need to fall within the realms of IIP’s

jurisdiction, namely the creation of opportunity to learn. The question ‘are involved

students learning global competencies? why or why not?’ is left to the academic units. IIP

answers a bigger picture question, ‘does the UW campus foster an accessible opportunity

for undergraduate students to gain professional global competencies?’ To meet the goal

of advancing undergraduate training, the IIP can also incorporate the employer

perspective in this assessment process, and ask, ‘are IIP participants given a chance to

show their learning outcomes to potential employers or other stakeholders?’ Although

academic units are responsible for students attaining these learning outcomes, IIP can use

an assessment tool that determines whether it is creating sufficient opportunity for

students to show this attainment of learning outcomes.

Success Factors

In examining the current state of assessing student learning, I asked, “how will we

know if IIP is contributing to the advancement of training, development of global

competencies, and reinforcement of academic learning?” We can best guarantee that

students are in situations where they are advancing their professional training when they

are situated in an IIP-cultivated position. These positions are created through a rigorous

process to ensure that the student will have a proper job description, an official project,

start and end date, legal international travel documents, and at least one supervisor or

mentor to facilitate the intern’s professional learning. IIP also serves students who source

their own internships, and provides them the opportunity to engage in the WIP course as

a way to increase the possibility that he/she will advance in training.

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The only way we know that students are developing global competencies is if we

are able to monitor their outputs/products. While some students may aim to present at the

Undergraduate Symposium upon return or engage otherwise, the opportunity is

dependent upon other variables including how competitive admission is. As such, this

form of engagement is not a guaranteed opportunity to demonstrate global learning.

Other such examples exist, but are equally difficult to monitor. As such, the WIP course

is the first entry point for answering the question of whether IIP provides an opportunity

for students to demonstrate global competence. If WIP is the best way for IIP to measure

whether participants are developing global competencies and the only way for IIP to

measure if those participants in student-sourced internships are advancing their

professional training, then IIP may have additional reason to find new ways to increase

the number of participants in WIP.

While students who earn credit other than WIP may indeed be reinforcing

academic learning, IIP has little jurisdiction over it and can therefore only guarantee

students have the opportunity to reinforce academic learning if they are enrolled in WIP.

In determining the central importance of the WIP course to proving that IIP is delivering

on its mission to foster student learning around Essential Learning Outcomes related to

global competence, I, along with the IIP director, established a need to prove that the

WIP course is providing this essential opportunity for students to showcase their global

competencies through the final, public portfolio project that is integrated into the

curriculum. By utilizing the carefully calibrated AACU Global Learning Rubric, I return

to the original question, “Does WIP’s final portfolio project provide opportunity for

showcasing global competencies?”

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Assessment Rationale, Framework and Methods

While it is not always possible to see the lasting impact on student learning upon

the completion of the international internship experience, and though not all IIP

participants actually take the WIP course, assessing the potential for student learning

through an analysis of the WIP final portfolio project is a start. By working backwards

from the portfolio, I aim at minimum to discover whether or not the portfolio project

allows students to show attainment of global competence through involvement in their

internship (IIP cultivated or student sourced) and WIP course. At best, I aim to identify

potential variables that have made for a richer (or lacking) learning experience.

This assessment will inform the IIP as to whether or not students are generally

able to publicly demonstrate global competence through the final portfolio project. The

assessment may begin to inform the IIP about variables related to the international

internship experience that may contribute to a higher gain in global competence/learning

in a short period of time. Are certain students integrating more evidence of global

competence through their portfolio? Why? At best, the IIP may eventually be able to

focus its efforts on creating more experiences that are linked to higher demonstration of a

student’s global competence. Though the IIP staff members may intuitively gauge what

internships are contributing more to student learning outcomes, the additional assessment

would perhaps provide supportive (or unsupportive) illustrations and examples.

Today, all MIU-funded programs refer to the “essential learning outcomes,”

introduced alongside “high impact educational practices” in the AACU 2009 report, as a

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guide for planning and assessment. Through the alternative use of a targeted rubric based

on relevant essential learning outcomes, I plan to assess a suggested and available

selection of portfolios from the Summer 2013 semester. I create my approach around the

AAC&U rubric aimed at assessing Global Learning

(http://www.aacu.org/value/index.cfm, Retrieved March 2014). This tool was a suggested

starting place by IIP staff and is publicly accessible.

The essential learning outcomes targeted by the Worldwide Internship Program

fall under two categories within the AAC&U Essential Learning Outcomes framework:

personal and social responsibility, and integrative and applied learning. The AAC&U has

gone further to explicitly create a Global Learning Value Rubric

(http://www.aacu.org/value/index.cfm, Retrieved March 2014) that tailors these two

guiding categories of Essential Learning Outcomes down to Global Self-Awareness,

Perspective Taking, Cultural Diversity, Personal and Social Responsibility,

Understanding Global Systems and Applying Knowledge to Contemporary Global

Contexts.

