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Students must be educated for a globalized, integrated world. Such preparation requires deep knowledge, critical evaluation, and cultural awareness. This is not a new idea among internationalists. What has been rapidly changing, however, is the understanding of how making connections for a globalized, integrated world requires intentional focus on higher level learning. This challenge can be addressed through an understanding of cognitive learning levels, critical thinking, and the examination of socio- vs. non-sociocentric thinking. The authors term teaching to these three essential components global contextual learning. To be successful in global contextual learning, students must be able to reach the higher levels of cognitive learning, while engaging in critical thought in a non-sociocentric way. In order to do this, course design, content presentation, and course assignments and projects must all be consciously created with this goal in mind. In this paper, the literature in these areas is examined, and the concepts are applied to an existing business course and course project to demonstrate how to evaluate whether the course and project are designed to achieve global contextual learning. The rubric described that maps to the course and project learning goals can also be used as course embedded assessment to assess student achievement of the global learning goals.

In any course the instructor is faced with the need to structure the course material and pedagogy in such a way to promote student learning, and to assess the degree to which learning has happened. The added challenge in the courses of the author is that their courses are heavily laden with authentic learning projects, interventions to develop communication skills, and interventions to increase student motivation, all of which place increased demand on course time over and above what covering the material in a standard lecture format would require. An old standby--the multiple-choice examination--has been retained in the author's courses as a means to conserve on precious time while still assessing student learning beyond simply the level of student recognition of terms to comprehension, application, analysis, and evaluation cognitive levels. These higher cognitive levels indicate increasing student ability and sophistication with material in a course. Assessment of learning at these multiple cognitive levels can be achieved through use of Bloom's taxonomy of the cognitive domain in construction of examinations as well as evaluation of learning patterns with specific foci such as learning of international subject matter within a course. This paper outlines how objective exams can be analyzed to determine the level of cognitive learning attained, how existing exams can be modified or appended to reach higher levels of cognitive learning, and how an instructor can use the information distilled from the project to assess overall learning patterns in a course which in the case of this paper is focused on the attainment of learning goals related to global themes., INTRODUCTION As professors we are called to meet multiple goals in every class we teach. These include meeting course content and skill development learning goals, program level learning goals, and [...]

ABSTRACT Most instructors recognize the correlation between student motivation and academic learning and achievement. This is supported by literature not only establishing the link, but also work that includes myriad [...]

ABSTRACT An intervention developed by the authors that allows inclusion of process writing with peer review was adopted in introductory economics courses. The writing protocol, which took class time to [...]

Nurses are experiencing burnout at alarming rates. Surveys among healthcare workers show that high-stress work environments drive nurses to leave the profession. Nurses reporting symptoms of burnout are at increased risk of making errors. Inefficient workflows in the clinical setting can lead to burnout. Inefficient workflows in the clinical setting can lead to nurse apathy and burnout. This project assesses how providing courses from Well-being Essentials for Learning Life-Balance (WELL-B) and encouraging engagement through quality improvement initiatives that affect workflow impact nurses' self-reported symptoms of burnout. Monthly Well-B education topics addressed personal resilience utilizing bite sized interventions to improve well-being. Topics ranged from the neuroscience of hope, grief and growth and, the science of sleep. Individual self-assessments were used to monitor self-reported symptoms of burnout. Concurrently, nursing leaders empowered pediatric preoperative nurses to choose a QI project that had potential to optimize nursing workflow. Nurse leaders applied a transformational leadership style to establish a shared purpose and team expectations. The leadership intervention included completing action plans between meetings and following through on process measures and implementation strategies. Value stream mapping was utilized to define inefficiencies in pre-surgery pregnancy testing. A team of clinical nurses and nurses leaders collaborated to establish optimized workflows. Nurse leaders would follow up on action items to ensure implementation was supported. Evaluation of the micro adjustments to workflow were completed during biweekly team meetings. The team would then make further adjustments until the process was optimized. Pre-interventions, 52% of pediatric preoperative nurses and PCTs self-reported s ymptoms of burnout. A year post-intervention, 35% of nurses and PCTs reported symptoms of burnout, representing a 17% decrease in self-reported symptoms of burnout. Among nurses who participated in the QI project 20% self-reported symptoms of burnout. Pre-intervention urine pregnancy testing took 10.5 minutes. After workflow redesign urine pregnancy testing took 5.83 minutes. Local leadership engagement with front-line nurses has been linked to readiness to engage in quality improvement. Key leadership behaviors that build psychological safety are setting expectations and being available to team members. Partnership among nurses implementing mini experiments was key to driving workflow changes and engagement. Transformational and relational leadership styles are associated with higher nurse satisfaction and work effectiveness. Engaging frontline nurses in quality improvement simultaneously builds engagement and decreases burnout. Future research should focus on joy in the workplace by studying areas such as efficiency of practice, personal resilience, and cultures of wellness. Perianesthesia nurses work in high-stress, fast-paced environments where error prevention is critical to the safety of patients and nurses. [ABSTRACT FROM AUTHOR]

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