The Teagle Foundation JUHAN Toolkit – Collaborative Project in Student Learning
The Examination of Enduring Questions through Humanitarian Education
JUHAN Affective Objectives
- Students adhere to the core principles of humanitarian action that all possible steps should be taken to prevent or alleviate human suffering.
- Students demonstrate a commitment to the principle of “do no harm” in examining the consequences of their actions on humanitarian crises.
- Students show value for the role of mutually empowering action for all participants.
- Students show value for democratic principles of participation.
- Students are attuned to the gendered implications of humanitarian action.
- Students can communicate their sense of fulfillment and frustration when they take humanitarian action.
- Students are able to reflect on the efficacy of their individual and collective action in a global social problem.
- Students show willingness to view humanitarian crisis from multiple perspectives and are more comfortable with complexity and ambiguity.
- Students are open to learning about others’ beliefs and cultures.
- Students demonstrate a commitment to addressing humanitarian crises regardless of where they occur.
These affective objectives were developed by faculty collaborators at Fairfield, Fordham, and Georgetown Universities. Thus, this program reaches across institutional boundaries, providing students and faculty with a wide range of resources and opportunities.
Excerpted from the JUHAN Assessment Toolkit for Universities’ Humanitarian Engagement, June 2012.
JUHAN Cognitive Objectives
- Humanitarian Crises- Articulate a common understanding of the concept of humanitarian crises.
- Key Actors- Identify and understand the roles and interactions among key actors in humanitarian response.
- Determinants of Humanitarian Action- Demonstrate understanding of factors the key actors take into account in determining whether to intervene during humanitarian crises. (social, political, economic, ethical, legal, cultural, and religious dimensions).
- Causes of Humanitarian Crises- Demonstrate an understanding of the causes of humanitarian crises.
- Phases of Humanitarian Crises- Recognize and understand the phases of humanitarian crises.
- Consequences of Humanitarian Crises- Demonstrate an understanding of the consequences of humanitarian crises.
- Beneficiaries of Humanitarian Action- Understand the multiple beneficiaries, and particularly, the vulnerable groups, and articulate ways in which beneficiaries interact with other humanitarian actors.
- Gender- Demonstrate an awareness of how gender expectations make some members of communities vulnerable/potentially exploitable in humanitarian crises.
- Military vs. Civil Action- Differentiate between the consequences of military intervention for humanitarian reasons and humanitarian action by civil interests (NGO’s). Describe the ways in which these two modes of humanitarianism interact.
- Effective Action- Choose appropriate tools of humanitarian action.
- Monitoring, Evaluation, and Accountability- Ability and willingness to continually question the effectiveness of humanitarian responses and adapt accordingly.
These cognitive objectives were developed by faculty collaborators at Fairfield, Fordham, and Georgetown Universities. Thus, this program reaches across institutional boundaries, providing students and faculty with a wide range of resources and opportunities.
Excerpted from the JUHAN Assessment Toolkit for Universities’ Humanitarian Engagement, June 2012