In reviewing 30 portfolios individually with a scaled rubric that allows for up to 4

points for each value, I will take the following steps to generalize whether the portfolio

assignment provides sufficient opportunity for students to showcase their global

competencies.

1. Assess each project for the possibility of demonstrating Global Self-Awareness,

Perspective Taking, Cultural Diversity, Personal and Social Responsibility,

Understanding Global Systems and Applying Knowledge to Contemporary

Global Contexts up to the highest possible value (4 on a scale of 1-4). More

specifically, if a student has the opportunity to showcase, for example, his/her

“Global Self-Awareness” to the extent that the 4th and highest dimension

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describes, that project will earn a “Yes” for the “Global Self Awareness” value. A

“No” would be assigned if it is clear that the student does not have the

opportunity to demonstrate his or her “Global Self-Awareness” as described in the

4th dimension, “Effectively addresses significant issues in the natural and human

world based on articulating one’s identity in a global context.”

To assess the existence of opportunity, I will code each learning outcome by

action words. If I were to assess the learning experience itself, I would create a

code for the abstract concepts that reflect the content of a student’s growth. In

using “Global Self Awareness” as an outcome, I will not look for a students’

learning of “Global Self-Awareness”, which would require me to code for content

words and concepts related to ‘issues in the natural and human world’ and

‘identity in a global context’. Rather, I will look for the opportunity to express

Global Self Awareness through the students’ selected medium, be it video,

narrative, creative writing, blogging, etc. This approach requires me to assess

whether the student “effectively addresses significant issues” based on

“articulating one’s identity.” If the student shows evidence of these two re-defined

outcomes through his/her selected portfolio medium, he/she also has the

opportunity to reflect content learning around Global Self-Awareness. Again, I

am not assessing learning of Global Self-Awareness, but rather the opportunity to

show mastery of this first learning outcome through the selected public portfolio

medium. The opportunity to show Global Self-Awareness will only be counted if

there is evidence of demonstrating all identified actions within the 4th dimension

of each learning outcome. A simple coding system is described below.

2. Add total number of “Yes” counts attributed to each category: Global Self-

Awareness, Perspective Taking, Cultural Diversity, Personal and Social

Responsibility, Understanding Global Systems and Applying Knowledge to

Contemporary Global Contexts.

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3. Draw a ratio of “Yes” to “No” per Global Learning Value. For example, 25/30

portfolios showed students had the opportunity, through the portfolio medium

they chose, to showcase their “Global Self Awareness.” Conclusions, discussed

further toward the end of this design paper, will be based on the outcomes from

this process and shared with IIP staff.

Involvement of Constituencies

In determining whether, or to what extent, the IIP is able to create opportunity for

UW students to showcase their global competence, I considered various constituent

groups including students, educators, administrators, the university at large, the

Wisconsin community and the global community, all of whom hold indirect stakes in the

outcomes of this assessment design. To begin the involvement process, the IIP director

initiated an introduction between the WIP course instructors and myself. While I found

that the course instructors have limited time and availability, they have also agreed to

share their students’ public projects. I have not been able to review the assessment

instruments they use on the portfolios, nor the results.

In a 2011 AACU Global Learning Calibration project in which the rubric

development committee spent months deliberating before defining the six dimensions of

global learning to be used, and subsequently created four benchmarks to define the image

of a successful student. This extensive calibration period on four campuses, which used

hundreds of raters, resulted in both a recommended approach to rubric calibration on

other campuses and an assured establishment of inter-rater reliability. The creators of the

AAC&U Global Learning Rubric suggest that before reviewing student portfolios or final

projects, that calibration of the rubric through an interactive group session is

recommended. Because these steps focus on measurement of student learning, they are

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not immediately relevant to the small contribution I aim to make as I simply assess the

opportunity for students to learn.

As such, my contribution will require less need for calibration. Though I have

adapted the same rubric used to assess student learning, I do not rate the level of learning.

Instead, I will be rating the possibility for a student to demonstrate each value at the 4th

and highest dimension of learning, within the context of the portfolio project he/she

submitted.

Hypothesized findings, Potential Use and Involvement of Constituencies

In this first step to assessment, I am solely reviewing the final project/portfolio

and not relating the outcomes to the syllabi, description of learning outcomes or ongoing

assessment tools/techniques. As such, I expect to find discrepancies in the way students

are demonstrating the global learning outcomes. As I am unsure whether students were

taught, practiced or assessed on any of these global learning outcomes throughout their

course, it may be that students show these outcomes in ways that are not obviously

aligned with the AAC&U Value descriptors. This discrepancy at once reduces the

validity and strengthens the validity of my assessment. The validity is reduced in that

students may not have been properly prepped to demonstrate the Global Learning Values.

