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Women’s Emancipation and Development Agency (WOMEDA) Executive Director Juma Massisi (seated, center) facilitates conversation among women and Amizade students in Kayanga, Tanzania, as part of research that supported a successful United States Agency for International Development grant award for WOMEDA.

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DukeEngage students Jeline Rabideau and Jenny Denton worked with middle school girls, such as ​Katie, in Western North Carolina to enhance literacy skills through digital storytelling projects focused on their families.

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DukeEngage independent project student Alex Saffrit collaborated with a community member, Moses, in Nkokonjeru, Uganda, on a solar cooker project.

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Ernesto Alaniz, community maintenance leader, Villanova civil engineering student Allie Braun, and Water for Waslala program manager Iain Hunt cooperate to inspect a new water tank near Santa Maria Kubali, Nicaragua.

Global Engagement Survey (GES)

The Global Engagement Survey (GES) is a multi-institutional assessment tool that employs quantitative and qualitative methods to better understand relationships among program variables and student learning, in respect to global learning goals identified by the Association of American Colleges and Universities (AAC&U, 2014), with adaptations particularly relevant to community-engaged global learning . The GES therefore considers global learning in respect to the three components of global citizenship, cultural humility, and critical reflection.


At a fundamental level, the researchers recognize global learning as a combination of several bold, visionary, and capacious ideals. Each scale shared here hangs together well, and qualitative questions offer further, related investigation of the core themes. However, it is clear that the globalsl learning community will continue to reflect, adapt, and learn as educators and activists make shared progress to advance conceptual and operational understanding of global learning, global citizenship, cultural humility, and critical reflection.

Where we’ve been: From 2015-2019, the survey has been administered to students from 33 participating organizations/ institutions of higher education that operate 343 global learning programs. Aggregating respondents who took the survey from 2015 to 2019, 3,487 total students completed the pre-survey, and 1,685 total students completed the post-survey, with 1,126 students completing both pre- and post-tests, resulting in a total of 3,858 unique or independent cases.

Where we’re going: After six years of data collection (+ pilot year in 2014), we have worked to improve the survey and clarified what information is most useful to communicate with partners (across 33 different organizations and institutions). Beginning in June 2020, we will change our GES processes (distribution and reporting) to ensure faster descriptive reporting to organizational/ institutional partners.

  • All data collection for 2021 GES between 7/1/2020 and 9/15/2021.
  • All program names submitted for each phase by: (1) 6/15/20 (to be included in the phase 1 survey link provided by 7/1/2020 for data collection through 1/2/2021), (2) 11/15/2020 (to be included in the phase 2 survey link provided by 12/1/2020 for data collection through 5/31/2021), or (3) 4/15/2021 (to be included in phase 3 survey link provided by 5/1/2021 for data collection through 9/15/2021).
  • We will provide the organizational/ institutional representative with: (1) direct pre- and post-survey links to use for distribution, (2) password protected live webpage displaying pre- and post-survey completion rates for their programs, (3) reports displaying descriptive results for their pre-survey and their post-survey results completed by two weeks after each survey phase.

Partner Sponsor Consulting
$2,000 $4,500 varies
Timeline
All data collection between 7/1/20 & 9/15/21 Y Y
Customization
Add up to 10 additional customized questions Y
Distribution
Provide direct pre-survey and post-survey link to institutional/ organizational representative to manage distribution Y Y
Reporting
Password protected live webpage displaying descriptive results for the pre- and post-survey Y Y
Data sharing
Institutional/ organizational data (quantitative and qualitative) exported, cleaned, assigned unique IDs for additional analysis Y
Analysis
Conduct quantitative analysis of institutional/ organizational data Y
Conduct qualitative analysis of institutional/ organizational data Y

Publications & presentations: Sharing publicly to learn together 

Publications

Hartman, E., Reynolds, N.P., Ferrarini, C., Evans, S., Al-Ebrahim, B., Brown, J.M. (2020). Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XXXII (2), pp. 33-59.

McCunney, D., Reynolds, N.P., Sabato, E., & Young, R. (2019). Promoting cultural humility in global health: Lessons from a multi-institutional community of practice. Diversity & Democracy. American Association of Colleges & Universities.

Vandermass-Peeler, M., Duncan-Bendix, J., & Biehl, M.S. (2018). “I have a better sense of how interconnected the world is”: Student perceptions of learning and global engagement during study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad. XXX, 2, 117-135.

Hartman, E., Lough, B., Toms, C., & Reynolds, N. (2015). The beauty of global citizenship; The problem of measurement. In B. Oomen, E. Park, M. Sklad, J. Friedman (Eds.), Going Glocal: The theory, practice, evaluation, and experience of education for global citizenship. Amsterdam: Drukkerij Publishing.

Conference presentations 

Reynolds, N.P. Lough, B.J., Toms, C., Evert, J. (2019). The Global Engagement Survey: Assessing intercultural competence, civic engagement, and critical reflection. Presentation at the 6th GSL Summit: One world – Inclusion and Transformation in Global Service Learning, Clemson, SC, November 3-5, 2019.

McCunney, D., Peterman, J., & Sabato, E. (2019). Promoting Cultural Humility in Global Health Education. Presentation at Global Citizenship for Campus, Communities, and Careers: Crossing Borders and Boundaries, American Association of Colleges and Universities, San Antonio, TX, October 18-20, 2019.

Reynolds, N.P., Ozaroski, M., McCunney, D., Sabato, E. (2018). Assessing intercultural competence, civic engagement, and critical reflection. Presentation at the 5th GSL Summit: Dignity & Justice in Global Service Learning, South Bend, IN, April 15-17, 2018.

Sabato, E., Young, R., & McCunney, D. (2018). Global Learning and Campus Context: Assessing Intercultural Competence, Civic Engagement, and Critical Reflection to Change Institutional Culture. Presentation at the International Association of Research on Service Learning and Civic Engagement, New Orleans, LA, July 18-20, 2018.

Toms, C., Young, R., Jackson-Smar, R., Kiely, R. (2017). A Systematic Approach to Evaluation and Assessment of Student Civic, Intercultural and Reflective Learning: Comparing Intra- and Inter-institutional findings from the Global Engagement Survey (GES). Presentation at the International Association of Research on Service Learning and Civic Engagement Conference, Galway, Ireland, September 14-16, 2017.

Hartman, E., Vandermaas-Peerler, M., & Edwards, A. (2017). Global Engagement Survey: Assessing Intercultural Competence, Civic Engagement, and Critical Reflection. AAC&U Conference, Fall, 2017.

Hartman, E., Toms, C., Reynolds, N.P. (2015). Assessing Global Learning: Multi-institutional, Mixed Method, Multidisciplinary Insights. Presentation at the International Association of Research on Service Learning and Community Engagement, Boston, MA, November 16, 2015.

If you are interested in joining us in this effort, please visit our membership page or contact Nora Pillard Reynolds (npreynolds@haverford.edu).

If you are already a member and are ready to participate in the 2020-2021 Global Engagement Survey (GES), please submit one form per program or course here.