This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.

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The International Internship Program’s Contribution to Student
Learning Outcomes
Assessing Opportunity to Demonstrate Learning Outcomes through E-portfolios
The University of Wisconsin- Madison
Department of Educational Leadership and Policy Analysis
Assessment in Higher Education
Michelle Mazzeo

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Setting and History
In 2008, the student body voted in favor of the Madison Initiative for
Undergraduates, which increased student tuition dollars in order to “boost the value,
quality and affordability of an undergraduate education” (as cited on
www.internships.international.wisc.edu, Retrieved March 2014). Four years before, the
University of Wisconsin had fallen behind in providing need-based aid for
undergraduates to fully engage in a university education. At a time when financial need is
becoming a bigger issue with each passing year, the MIU aimed to increase student
access to quality opportunities that cut across disciplines.
This new stream of funding, in part, was to be channeled into “high impact
educational practices” linked to retention, engagement and the overall success of
students. A comprehensive report conducted by the Association of American Colleges
and Universities (AAC&U) revealed that internships and study abroad were amongst
these best practices for student learning (AAC&U, 2009).
The International Internship Program was thus created to offer a clear pathway for
students to engage in multiple high-impact opportunities that begin with the combination
of study abroad and internships, but offer opportunity for students to elect into additional
high impact educational activities including collaborative assignments, portfolio projects,
writing intensive coursework, research, service learning and an interdisciplinary learning
community. In 2009, the Madison Initiative for Undergraduates approved funding for
the International Internship Program. One person, with the intention of growing as
student services expanded, initially staffed the IIP office. In the summer of 2010, the
program officially sent its first group of 11 UW students to intern abroad.

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Mission and Vision
As quoted on the IIP website, “The International Internship Program (IIP)- an
office within the Division of International Studies- identifies, cultivates and promotes
high-quality internship opportunities that advance the professional training of UW-Madison
undergraduate students; foster global competency; and reinforce academic
learning through practical application” (www.internships.international.wisc.edu,
Retrieved March 2014). The mission, in alignment with the MIU goals, is to create
accessible opportunities for students across disciplines to engage in international
internships. The vision is that those who engage will advance their professional training,
develop essential global competencies for work in the 21st century, and increase the value
of their academic learning on campus.
Values and Goals
As cited on the office’s website, the International Internship Program
acknowledges and embraces the following values, and develops its strategic plan and
goals accordingly:
• International experiences are an integral part of the learning experience at
UW-Madison and in our increasingly globalized society.
• All students across campus should have the opportunity to intern abroad
during their undergraduate academic career.
• Participants on international internships reflect diverse backgrounds and
experiences of our student body.

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• Internship opportunities should meet the personal, professional, and academic
4
needs of students at a reasonable and competitive cost.
• Campus, local, national, and international collaboration is beneficial in
developing and enhancing internship opportunities.
• Organizational relationships and international opportunities established
through the IIP help build the Wisconsin Idea.
• IIP aims to create unique opportunities that build upon relationships rooted in
Wisconsin.
• Students who intern abroad internationalize and enrich Wisconsin and the
UW-Madison campus.
• Expanding student funding and keeping program costs affordable are essential
in ensuring accessibility for international internships, especially for unpaid
internships.
• While interning, IIP participants are representatives of UW-Madison, the
organization in which they work and their respective communities.
• Students are active and responsible participants in their internship experience.
(www.internships.international.wisc.edu, Retrieved March 2014).
In prioritizing professional and global learning, with careful attention paid to
accessibility for students from all disciplines and financial standing, the International
Internship Program is a unique niche program on the UW Campus. The UW’s College of
Agriculture and Life Sciences is currently the only program on campus that requires
students engage internationally in a professionally relevant experience before earning

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their degree. Other colleges and disciplines place less value on global learning and more
on professional learning. The College of Letters and Science has historically been one to
place more on global or cultural learning and very little on professional learning, though
it is in the process of preparing to launch a new Career Initiative in 2014. Because the
structure of University of Wisconsin’s campus leaves setting priorities up to faculty
discretion within each school, certain students may have encountered less opportunity to
engage in an international professional learning experience. While the UW campus
transitions and the Division of International Studies undergoes a restructuring, the
International Internship Program makes it possible for students from all backgrounds,
levels and capabilities to gain global competence skills for the working world.
IIP’s Role in Student Learning
Student learning through the IIP is acknowledged as going beyond benefiting the
students themselves, to benefit campus as well as the world outside of UW-Madison’s
borders. Therefore, the program’s goals and outcomes are represented accordingly.
Below is a table I created while collecting and reporting data for the IIP. I looked at each
primary measure, as cited in the IIP’s most recent MIU report (2013) and the
corresponding outcome or goal. Then, through a series of conversations with the
program’s administrators, I established data collection processes that would enable me to
report on the IIP outcomes given the current documentation.
It was incredible to actually see how much ‘uncounted’ work goes into meeting
these goals to advance student learning and advancement. Generally, I found that the
program’s focus on ‘reinforcement’ of academic learning requires it to defer to the
5