The validity may at the same time be strengthened in that the discovery of any of these

learning values will be entirely authentic.

Because I am conducting this assessment as a third party, it bears little initial

sway in the way of informing instructors. It bears essentially no power in informing

students, who are completely removed from this process having already completed the

program. As such neither instructors nor students will be involved in the assessment

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process itself, nor do I anticipate being encouraged to share the findings. At this juncture

in the process, the hypothesized findings are of no potential use to these two

constituencies. As such, the findings will be shared only with the IIP staff in the

following format as an internal starting point for discussion around the value that is (or is

not) added to IIP participants through adding on the WIP course. Students’ total scores

for each project were tabulated, as well as the total scores for each objective across all

portfolios.

The review of 30 portfolios revealed the following:

1. #X portfolios provided the opportunity to demonstrate an ability to “addresses

significant issues presented in the course context (i.e. in the natural and human

world) based on articulating one’s identity (i.e. in a global context)” [Global

Self-Awareness]

Re-defined Outcome: In the [State Chosen Portfolio Medium], the student

addresses significant issues by articulating his/her identity

Each Public Portfolio is rated on the following scale for evidence:

1= Shows some evidence = Yes

0= Shows no evidence = No

A portfolio that “shows some evidence” would make reference to issues, and

would include opinions about those issues.

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2. #X portfolios provided the opportunity to demonstrate an ability to “evaluate and

apply diverse perspectives to complex subjects within natural and human systems

in the face of multiple and even conflicting positions” [Perspective Taking]

Re-defined Outcome: In the [State Chosen Portfolio Medium], the student

applies diverse perspectives and acknowledges multiple and even conflicting

positions.

Each Public Portfolio is rated on the following scale for evidence:

1= Shows some evidence = Yes

0= Shows no evidence = No

A portfolio that “shows some evidence” would make reference to diverse

perspectives on an issue, and to the existence of multiple and/or conflicting

positions.

3. #X portfolios provided the opportunity to demonstrate an ability to “adapt and

apply course content (i.e., a deep understanding of multiple worldviews,

experiences and power structures while initiating meaningful interaction with

other cultures) to address significant [global] problems” [Cultural Diversity]

Re-defined Outcome: In the [State Chosen Portfolio Medium], the student

adapts and applies existing theories or literature to address significant

problems.

Each Public Portfolio is rated on the following scale for evidence:

1= Shows some evidence = Yes

0= Shows no evidence = No

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A portfolio that “shows some evidence” would make reference to existing

theories or literature in relation to an opinion about issues or problems.

The data from assessing opportunity to demonstrate learning will perhaps reveal

which, if any, of the learning values are most emphasized in the course and experience. It

also may begin to show patterns relating to which environments are more conducive to

creating opportunity to demonstrate global learning. Some students may have the

opportunity to create a portfolio within their place of work. Others may need to be more

theoretical. While these conclusions are not the primary aim of the assessment, they may

inform the next step in assessing IIP’s contribution to student learning.

Success factors and Conclusion

In the AAC&U Publication (Anderson, 2013) explaining the development of the

Global Learning VALUE Rubric, the authors encourage global educators to embrace the

slow process that is assessment of students’ global learning and resulting competencies.

The authors suggest that the end goal is “the ability to help strengthen how faculty teach

and how students learn. The big questions of our time—climate change, human rights,

technological advancement, and economic globalization, to name a few—require the next

generation to think critically, creatively, and collaboratively and to take responsible

action to address challenges that are, and have always been, global in nature” (p. 3).

Challenges to assessing opportunity derive from a general disconnect; the

purpose of the original learning assessment design, the rubric, as well as the portfolio

project itself, were created to address learning, not an opportunity to learn. On the other

hand, the disconnect means that when portfolios do show evidence of opportunity to

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learn, it is much more significant; the portfolio project design outweighs the actual

content and may make a clear separation between instruction of content and the course’s

design and integration into the internship experience.

Because I am using an existing tool meant to assess learning in order to assess

opportunity for learning, there is a high chance that I will need to re-word or further

calibrate this process as I begin putting it into practice; I anticipate that any validity

threats or issues will reveal themselves once I begin to review the portfolios. The

portfolios are submitted in a variety of formats, and there is a chance that certain formats

may be more conducive to demonstrating global learning than others. If that is the case, I

will need to re-assess the way I am identifying opportunity to showcase learning to

involve a review of the submission format. For instance, I would imagine that students

who chose to showcase their learning in an essay would have more liberty to address all

the learning outcomes as they reflected on their experience. However, this could vary

depending on the prompt.

Upon receiving all 30 final portfolios from the Summer 2013 cohort of WIP

course participants (anticipated April 17th, 2014), I will begin using this assessment and

hope to further inform the development of this evolving instrument.

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