Westcott, K. M., & Cushman, J. (2016). Assessing learning goals for international study abroad and at home. In D. Gross, K. Abrams, & C. Z. Enns (Eds.), Internationalizing the undergraduate psychology curriculum: Practical lessons learned at home and abroad (pp. 219-238). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/14840-013
Juniata College, a small liberal arts institution located in the Appalachian Mountains of central Pennsylvania, has received notable attention for its campus internationalization efforts. Despite its small size, this winner of the 2012 NAFSA Senator Paul Simon Award for Comprehensive Internationalization achieved 10% international student enrollment and 41% study abroad rates for its 2012 graduates. It also has been recognized by Institute of International Education Open Doors as having among the highest number of participants in long-term study abroad in baccalaureate colleges. Green (2012) highlighted Juniata’s “long-standing focus on internationalization” (p. 9) and its curricular and cocurricular opportunities that integrate and enhance global and intercultural learning across campus. In the evolution of internationalization on campus, assessment of these efforts has been institutionalized through the work of the Intercultural Learning and Assessment Committee. This committee, which formed in 2008 in response to a broader campus Global Engagement Initiative that was a component of Juniata’s strategic plan, has focused on identifying where and how these desired intercultural competencies are addressed across campus (e.g., academic departments, programs, general education courses) as well as developing systematic methods for assessing student attainment of these competencies within these contexts of campus life. (PsycINFO Database Record (c) 2016 APA, all rights reserved)