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ehartman@ksu.edu | ctoms@westmont.edu | nora.reynolds@temple.edu
Intercultural learning, (global) civic learning, & critical thinking Outcomes across institutions and high impact programs
Eric Hartman | Cynthia Toms Smedley | Nora Pillard Reynolds IARSLCE | New Orleans, Louisiana | September 30, 2014
Introduction • Integrates measures of intercultural competence, civic development, and criOcal thinking • Lough (IVIS), Morais & Ogden, IDI, GPI, BEVI, AAC&U
• Serves arOculated concerns of first generaOon insOtuOons • & helps us be:er understand populaOonßàtreatment
• Adds space for qualitaOve response in a large-‐scale, mulO-‐ insOtuOonal design
Year One Pilot • 10 institutions à small, faith-‐based, liberal arts, large, state ?lagship, Ivies, and predominantly ?irst generation serving institutions
• Over 30 different programs à US, Nicaragua, South Africa, etc.
• Participants 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 Students Credits
Options -‐ examples All undergrad | undergrad & grad | 3rd & 4th year 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
Data
(Lough, 2010; Morais & Ogden, 2010; AAC&U)
Pre-‐surveys 226
Post-‐surveys 157
Matched 109
95% con?idence…. • Global knowledge
• I am informed of current issues that impact internaOonal relaOonships.
• Involvement in civic organizaDons
• Over the next 6 months, I plan to do volunteer work to help individuals and communiOes abroad. • Over the next 6 months, I will parOcipate in a walk, dance, run, or bike ride to address a social or environmental issue. • Over the next 6 months, I will pay a membership or make a cash donaOon to an internaOonal organizaOon with a humanitarian focus.
• PoliDcal voice
• Over the next 6 months, I will contact or visit someone in government to seek public acOon on internaOonal issues and concerns. • Over the next 6 months, I will parOcipate in a campus forum, live music, or theater performance or other event where young people express their views about internaOonal problems. • Over the next 6 months, I will parOcipate in a campus forum, live music, or theater performance or other event where young people express their views about domesOc problems.
• CriDcal thinking
• I enjoy talking with other people about the reasons for and possible soluOons to poverty. • I oaen think about the amount of power people have in different segments of society. • I have become increasingly aware of the ways in which dominant cultural assumpOons create in-‐groups and out-‐groups around the world, privileging some populaOons and marginalizing others.
Qualitative Results Construct
QuesDons
IniDal Themes
QualitaDve Data Example
Intercultural Understandin competence g other cultures/ peoples
Self-‐Efficacy “I've come to see how my experience and background has informed my perspecDve and Personal-‐ way of thinking…. Psychological Development
Involvement in civic organizaDons
Plans for integrated acOon
Behavior Change Social Engagement
CriDcal thinking
Thinking process, privilege/ marginalizaO on, & behavioral causes
Awareness of marginalizaDon /Dominant Culture Awareness of your own thinking process
Compassion InternaDonal, UNICEF, Campus Clubs; ESL tutoring cash donaDon; contact a newspaper to express concerns; visit government office ”….opened my eyes to how differently people can experience everyday life.” “Society and its cultural assumpDons place barriers on some while pushing others to "the top.” “I became further aware that this member was naturally being placed in an out-‐group”
Example: Campus Application 2.5 2 1.5 Database Faith-‐based liberal arts
1 0.5 0 $
Gov't
On-‐campus
Moving Forward REPORTS SENT TO INSTITUTIONS
20-‐Oct
CONFIRM PARTICIPATING INSTITUTIONS FOR YEAR 2
20-‐Nov
FEEDBACK CONVERSATION WITH EACH INSTITUTION IN PILOT
1-‐Dec
20-‐Dec
PRE-‐SURVEYS AVAILABLE
5-‐Jan
INSITUTIONS SUBMIT INDIVIDUAL ADD-‐ ON SURVEY ITEMS
YEAR 2
January -‐ Summer May
SEND PRE-‐SURVEYS TO INSTITUTIONS; FOLLOW UP FOR POST-‐SURVEY COMPLETION
Presen&ng, publishing, and certainly blogging about results & opportuni&es for par&cipa&on at globalsl.org
Facebook: /globalsl.org Twi-er: @buildingbe:erw Email Updates: globalsl.org
ehartman@ksu.edu | ctoms@westmont.edu | nora.reynolds@temple.edu