Global Learning: Outcomes across Institutions & High Impact Programs

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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 populaOonßàtreatment

• 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