It's the Assignments—A Ubiquitous and Inexpensive Strategy to Significantly Improve Higher-Order Learning

Sullivan, Daniel F.; McConnell, Kate Drezek

doi:10.1080/00091383.2018.1510257

Cited by 7 publications

(6 citation statements)

References 1 publication

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“…One advantage of this rubric is that it effectively captures the movement in Deardorff's () model between the individual/internal level (attitudes) and the external/interaction level (outcomes) by creating a framework to measure the degree to which individuals reflect appropriate attitudes (e.g., curiosity and openness) and act on them (empathy and verbal and nonverbal communication). The VALUE rubrics are widely used by colleges and universities in the United States (see Rhodes, 2009; Sullivan & Drezek McConnell, ) and thus have enormous potential to create common reference points and models in the sea of scholarly literature devoted to culture and intercultural competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Making the most of general education foreign language requirements

Barski

Wilkerson‐Barker

2019

Foreign Language Annals

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Given that most postsecondary institutions have recognized the need to prepare interculturally competent undergraduates, this study used the Intercultural Development Inventory to measure the extent to which one group of undergraduate learners demonstrated increased intercultural competence after taking a first‐semester foreign language (FL) course. Drawing on research on the role of culture in the FL curriculum and on intercultural competence development, the findings illustrate that (a) beginner‐level language courses contribute minimally to students’ intercultural competence development, and (b) FL departments need to substantially redesign their beginner‐level curriculum if they hope to contribute in meaningful ways to their institution's intercultural, diversity, global learning, and/or 21st‐century goals. The data suggest that in addition to re‐envisioning the beginner and intermediate FL instructional sequence, universities need more robust FL requirements for general education.

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Section: Literature Reviewmentioning

confidence: 99%

Making the most of general education foreign language requirements

Barski

Wilkerson‐Barker

2019

Foreign Language Annals

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“…The sixth, verbal and nonverbal communication, was excluded since we do not include intercultural communicative competence as a programmatic goal at the elementary level. As Barski and Wilkerson–Barker (2019) pointed out, “The VALUE rubrics are widely used by colleges and universities in the United States (see Sullivan & McConnell, 2018) and thus have enormous potential to create common reference points and models in the sea of scholarly literature devoted to culture and intercultural competence” (p. 495). Moreover, the AAC&U also uses Bennett's (2008) definition of IC as “a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” The levels of this rubric are informed in part by Bennett's (1993) developmental model of intercultural sensitivity, which is the foundation of the Intercultural Development Inventory (IDI).…”

Section: A Model For Curricular Revision To Support Intercultural Com...mentioning

confidence: 99%

The impact of explicit instruction in intercultural competence in the world language classroom

Aski,

Jiang,

Weintritt

2023

The Modern Language Journal

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This article describes a research study of a three‐semester elementary Italian language curriculum at a large Midwestern research university that incorporates intercultural competence (IC) training through cognitive dissonance image analyses, conversations with native speakers, classroom discussion, and reflections to determine the impact of this curriculum on learners’ development of IC. Quantitative and qualitative data were gathered over three semesters to assess students’ IC and identify insights into the developmental processes. Students’ development of IC was measured in pre‐ and posttests using the Intercultural Development Inventory. Students demonstrated positive growth in IC with 9‐point gains in developmental orientation scores (p < .001). Qualitative data from student interviews and reflections were analyzed using the VALUE rubric of the Association of American Colleges and Universities and illustrate that students increased awareness of cultural self and different others, applied openness and curiosity in intercultural interactions, and developed skills for empathy and perspective taking. While previous studies on language courses with no or limited intercultural learning content failed to prove effective in promoting IC growth, this study suggests that purposeful integration of IC materials and activities can promote intercultural development in elementary language learners.

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“…A 2019 article in the Chronicle of Higher Education, “Assessment is an Enormous Waste of Time,” explained that universities continue to measure “learning”, “But what if learning isn’t the most important element in a college education?” [ 68 ] (p. 3). Recent studies have found little to no evidence that higher education was teaching learning and critical thinking, [ 68 – 70 ]. The article suggests, “Maybe we should just admit that a four-year, face-to-face college education is a good thing, but we’re not sure why” [ 68 ] (p. 6).…”

Section: Limitationsmentioning

confidence: 99%

“…First, this study did not use pre-post learning assessments. It may be important to explore the use of assessments, although under scrutiny in the literature [47,48,50], as a strategy to link learning networks to learning outcomes [68][69][70]. Second, this study only looked at classroom interactions.…”

Section: Limitationsmentioning

confidence: 99%

What is an “ArchintorTM?” A paradigm shift in teaching, facilitation, and learning: The impact of different types of coursework expectations on classroom network structures

Love¹,

Dickmann²,

Fisher

2023

PLoS ONE

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Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change network structures within a classroom or other learning environments? A social network survey was administered at the start and end of the semester (pre- and post-test) in six university sociology classrooms to explore how expectations impacted the communication and learning networks. We found practical changes in course expectations impact the communication and learning networks, suggesting that instructors, facilitators, and others could be the archintorTM (architect+instructor+facilitator) of the network. Understanding that expectations can impact a network’s structure marks a paradigm shift in educational assessment approaches. If the archintorTM has identified the “optimal” network structure, then their task is to design expectations that result in specific interactions that ultimately improve student achievement and success. This work provides recommendations for classroom archintorsTM to create the most impactful classroom networks. Future research should extend beyond education and classroom networks and identify the best or desired networks in other areas like public policy, urban planning, and more. If these “optimal” networks were identified, an archintorTM could design a social network to solve wicked problems, manage a crisis, and create social change.

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It's the Assignments—A Ubiquitous and Inexpensive Strategy to Significantly Improve Higher-Order Learning

Cited by 7 publications

References 1 publication

Making the most of general education foreign language requirements

Making the most of general education foreign language requirements

The impact of explicit instruction in intercultural competence in the world language classroom

What is an “ArchintorTM?” A paradigm shift in teaching, facilitation, and learning: The impact of different types of coursework expectations on classroom network structures

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