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.


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.


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


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, specifically in respect to global learning goals identified by the Association of American Colleges and Universities (AAC&U, 2014). The GES is composed of seven scales to assess:  intercultural competence, civic engagement, and critical reflection (chapter with the conceptual framing of the GES).

Further articulation of the scales appears in the full report. Actual scales appear in the report appendix. The data consisted of: (1) participant background information, (2) program factors, and (3) responses to closed and open-ended questions. For the analyses that follow, only the sample of matched cases (n=107) was utilized to examine significant differences between the pre- and post-test surveys.

Executive Summary of the 2016 Global Engagement Survey (includes link to full report)

In order to better inform program planning for globalsl partners and the field of global learning, we plan to:

  • Expand the GES during the 2017-2018 academic year
  • Create additional opportunities to customize the GES for partners, and
  • More explicitly cultivate peer-to-peer learning opportunities among GES participants.

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