IDC May Workshop2009

Adam Renner

Data, Development, and Democracy

Thanks!Former directors

Tony O’KeeffeGraham EllisCarole Pfeffer

BU AdministrationPat Allen!Your commitment to the program

(and a word about stipends)

Brief History“I liked how well-rounded Bellarmine curriculum makes its students. I liked the variety of IDC classes”

Gen Ed reform movement led to 1997 adoption of IDCThe O’Keeffe years

(1) formulation of American and Trans-cultural experiences, (2) plan to integrate the first three courses of the IDC sequence, and (3) start of Honors and Browns Scholars.

The Ellis years(1) development of the IDC Core guidelines and fitting the

senior seminar into the sequence, (2) development of the core committee, (3) development of a regular senior assessment of core, (4) emphasis on study abroad for IDC 301, and (5) the implementation of faculty workshops.

The Pfeffer years(1) that the IDC Core become its own department, (2) an

emphasis on better communication of policies relating to IDC program, (3) addressing the variable level of rigor in IDC classes, (4) paying better attention to teaching, assessment, and staffing in the IDC program. Dr. Pfeffer’s tenure has also overseen the completion of the skills grid.

Assessment data“My main problem with the IDC classes was that freshman and sophomore classes required more work than all of my other classes combined. Is there a reason?”

IDC Taskforce, 2006-2007 (See BU faculty/staff website)Broad constituency Recommendations

Keep it, but continued improvement necessarySpecifically,

The IDC Core should be viewed as the flagship program of the university

The IDC Core Director position should be made a Dean or Associate Dean (in the CAS) position, with directors serving at each of the levels in the IDC Core.

Schools and departments should be required to contribute an equitable proportion of teaching in the IDC Core, overseen by the IDC Dean, and enforced by the SVPAA

Increase full time faculty Faculty development

Then, there was SACSOh, and the economy…

Assessment data (cont.)Fall 2008 (See IDC Website)

Qualitative comments from outside readerswriting style was too colloquialpapers were more competent and technically accurate than

interesting or informativethesis often lacked focus, which led to disorganization in the

paper.there was little in the way of critiquing and/or deliberating

over sourcesQuantitative ratings

101—2.63 on a scale of 1-4200—4.01 on a scale of 1-5301—2.44 on a scale of 1-3401—2.73 on a scale of 1-4

OverallInter-rater reliability, assignments from faculty, readers eval

vs. faculty eval

Assessment data (cont.)“IDC classes have been beneficial only if the topic was useful.”

ObservationsSenior Seminar Evaluations

3 highest categoriesSmall group work skillsSeminar skillsWritten communication skills

3 lowest categoriesUnderstood Catholic perspective on social issuesIDC courses helped with other gen ed coursesIDC courses helped with courses in major

Assessment data (cont.)Measure of Academic Proficiency and

ProgressFreshmen, Seniors

Global Perspectives InventoryIntercultural Development Inventory

What is a Global What is a Global Perspective?Perspective?

Cognitive

InterpersonalIntrapersonal

-- -- A multidimensional, developmental processA multidimensional, developmental process..

Communication Communication focus: skill & focus: skill & knowledge knowledge acquisition acquisition

Education focus: Education focus: development development

CognitiveCognitiveKnowing Knowing

(developmental)(developmental)Knowledge (acquired)Knowledge (acquired)

IntrapersonalIntrapersonalIdentity (developmental) Identity (developmental)

Affect (acquired)Affect (acquired)InterpersonalInterpersonal

Social interaction Social interaction (acquired)(acquired)

Social responsibility Social responsibility (developmental)(developmental)

Global Perspectives Global Perspectives Inventory Construct and Inventory Construct and ScalesScales

GPI – Seniors vs. Freshmen

IDI (Intercultural Development Inventory) – Overview Intercultural Development InventoryMeasure of intercultural competenceAdapted from the Developmental Model of

Intercultural Sensitivity – assumption is that intercultural competence is not natural. One must work actively to develop it.

As experiences of cultural differences becomes more complex, potential competence in intercultural interactions increases.

Source: http://www.idiinventory.com/pdf/idi_sample.pdf

IDI – Composite Scores

Source: http://www.idiinventory.com/pdf/idi_sample.pdf

Actual Developmental Intercultural Sensitivity

Perceived Intercultural Sensitivity

FF

SR

FF

SR

FF Gap: 34.49

SR Gap: 33.31

Data-driven decisions so far“The IDC classes helped improve me by broadening my horizons and being able to apply concepts to the real world.”

New rubrics that collect the same information across all levels relative to writing/research (collecting less information overall)

More training/orientation on writing/assessmentFor readersFor all IDC faculty and interested faculty

Investigate electronic platform for collecting dataAlumni surveyBuild skills early in program; focus more on content as one

moves through courses (exploration of thematic tracks) Investigate course offering times to give students more

choiceContinue to offer courses which

Explore contemporary social issuesDisentangle popular culture Examine issues related to social differenceExpand student lenses (through courses that offer

compelling/provocative content, international experiences, etc.)

PedagogyA definitionCurriculum

Skills gridWhat I am looking for:

Explore contemporary social issuesDisentangle popular culture Examine issues related to social differenceExpand student lenses (through courses that offer

compelling/provocative content, international experiences, etc.)

Examples for fall 2009Planet in PerilThe HolocaustLessons in Humanity from the African-American SpiritualWomen’s History in the USEconomic Recovery, Global Justice, and Worker’s RightsAfrican Culture through FictionThe Israeli-Palestinian Impasse

Pedagogy (cont.)“The IDC classes helped me in expanding my thinking and opening my mind to new ideas.”

InstructionBalancing lecture with discussion with

discovery through experienceService learningDialogical inquiry

Pedagogy (cont.)Assessment

Starts with you, then administration, then SACS

Should always be multiple and with faculty in driver’s seat (non-negotiables will be kept to a minimum)

Staying ahead of ETS

EnhancementsWriting and research:

better assignments, better papers Geography

Everyday relevance: Swine flu, piracy, DarfurReading the world

Future “I loved my IDC classes. It offered variety to my classes. It gave me an opportunity to expand my knowledge.”

…with deliberation, with multiple inputs, with democratic development

Strands (that help with QEP): environment, health care, education, globalization

Development: curriculum resources, PD travelConnecting events with classesLook at course offering timesDeeper examinations of social justice in the

spirit of Thomas Merton