Office of Global Learning Assessment Plan

Spring 2020

By Amy Nuesch
Walsh University
● Small, private Catholic university founded in 1960
● Located in North Canton, OH
● Undergraduate population: approximately 2000 students
● Graduate student population: approximately 750 students
Office of Global Learning
● Provides students with opportunities for study abroad,
global service-learning programs, and international internships in Europe,
Africa, Asia, and the Americas.
● Secondary campus in Castel Gandolfo near Rome, Italy
● Office consists of a Director, an Administrative Assistant, and two student
workers
● Reports to the Associate Dean of Experiential Learning, who reports to the
Provost and Vice President of Academic Affairs
● Works in conjunction with the Office of Service Learning and the Career
Readiness and Development Center
● Approximately 200 students participated in a GL program in 2019-2020
Upward Hierarchical Units

Provost and Vice

Office of Global Associate Dean of Walsh University
President for
Education Experiential Learning
Academic Affairs
Mission
● Mission: Inspired by the example of global citizenship of the Brothers
of Christian Instruction, the Office of Global Learning (OGL) provides
opportunities for students to develop into leaders in service with an
international perspective. Global learning promotes learning which transforms
the student, the university, and the communities in which they serve.
● Brothers of Christian Instruction (BCI): an order of the Catholic Church
founded in the early 1800’s in France. The goal of the order is to provide a
values-based Catholic education to all who seek it, with a special emphasis on
teaching students to become leaders in service to others. This order founded
Walsh University in 1960.
Stakeholders
● Walsh University students
● Walsh University faculty who create and instruct domestic and international course content
● Director of the Office of Global Learning and support staff (including an Administrative Assistant and student
workers)
● Associate Dean of Experiential Learning, Walsh University Provost and Vice President of Academic Affairs,
Walsh University President, Board of Directors
● Walsh University Office of Mission Implementation
● University support staff in Castel Gandolfo, Italy
● Directors and support staff of the Office of Career Readiness and Development and the Office of Service
Learning
● Representatives of the Brothers of Christian Instruction
● International internship partners
● International and domestic alumni
● Community members
● International study abroad partners and domestic study-away partners
Five Primary Functions
1. Advise students on study abroad options

2. Facilitate student travel arrangements

3. Provide global service-learning opportunities

4. Develop leaders through the Blouin Scholars Program

5. Make international connections

F1: Advise students on study abroad options

F1O1: Staff will meet with students individually to evaluate which study abroad program best fits the students’ academic
needs.

F1O2: Staff will adjust curriculum maps with the students’ faculty advisors to include the desired study abroad
experience.

F1L1: Students will identify the study abroad program which meets their academic needs.

F1L2: Students will integrate the study abroad curriculum into their Walsh University program requirements.

F1P1: The number of participants in study abroad will increase to 25% of the student population by 2030.
F2: Facilitate student travel arrangements

F2O1: Staff will work with students to determine the logistics of traveling abroad.

F2O2: Staff will work within students’ budget to arrange travel for the program.

F2L1: Students will determine how they will travel to and from the program destination.

F2L2: Students will outline the costs associated with traveling to and from their destination.

F2L3: Students will prepare for unexpected circumstances while traveling abroad.

F2P1: Students will increase their independence and sense global awareness.
F3: Provide global service-learning options

F3O1: Staff will facilitate the service-learning program in conjunction with the Office of Service Learning, including
the vetting of faculty-submitted proposals.

F3L1: Students will identify issues affecting the community in which they are living and serving.

F3L2: Students will identify the meaning of the mission of the Brothers in Christian Instruction. for Function

F3L3: Students will apply the core values of the Brothers of Christian Instruction to acts of service while abroad.

F3P1: Students’ service leadership skills will increase.

F4: Develop leaders via Blouin Scholar Program

F4O1: Staff will work in conjunction with faculty to develop courses across majors taught domestically and
internationally which include a common theme of social justice for the Blouin Scholar Program.

F4L1: Students will apply scholarship and service to address major global and local issues.

F4L2: Students will participate in at least one international experience and one study-away program.

F4L3: Students will develop leadership skills while studying domestically and internationally

F4P1: The amount of Blouin Scholars placed in positions of leadership upon graduation will increase.
F5: Make international connections

F5O1: Staff will work in conjunction with the Career Readiness and Development Center to facilitate
international internships.

F5O2: Staff will promote study abroad offerings online and on campus.

F5L1: Students will determine which international internship opportunities fit their needs.

F5L2: Students will cultivate new relationships through the participation in study abroad programs.

F5P1: Walsh’s global profile/status will increase.

Data Collection Tools

Attendance Log Pre/Post Program Cultural

Awareness Survey

Participation Rates Exit Survey

Itemized Travel Budget Service-Learning Goals Focus Group

Brothers of Christian Instruction Social Justice Themes Focus Group

Principles Quiz

Program Requirement Checklist Pre-Program Interview

Travel and Leadership Competencies Reflective Writing Assignment

Rubric
Sample Tool: Itemized Travel Budget
Sample Tool: Travel and Leadership
Competencies Rubric
Sample Tool: Service-Learning Focus Group
Data Collection and Analysis
Implement and
Collect Data

Pre-program and
post-program
analysis by tool

Make Changes Data Review

According to feedback Discuss findings:

and results, adjust analyze successes and
means of assessment failures

Publish Findings

Make results public to

be accessible by all
shareholders
Sample Findings
·Outcome F3P1: Students’ service leadership skills will increase. In conjunction with:
·Outcome F3L2: Students will identify the meaning of the mission of the Brothers of Christian Instruction
·Outcome F3L3: Students will apply the core values of the BCI to acts of service while abroad

Evidence Piece 1: The Brothers of Christian Instruction Quiz, in its entirety, was designed to test students’ learning of the core
values of the order. Of the 120 students participating in a global service-learning program for the 2019-2020 academic year, all
students completed the online survey. The benchmark for quiz was 80% of the questions correct; 42% of students achieved the
benchmark:
Sample Findings, continued
Evidence Piece 2 and 3: Service-Learning Focus Group

For the students in attendance, can you list some of the core tenets of the mission of the BCI? (F3L2) Do you feel that these tenets were
fulfilled in the experiential program you attended? (F3L3)

For the students) What do you feel like you personally learned from participating in a service-learning program? (F3L3)

According to the transcript of the Service-Learning Focus Group, the students in attendance felt that participation in a
service-learning trip advanced their understanding how to lead while in service to others. Faculty agreed that “learning by
doing” is the most effective in these types of settings. Students were taught the tenets of the BCI not in textbook fashion, but
by the demonstration of faculty and advisors in the host setting. Students felt they had learned from them how to respect the
host culture and to how to serve those in need without “taking over.” Students learned how to educate those in the host while
also living and demonstrating their faith.
Sample Findings, continued
Evidence Piece 4: Travel and Leadership Competencies Rubric question:

Student’s servant leadership skills have increased (F3P1). The benchmark for this question was 80% (.80) proficiency. Students
were evaluated by faculty at the end of the GL program using this rubric. A majority of the students (also 80%) showed marked
increase through program participation:
Conclusion
● Results: The aggregated results of the tools indicate that outcomes are the most
positive when students are learning/participating in the host environment. Although
the University finds the history of the Founders’ mission important, the vision of the
OGL to “demonstrate a concrete impact of global service” and to “promote
servant-leadership and global citizenship” is best accomplished through active
program participation.

● This assessment would recommend replacing the BCI Quiz with a short in-person
seminar on the BCI mission or a similar type of program while living in the host
environment.