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myriad Schools/Colleges’ goals and plans, and take a supporting role in evaluating
student learning outcomes.
Measure Outcome Evaluation Resources
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Student participation & site offerings
(“opportunities”)
Increase in participants, sites and internship
opportunities on IIP database
Consolidated student and program data
Stakeholder interest Increase number of repeating sites hosting UW
interns
Program data, employer indicates
“would repeat” on survey
Recognition as a global leader Increase media coverage and outreach Program data
Student Learning
1) Advance professional training of
undergraduates
2) Develop global competencies for
work in the 21st century
3) Reinforce academic learning
through practical experience
1) Increase participation and increase
number of students who engage in an IIP
cultivated position which is assured to be
academically relavent
2) Ensure participants’ have the
opportunity to develop competencies
under the guidance of a UW instructor
by enrolling in WIP
3) Increase participation in academically
relevant international internship (IIP
cultivated internships) or who are earning
academic credit through WIP or their
college for their applied learning
1. Student data
Are increasing number of students
taking advantage of the opportunities
through IIP?
How many are applying vs.
participating?
How many are applying and
participating in IIP cultivated positions?
How many are adding on the WIP
course? [ELO 3]
2. Student survey responses
According to self-reporting, are
students increasing their global
competence?
How do students taking WIP self-report
compared to others?
How do IIP alumni self-report their
increase in global competence [ELO 3]
at graduation compared to their peers
on the UW Alumni Survey?
2. Program Data
In what ways does IIP offer
opportunity for students to show gains
in global competence?
Are these strong/valid opportunities?
3. Student data
Are increasing numbers of students
bridging the gap between their academic
work and practical experience by
finding academically relavent
internships (IIP cultivated) and/or
earning academic credit (WIP)? [ELO 4]

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All of the established outcomes could be measured and reported quantitatively, except for
student learning. To measure student learning, the IIP relies on self-reported responses to
a survey, which goes out to all counted interns. While over 60% of IIP participants who
intern abroad opt in to an online course called The Worldwide Internship Program (WIP)-
aimed at fostering global competence skills for the workplace- the IIP has not been able
to use this course as an opportunity to assess student learning; This new, two-person
office is stretched thin in its services as a niche advising resource to the entire
undergraduate student body, faculty and academic units, a global networking center/talent
pipeline for employers, and a far-reaching and high-demand international program for
undergraduate students. Furthermore, the ‘support’ role that IIP takes on campus also
means that assessment of direct student learning through the WIP course is generally left
to the International Studies and International Business academic units that house and
provide instructors for the course. Despite IIP being a program aimed at advancing
student learning, the third party role in assessment roadblocks IIP’s direct participation in
the assessment process of the majority of its participants, and inhibits the use of learning
outcomes data (beyond the self-reported survey responses) to inform the program’s
development. As a result, assessment is largely restricted to the creation of opportunity
allowing for students to learn rather than the actual gains made in learning.
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The WIP course was created under the direction of IIP, but outsourced to
academic units for course facilitation, and therefore, any ongoing and/or final
assessments. In other words, while IIP designed the learning environment, curriculum
and outcomes, academic units oversee the instruction and assessment of student learning.
Through conversations with IIP staff, I determined that the creation of a student learning

