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Global Engagement Survey: Assessing Intercultural Competence, Civic
Engagement, and Critical Re8lection Eric Hartman, Execu(ve Director, Center for Peace and Global Ci(zenship―Haverford College Maureen Vandermaas-‐Peeler, Director of the Center for Research on Global Engagement and
Professor of Psychology—Elon University Angie Edwards, Director, Myrta Pulliam Center for Interna(onal Educa(on—Queens University
of CharloGe hGps://compact.org/global-‐sl/ges/
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Today’s Plan GES Origins, Purposes, and Overview Specific ins(tu(ons, program factors, and some findings
• Haverford College • Queens University • Elon College
Discussion Ongoing use, next steps, and opportuni(es for involvement hGps://compact.org/global-‐sl/ges/
Global learning
Intercultural learning
Civic learning
Critical thinking
AACU Global learning
Origins and Purposes • Integrates measures of intercultural competence, civic development, and cri(cal thinking • Lough (IVIS), Morais & Ogden, IDI, GPI, BEVI, AAC&U
• Serves ar(culated concerns of first genera(on ins(tu(ons • & helps us beGer understand popula(onßàtreatment
• Adds space for qualita(ve response in a large-‐scale, mul(-‐ins(tu(onal design
• Created for end-‐users and program design/improvement
Global Engagement
Survey
Mul7-‐ins7tu7onal assessment tool that employs quan7ta7ve and qualita7ve methods to beGer understand rela(onships among program variables and student learning, specifically in respect to global learning goals iden(fied by the Associa(on
of American Colleges and Universi(es (AAC&U, 2014)
Intercultural Competence – Communica7on ICC
Intercultural Competence – Self-‐awareness ICSA
Civic Engagement – Efficacy CEE Civic Engagement – Poli(cal Voice CEPV
Civic Engagement – Conscious Consump(on CECC
Civic Engagement – Values CEV Cri(cal Reflec(on CR
Mixed Methods Survey Structure
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Global Learning Outcome Closed items
Closed items (post-‐only)
Open items Open items (post-‐only)
Intercultural competence
Communication (ICC) 8 3 1
Self-‐awareness (ICSA) 7 6
Civic Engagement
Values (CEV) 8
Efficacy (CEE) 9 1
Political voice (CEPV) 8 2
Advocacy & activism 3 2
Conscious consumption (CECC) 10 1
Critical reflection (CR) 8 3
Clarifying questions in survey intercultural learning I have a hard (me understanding the feelings of people from other cultures well. • If strongly agree or agree, Could you describe a point at which you have had a hard (me understanding different cultures well?
• If strongly disagree or disagree, Can you indicate how you have become aware that you understand the feelings of people from other cultures well?
Clarifying questions in survey global civic engagement • I plan to engage in advocacy about the same as I did before my summer experiences.
• I plan to engage in advocacy more than I did before my summer experiences. • If SA or A to either above, Around what primary issue do you plan to engage in advocacy in the future?
• If SA or A to either above, How do your plans to engage in advocacy in the future compare to your advocacy ac(vi(es prior to your summer experiences?
Participants, Program, Data Overview
• Institutional diversity à small, faith-‐based, liberal arts, large, state 8lagship, Ivies, and predominantly 8irst generation serving institutions
• Location diversity à US, Nicaragua, South Africa, etc. • Program diversity à high impact summer programming, primarily immersive SL (international & domestic) and other student abroad programming
• Data à Program factors, closed questions, open-‐ended questions, & background information
Program Factors Options -‐ examples
Students All undergrad | undergrad & grad | 3rd & 4th year
Credits 1 – 6 credits
Required/ elective Required | Not req. but highly encouraged | Several req. at least ½ | Elective | To complete minor
Language On-‐campus program | English | Not English, req. local language/ advanced/ intermediate / rudimentary language skills
SES Higher SES than comm. | Some overlap, mostly higher than comm. | same SES | Some overlap, mostly lower than comm.
Leader From host comm. & ongoing relationships | Same as comm. | Relationships over years | visited at least 2X | once before | First time to host comm.
