Directions for Completing the Global ConsciousnessReport

  1. To access electronic versions of the blank and example CLA reports and the rubrics, go to WCC’s assessment website ( by going to WCC’s home webpage > About the college (or from Fidalgo) > Assessment and accreditation > Core learning abilities (then select the CLA for which you are looking)
  2. With your discipline faculty, review the global consciousness rubric and its indicators. If desired, adapt descriptions of the indicators to make them more relevant for your discipline and assignments. Do not change the names of the indicators (in the far left-hand column) or the rating scale (across the top row).
  3. For all discipline and program classes that have global consciousness mapped to them, select an assignment you are using where students are asked to demonstrate their highest level of global consciousness. Assignments may vary among faculty.
  4. For each class, evaluate and tabulate students’ work using the global consciousness rubric.
  5. With your discipline and program faculty, complete one global consciousness report for your discipline/program aggregating the rubric results from your global consciousness -mapped classes.
  6. Email your discipline’s/program’s completed global consciousness report with your DIP/PIP reflection report. You do not need to submit the rubrics with your global consciousness report.

03.08.2018

Global Consciousness (GC) Report

Date report was submitted
Discipline
Course(s) where GC was assessed / Quarter /year assessed / # of students assessed / Teaching and learning activities: For each course, list the most significant teaching and learning activities used by discipline faculty to facilitate the learning of global consciousness in their classes. / Names of graded assignments: For each course, list the graded assignment – research paper, editorial, presentation, grant proposal, marketing or business plan, poster, literature review, position paper, exam, lab, project – that assesses GC at its highest level.
Results broken down by GC indicator: Based on the results of your evaluation of student work using the GC rubric, indicate the number of students overall who demonstrated each level of proficiency for each indicator. / Indicator is not assessable in some or all above assignments (NA) – if NA, indicate how many students were not assessed and briefly explain why the indicator is not assessable / Level of proficiency within a two-year college
(insert raw numbers only)
Mastery
(4) / Advanced
(3) / Developing
(2) / Beginning
(1) / Pre-beginning
(0) / Total
  1. Self-awareness

  1. Cultural diversity

  1. Social perspectives

  1. Global inter-dependence

Analysis of results: Please (1) identify and report trends, successes, and areas of potential concern, based on your data gathering; (2) use percentages when reporting on the trends, successes, and concerns; (3) take time to describe the trends in student proficiency you see, but may not be evident to an outsider looking at your data. Please be thorough in your descriptions.
  1. Self-awareness

  1. Cultural diversity

  1. Social perspectives

  1. Global inter-dependence

Next steps to improve student learning in global consciousness
Faculty who contributed to this report
Suggestions for improving this report or process (if any)