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assessment tool beyond the existing survey would need to fall within the realms of IIP’s
jurisdiction, namely the creation of opportunity to learn. The question ‘are involved
students learning global competencies? why or why not?’ is left to the academic units. IIP
answers a bigger picture question, ‘does the UW campus foster an accessible opportunity
for undergraduate students to gain professional global competencies?’ To meet the goal
of advancing undergraduate training, the IIP can also incorporate the employer
perspective in this assessment process, and ask, ‘are IIP participants given a chance to
show their learning outcomes to potential employers or other stakeholders?’ Although
academic units are responsible for students attaining these learning outcomes, IIP can use
an assessment tool that determines whether it is creating sufficient opportunity for
students to show this attainment of learning outcomes.
Success Factors
In examining the current state of assessing student learning, I asked, “how will we
know if IIP is contributing to the advancement of training, development of global
competencies, and reinforcement of academic learning?” We can best guarantee that
students are in situations where they are advancing their professional training when they
are situated in an IIP-cultivated position. These positions are created through a rigorous
process to ensure that the student will have a proper job description, an official project,
start and end date, legal international travel documents, and at least one supervisor or
mentor to facilitate the intern’s professional learning. IIP also serves students who source
their own internships, and provides them the opportunity to engage in the WIP course as
a way to increase the possibility that he/she will advance in training.
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The only way we know that students are developing global competencies is if we
are able to monitor their outputs/products. While some students may aim to present at the
Undergraduate Symposium upon return or engage otherwise, the opportunity is
dependent upon other variables including how competitive admission is. As such, this
form of engagement is not a guaranteed opportunity to demonstrate global learning.
Other such examples exist, but are equally difficult to monitor. As such, the WIP course
is the first entry point for answering the question of whether IIP provides an opportunity
for students to demonstrate global competence. If WIP is the best way for IIP to measure
whether participants are developing global competencies and the only way for IIP to
measure if those participants in student-sourced internships are advancing their
professional training, then IIP may have additional reason to find new ways to increase
the number of participants in WIP.
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While students who earn credit other than WIP may indeed be reinforcing
academic learning, IIP has little jurisdiction over it and can therefore only guarantee
students have the opportunity to reinforce academic learning if they are enrolled in WIP.
In determining the central importance of the WIP course to proving that IIP is delivering
on its mission to foster student learning around Essential Learning Outcomes related to
global competence, I, along with the IIP director, established a need to prove that the
WIP course is providing this essential opportunity for students to showcase their global
competencies through the final, public portfolio project that is integrated into the
curriculum. By utilizing the carefully calibrated AACU Global Learning Rubric, I return
to the original question, “Does WIP’s final portfolio project provide opportunity for
showcasing global competencies?”

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Assessment Rationale, Framework and Methods
While it is not always possible to see the lasting impact on student learning upon
the completion of the international internship experience, and though not all IIP
participants actually take the WIP course, assessing the potential for student learning
through an analysis of the WIP final portfolio project is a start. By working backwards
from the portfolio, I aim at minimum to discover whether or not the portfolio project
allows students to show attainment of global competence through involvement in their
internship (IIP cultivated or student sourced) and WIP course. At best, I aim to identify
potential variables that have made for a richer (or lacking) learning experience.
This assessment will inform the IIP as to whether or not students are generally
able to publicly demonstrate global competence through the final portfolio project. The
assessment may begin to inform the IIP about variables related to the international
internship experience that may contribute to a higher gain in global competence/learning
in a short period of time. Are certain students integrating more evidence of global
competence through their portfolio? Why? At best, the IIP may eventually be able to
focus its efforts on creating more experiences that are linked to higher demonstration of a
student’s global competence. Though the IIP staff members may intuitively gauge what
internships are contributing more to student learning outcomes, the additional assessment
would perhaps provide supportive (or unsupportive) illustrations and examples.
Today, all MIU-funded programs refer to the “essential learning outcomes,”
introduced alongside “high impact educational practices” in the AACU 2009 report, as a

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guide for planning and assessment. Through the alternative use of a targeted rubric based
on relevant essential learning outcomes, I plan to assess a suggested and available
selection of portfolios from the Summer 2013 semester. I create my approach around the
AAC&U rubric aimed at assessing Global Learning
(http://www.aacu.org/value/index.cfm, Retrieved March 2014). This tool was a suggested
starting place by IIP staff and is publicly accessible.
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The essential learning outcomes targeted by the Worldwide Internship Program
fall under two categories within the AAC&U Essential Learning Outcomes framework:
personal and social responsibility, and integrative and applied learning. The AAC&U has
gone further to explicitly create a Global Learning Value Rubric
(http://www.aacu.org/value/index.cfm, Retrieved March 2014) that tailors these two
guiding categories of Essential Learning Outcomes down to Global Self-Awareness,
Perspective Taking, Cultural Diversity, Personal and Social Responsibility,
Understanding Global Systems and Applying Knowledge to Contemporary Global
Contexts.
In reviewing 30 portfolios individually with a scaled rubric that allows for up to 4
points for each value, I will take the following steps to generalize whether the portfolio
assignment provides sufficient opportunity for students to showcase their global
competencies.
1. Assess each project for the possibility of demonstrating Global Self-Awareness,
Perspective Taking, Cultural Diversity, Personal and Social Responsibility,
Understanding Global Systems and Applying Knowledge to Contemporary
Global Contexts up to the highest possible value (4 on a scale of 1-4). More
specifically, if a student has the opportunity to showcase, for example, his/her
“Global Self-Awareness” to the extent that the 4th and highest dimension

