Collaborative Learning and Innovative Assessment in Humanitarian Studies

Abstract

This article examines a multiyear project funded by the Teagle Foundation to assess student learning in humanitarian studies. It explores outcomes derived from developing a collaborative learning approach to humanitarian action that emphasizes both cross-campus and cross-institutional peer-to-peer learning and exchange. Faculty, staff, and students from Fairfield, Fordham, and Georgetown Universities worked together as members of the Jesuit Universities Humanitarian Action Network (JUHAN) to design an innovative and comprehensive assessment process for curricular programs in humanitarian studies, as well as courses with significant humanitarian content. In particular, we focus on the value of establishing cognitive and affective learning objectives, developing tools and methods to assess learning (for example, rubrics and vignettes), demonstrating use of these tools through piloting and data analysis, and closing the assessment "loop." As the first of its kind assessment strategy for humanitarian studies at the undergraduate level, we argue that these efforts make important inroads in establishing a common baseline for measuring learning in the burgeoning field of humanitarian studies. They also contribute to preparing individuals for futures in the humanitarian profession and to becoming "men and women for and with others."

Mastering humanitarianism? A survey of postgraduate humanitarian courses

“…Burrell Storms et al (2015), Burkle et al (2009), and Barnett and Weiss (2008) discuss and question the role and contribution of humanitarian studies as an academic field to humanitarian work. Walker (2004: 27) examines whether humanitarianism-if deemed being a profession-requires humanitarian academia, meaning the emergence of humanitarianism or humanitarian studies as an academic field of scholarship or discipline in its own right.…”

Webinar‐based approaches to maximize learning and transfer good practices: case studies from the humanitarian sector

“…The nature of learning needs and how best to address them is an ongoing subject of research and discussion (Burrell Storms et al , ; Dominicé, ; Russ & Davis, ). While there seems to be consensus that ‘structured syllabi, learning pathways and interdisciplinary knowledge building’ remains crucial for building competencies of humanitarian actors, there is a concurrent recognition that such needs are increasingly dynamic and that required knowledge and skills should be presented ‘more flexibly’ (Dominicé, , p. 23).…”

“…Furthermore, the geographical spread of humanitarian workers coupled with high staff turnover challenge the ability of organizations to capitalize on successful experiences and thereby may result in a significant institutional memory loss. The nature of learning needs and how best to address them is an ongoing subject of research and discussion (Burrell Storms et al, 2014;Dominicé, 2010;Russ & Davis, 2014). While there seems to be consensus that 'structured syllabi, learning pathways and interdisciplinary knowledge building' remains crucial for building competencies of humanitarian actors, there is a concurrent recognition that such needs are increasingly dynamic and that required knowledge and skills should be presented 'more flexibly' (Dominicé, 2010, p. 23).…”