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Aligning Assessment Across All University Levels
Unformatted Document Text:  Consistent with its global orientation, this comprehensive University exposes students to the study of languages, to world literature and the fine arts, and to issues and traditions of the United States and other countries…. [Students] focus on international concerns of race, gender, and cultural diversity; and contribute to public services that enrich the local and international community (CSUSM 1990: 7). Our current Vision Statement continues to emphasize that our “curriculum will emphasize a strong foundation in the liberal arts and sciences while it provides the knowledge, skills, competencies and experiences needed in a global society experiencing accelerated technological, social, and environmental change” (CSUSM 2007). This is reinforced by our campus-wide SLOs, which states that one characteristic the graduate of any degree program at CSUSM will share is “a global and interdisciplinary perspective” (CSUSM 2006a). Furthermore, our campus Strategic Plan has five (5) strategic priorities – Academic Excellence, Student Life, Campus Climate, Community Partnerships, and Educational Equity. Of these, an objective articulated as part of Academic Excellence is to “develop and offer programs that address regional and global trends and complement the university mission” (CSUSM 2006b). Academic Affairs – as the primary division of the university – recently concluded its latest strategic planning exercise, proclaiming in its Mission Statement that we prepare “students to be life-long learners and productive contributors to a global society by helping them acquire knowledge and develop skills and values” (CSUSM 2008). To meet these goals, CSUSM has a long tradition of requiring students in every major to be exposed to some kind of international curricula. In its earliest days, from 1990 through 1995, San Marcos delivered instruction only to upper-division students. California is one of the few states Aligning Assessment Across All Levels page 10 of 34

Authors: Golich, Vicki.
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Consistent with its global orientation, this comprehensive University exposes
students to the study of languages, to world literature and the fine arts, and to
issues and traditions of the United States and other countries…. [Students] focus
on international concerns of race, gender, and cultural diversity; and contribute to
public services that enrich the local and international community (CSUSM 1990:
7).
Our current Vision Statement continues to emphasize that our “curriculum will emphasize a
strong foundation in the liberal arts and sciences while it provides the knowledge, skills,
competencies and experiences needed in a global society experiencing accelerated technological,
social, and environmental change” (CSUSM 2007). This is reinforced by our campus-wide
SLOs, which states that one characteristic the graduate of any degree program at CSUSM will
share is “a global and interdisciplinary perspective” (CSUSM 2006a).
Furthermore, our campus Strategic Plan has five (5) strategic priorities – Academic
Excellence, Student Life, Campus Climate, Community Partnerships, and Educational Equity. Of
these, an objective articulated as part of Academic Excellence is to “develop and offer programs
that address regional and global trends and complement the university mission” (CSUSM
2006b). Academic Affairs – as the primary division of the university – recently concluded its
latest strategic planning exercise, proclaiming in its Mission Statement that we prepare “students
to be life-long learners and productive contributors to a global society by helping them acquire
knowledge and develop skills and values” (CSUSM 2008).
To meet these goals, CSUSM has a long tradition of requiring students in every major to be
exposed to some kind of international curricula. In its earliest days, from 1990 through 1995, San
Marcos delivered instruction only to upper-division students. California is one of the few states
Aligning Assessment Across All Levels
page 10 of 34


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