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describes, that project will earn a “Yes” for the “Global Self Awareness” value. A
“No” would be assigned if it is clear that the student does not have the
opportunity to demonstrate his or her “Global Self-Awareness” as described in the
4th dimension, “Effectively addresses significant issues in the natural and human
world based on articulating one’s identity in a global context.”
To assess the existence of opportunity, I will code each learning outcome by
action words. If I were to assess the learning experience itself, I would create a
code for the abstract concepts that reflect the content of a student’s growth. In
using “Global Self Awareness” as an outcome, I will not look for a students’
learning of “Global Self-Awareness”, which would require me to code for content
words and concepts related to ‘issues in the natural and human world’ and
‘identity in a global context’. Rather, I will look for the opportunity to express
Global Self Awareness through the students’ selected medium, be it video,
narrative, creative writing, blogging, etc. This approach requires me to assess
whether the student “effectively addresses significant issues” based on
“articulating one’s identity.” If the student shows evidence of these two re-defined
outcomes through his/her selected portfolio medium, he/she also has the
opportunity to reflect content learning around Global Self-Awareness. Again, I
am not assessing learning of Global Self-Awareness, but rather the opportunity to
show mastery of this first learning outcome through the selected public portfolio
medium. The opportunity to show Global Self-Awareness will only be counted if
there is evidence of demonstrating all identified actions within the 4th dimension
of each learning outcome. A simple coding system is described below.
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2. Add total number of “Yes” counts attributed to each category: Global Self-
Awareness, Perspective Taking, Cultural Diversity, Personal and Social
Responsibility, Understanding Global Systems and Applying Knowledge to
Contemporary Global Contexts.

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3. Draw a ratio of “Yes” to “No” per Global Learning Value. For example, 25/30
portfolios showed students had the opportunity, through the portfolio medium
they chose, to showcase their “Global Self Awareness.” Conclusions, discussed
further toward the end of this design paper, will be based on the outcomes from
this process and shared with IIP staff.
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Involvement of Constituencies
In determining whether, or to what extent, the IIP is able to create opportunity for
UW students to showcase their global competence, I considered various constituent
groups including students, educators, administrators, the university at large, the
Wisconsin community and the global community, all of whom hold indirect stakes in the
outcomes of this assessment design. To begin the involvement process, the IIP director
initiated an introduction between the WIP course instructors and myself. While I found
that the course instructors have limited time and availability, they have also agreed to
share their students’ public projects. I have not been able to review the assessment
instruments they use on the portfolios, nor the results.
In a 2011 AACU Global Learning Calibration project in which the rubric
development committee spent months deliberating before defining the six dimensions of
global learning to be used, and subsequently created four benchmarks to define the image
of a successful student. This extensive calibration period on four campuses, which used
hundreds of raters, resulted in both a recommended approach to rubric calibration on
other campuses and an assured establishment of inter-rater reliability. The creators of the
AAC&U Global Learning Rubric suggest that before reviewing student portfolios or final
projects, that calibration of the rubric through an interactive group session is
recommended. Because these steps focus on measurement of student learning, they are

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not immediately relevant to the small contribution I aim to make as I simply assess the
opportunity for students to learn.
As such, my contribution will require less need for calibration. Though I have
adapted the same rubric used to assess student learning, I do not rate the level of learning.
Instead, I will be rating the possibility for a student to demonstrate each value at the 4th
and highest dimension of learning, within the context of the portfolio project he/she
submitted.
Hypothesized findings, Potential Use and Involvement of Constituencies
In this first step to assessment, I am solely reviewing the final project/portfolio
and not relating the outcomes to the syllabi, description of learning outcomes or ongoing
assessment tools/techniques. As such, I expect to find discrepancies in the way students
are demonstrating the global learning outcomes. As I am unsure whether students were
taught, practiced or assessed on any of these global learning outcomes throughout their
course, it may be that students show these outcomes in ways that are not obviously
aligned with the AAC&U Value descriptors. This discrepancy at once reduces the
validity and strengthens the validity of my assessment. The validity is reduced in that
students may not have been properly prepped to demonstrate the Global Learning Values.
The validity may at the same time be strengthened in that the discovery of any of these
learning values will be entirely authentic.
Because I am conducting this assessment as a third party, it bears little initial
sway in the way of informing instructors. It bears essentially no power in informing
students, who are completely removed from this process having already completed the
program. As such neither instructors nor students will be involved in the assessment

