Assessment of the Global Miami Plan

Wil Haygood presenting to a group of facilitators.

Overview of Global Miami Plan Competencies

The revised Global Miami Plan embraces the competencies that are included in AACU’s Liberal Education & America’s Promise (LEAP).  It will promote and assess the plan’s signature competencies: written communication and critical thinking.

Although every course will incorporate some opportunities for written communication and critical thinking, not every course in the Global Miami Plan will promote the competencies in the same way or with the same level of intensity. Courses meeting Foundation I (English Composition) and the Advanced Writing requirements, for example, will feature writing and writing instruction and thus will promote written communication more fully than may be done in other GMP courses.

Instructors will also promote at least two other competencies in their Global Miami Plan courses, but they have the option to select those competencies that best align with the goals and outcomes of the course.

On their syllabi, instructors should include a list of the competencies being promoted in each Global Miami Plan course as well as a brief indication of how they will be advanced in the course.

LEAP competencies are listed below with links to the VALUE rubrics:

Intellectual and Practical Skills

Personal and Social Responsibility

Integrative and Applied Learning

Assessment Plan

In keeping with the requirement of the Higher Learning Commission that assessment of student learning outcomes is conducted on all general education programs, the two signature competencies of written communication and critical thinking will be formally assessed using modified versions of the AAC&U VALUE rubrics once every two years. 

The assessment plan for the Global Miami Plan includes both direct and indirect measures of the two signature outcomes—critical thinking and written communication—as well as support for several other outcomes featured in the program: intercultural perspectives, global learning, and experiential (integrative and applied) learning.

Assessment measures in the plan include:

  1. Direct assessment of critical thinking and written communication in capstone courses, using rubrics for each outcome;
  2. Indirect assessment of critical thinking and written communication, as well as overall perception of liberal education, in mock interviews of juniors and seniors.

These two measures are supplemented on occasion by discrete assessment projects relating to other components of the Global Miami Plan, such as assessment of written communication in select Advanced Writing courses, assessment of global learning in select Global Perspectives Foundation courses, comparison of on-ground and online version of the same GMP course, etc.

To enhance the direct assessment process, rubrics have been created by faculty committees for five outcomes of the Global Miami Plan. 

In addition to assisting with direct assessment of outcomes, these rubrics serve several purposes:

  1. Provide information to instructors who are developing or teaching GMP courses;
  2. Reveal to students and others the goals and expectations of particular GMP requirements;
  3. Serve as a tool for faculty to design and assess key assignments within GMP courses;
  4. Provide guidance to the Liberal Education Council when approving proposals for the GMP.

Assessment data will not be tied to individual instructors or individual students. Instead, data will be analyzed and used to better understand student learning for curricular revision and improvement. 

In addition, during each department’s academic program review, the department or program’s syllabi for Global Miami Plan courses will be reviewed by the LEC Director (in consultation with the appropriate LEC subcommittees) to ensure that the courses continue to comply with the appropriate GMP criteria. 

Assessment data on the Global Miami Plan signature competencies and in departmental program reviews will also be reviewed by LEC and appropriate subcommittees, and improvements will be made to the criteria, faculty development, or assessment plans to ensure a high quality liberal education program.

Resources

For information and support on assessment of student learning outcomes (including sample assessment plans, rubrics and outcomes), consult the Center for Teaching Excellence.