Location US/ home comm. | US/ extended stay away from campus | Pre & post in US/ immersion outside US | Int’l students come to US | entire exp. outside US
Selection Apply, but rarely rejected | less than 75% | less than 50% | Admitted if good academic standing
Duration 1 -‐10 weeks
Intervention Summer | Summer, coursework before & after | Summer, coursework before | one course during semester
Y1 Y2 Y3
Ins(tu(ons 10 9 8
Programs 30+ 45 Data incoming
Pre-‐Survey 226 379 441
Post-‐Survey 157 287 Data incoming
Matched Cases 109 177 ≈140
Participation
GES 2017 (Y3) Preliminary Data
Y2 Multi-‐institutional comparison: Ins7tu7on A Ins7tu7on B
2.26
1.87
1.6
0.56
1.44
2.31 2.21
2.48
2.17 2.07
1.25
1.88
2.44 2.52
ICC-‐C ICC-‐SA CE-‐E CE-‐PV CE-‐CC CE-‐V CR Pre Post
2.56
2.17 2.28
1.75
2.22
2.51 2.61
2.07
1.83 1.94
1.52
1.84 2.05
2.16
ICC-‐C ICC-‐SA CE-‐E CE-‐PV CE-‐CC CE-‐V CR
Pre Post
Qualitative Insights • Program or ins(tu(onal culture, as well as explicit learning goals, influenced students’ reflec(ons and insights
• For example, one cohort of students focused explicitly on concepts and prac(ces of interna(onal development in their coursework
Development cohort • In global development, the difference between a deficit-‐based approach or an asset-‐based approach lies in the cultural assump:ons that are made. Aide organiza:ons, if they are ac:ng upon the community instead of from the inside out, will assume who deserves to be worked with and what that popula:on needs.
• While I was in India, I saw this phenomena at work with regards to the caste system. Even well-‐inten:oned high-‐caste Indians – even those working with development organiza:ons – some:mes have detrimental views about people in the lower castes being “backwards” or undeserving of the government posi:ons they receive through India’s “reserva:on system” (kind of like affirma:ve ac:on for caste).
Institution / Program Theme Example / Emblematic Data
Private institution with 14% acceptance rate; academic program focusing on
international development
Development thinking Two quotations shared above
Public institution with 96% acceptance rate; long-standing integration of
international service and leadership development
Within-team reflection and
group dynamic analysis
“I have not only learned to structure my language differently, but the past few months this group has
made me want to question EVERYTHING.”
Private, faith-based institution with 61% acceptance rate, long-standing
commitment to international service
Faith-fueled approach to
service
Nearly half of the open-ended reflections about summer learning involved God, Grace, or Christ
Example: Campus Application
0
0.5
1
1.5
2
2.5
$ Gov't On-‐campus
Database
Faith-‐based liberal arts
ELON UNIVERSITY, Elon NC: 6,000 undergraduates
Private, comprehensive; Approximately 80% of students study away
Two required experien7al learning opportuni7es
Faculty-‐led January term courses include fall preparatory seminar
Global engagement is top strategic priority and infused throughout campus programs
CRGE Mission: To foster innova7ve, mul7disciplinary, inter-‐ins7tu7onal collabora7on and research on global engagement (interna7onal and domes7c).
Elon University Project Using GES
DIS Child Development and Diversity Program
(Semester in Denmark including prac(cum and study tours; n = 52 pre-‐test, 36 pre-‐post)
“I have learned to be silent. Language by speech is not always the correct form of communication. I worked with young children and language can work in a variety of ways. Through pictures, music, art, your hands, body language etc. It is not easy, but everyone should try to step away from their mother tongue.” “Through my field study tours, I had the opportunity to meet with several students who were Middle Eastern refugees. Our discussion allowed me to gain a better understanding of how they were affected by anti-Islamic rhetoric both in Denmark, and from the States. Most importantly, though, I was able to see the students as individuals who were dedicated to performing well in school and were interested in speaking to me.”
Elon University Addi7onal Projects in progress: Project Pericles (One cohort with courses and a global civic engagement project over 2 year)
Elon in New York (Summer and fall semesters) India Public Health Prac(cum (J term with fall prep course) Global Learning Opportuni(es in Physical Therapy and Physician Assistant Programs (Prac(cum experiences in mul(ple loca(ons)
Private, comprehensive ~2,300 students • 37% students of color • 7% interna(onal • 30% Pell recipients • 33% are first genera(on Majority of study abroad costs covered for tradi(onal undergraduates
• ~70% of students study abroad, most on faculty-‐led programs • Juniors and Seniors • Spring prep course followed by 10-‐20 day interna(onal experiences
Study abroad program-‐wide learning outcomes
• Map to ins(tu(onal and gen ed learning outcomes • Draw on AAC&U VALUE Rubrics • GES good fit
GES administered to 5 faculty-‐led programs All had spring prep course and travel in May/June Japan (History, Art) 2 weeks South Africa(Communica(on) 10 days Yap, Micronesia(Env. Science) 3 weeks Paris/Amsterdam(Nurs., Health) 2 weeks London(Psychology) 2 weeks
Resulted in 29 total matched cases
2017 ini(al data-‐ 29 matched cases Current comparison is with 2016 total data set
Thanks for joining us!
Eric Hartman, [email protected] Maureen Vandermaas-‐Peeler, [email protected]
Angie Edwards, [email protected]
hGps://compact.org/global-‐sl/ges/
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