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process itself, nor do I anticipate being encouraged to share the findings. At this juncture
in the process, the hypothesized findings are of no potential use to these two
constituencies. As such, the findings will be shared only with the IIP staff in the
following format as an internal starting point for discussion around the value that is (or is
not) added to IIP participants through adding on the WIP course. Students’ total scores
for each project were tabulated, as well as the total scores for each objective across all
portfolios.
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The review of 30 portfolios revealed the following:
1. #X portfolios provided the opportunity to demonstrate an ability to “addresses
significant issues presented in the course context (i.e. in the natural and human
world) based on articulating one’s identity (i.e. in a global context)” [Global
Self-Awareness]
Re-defined Outcome: In the [State Chosen Portfolio Medium], the student
addresses significant issues by articulating his/her identity
Each Public Portfolio is rated on the following scale for evidence:
1= Shows some evidence = Yes
0= Shows no evidence = No
A portfolio that “shows some evidence” would make reference to issues, and
would include opinions about those issues.

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2. #X portfolios provided the opportunity to demonstrate an ability to “evaluate and
apply diverse perspectives to complex subjects within natural and human systems
in the face of multiple and even conflicting positions” [Perspective Taking]
Re-defined Outcome: In the [State Chosen Portfolio Medium], the student
applies diverse perspectives and acknowledges multiple and even conflicting
positions.
Each Public Portfolio is rated on the following scale for evidence:
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1= Shows some evidence = Yes
0= Shows no evidence = No
A portfolio that “shows some evidence” would make reference to diverse
perspectives on an issue, and to the existence of multiple and/or conflicting
positions.
3. #X portfolios provided the opportunity to demonstrate an ability to “adapt and
apply course content (i.e., a deep understanding of multiple worldviews,
experiences and power structures while initiating meaningful interaction with
other cultures) to address significant [global] problems” [Cultural Diversity]
Re-defined Outcome: In the [State Chosen Portfolio Medium], the student
adapts and applies existing theories or literature to address significant
problems.
Each Public Portfolio is rated on the following scale for evidence:
1= Shows some evidence = Yes
0= Shows no evidence = No

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A portfolio that “shows some evidence” would make reference to existing
theories or literature in relation to an opinion about issues or problems.
The data from assessing opportunity to demonstrate learning will perhaps reveal
which, if any, of the learning values are most emphasized in the course and experience. It
also may begin to show patterns relating to which environments are more conducive to
creating opportunity to demonstrate global learning. Some students may have the
opportunity to create a portfolio within their place of work. Others may need to be more
theoretical. While these conclusions are not the primary aim of the assessment, they may
inform the next step in assessing IIP’s contribution to student learning.
Success factors and Conclusion
In the AAC&U Publication (Anderson, 2013) explaining the development of the
Global Learning VALUE Rubric, the authors encourage global educators to embrace the
slow process that is assessment of students’ global learning and resulting competencies.
The authors suggest that the end goal is “the ability to help strengthen how faculty teach
and how students learn. The big questions of our time—climate change, human rights,
technological advancement, and economic globalization, to name a few—require the next
generation to think critically, creatively, and collaboratively and to take responsible
action to address challenges that are, and have always been, global in nature” (p. 3).
Challenges to assessing opportunity derive from a general disconnect; the
purpose of the original learning assessment design, the rubric, as well as the portfolio
project itself, were created to address learning, not an opportunity to learn. On the other
hand, the disconnect means that when portfolios do show evidence of opportunity to

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learn, it is much more significant; the portfolio project design outweighs the actual
content and may make a clear separation between instruction of content and the course’s
design and integration into the internship experience.
18
Because I am using an existing tool meant to assess learning in order to assess
opportunity for learning, there is a high chance that I will need to re-word or further
calibrate this process as I begin putting it into practice; I anticipate that any validity
threats or issues will reveal themselves once I begin to review the portfolios. The
portfolios are submitted in a variety of formats, and there is a chance that certain formats
may be more conducive to demonstrating global learning than others. If that is the case, I
will need to re-assess the way I am identifying opportunity to showcase learning to
involve a review of the submission format. For instance, I would imagine that students
who chose to showcase their learning in an essay would have more liberty to address all
the learning outcomes as they reflected on their experience. However, this could vary
depending on the prompt.
Upon receiving all 30 final portfolios from the Summer 2013 cohort of WIP
course participants (anticipated April 17th, 2014), I will begin using this assessment and
hope to further inform the development of this evolving instrument.

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References
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