GLOBAL LEARNING NSSE Data Conversations Agenda Introduction to
GLOBAL LEARNING NSSE Data Conversations
Agenda • Introduction to NSSE • YSU Mission • Topical Module: Global Learning • Data Review • Discussion • Recommendations for Practice
NSSE • Student engagement • First-Year and Senior students (Spring 2016) • 26% overall response rate • Benchmarked against “True Peers” YSU NSSE Overview Webinar: http: //cms. ysu. edu/administrative-offices/assessment/nsse-2016
YSU Mission & Values • Mission Claims • “fosters collaboration to enrich the region and the world” • “fosters understanding of diversity, sustainability, and global perspectives” • “advances the intellectual and cultural life of the city, region, and world” • Core Values • “strive to foster an appreciation of, and respect for, differences among the human race; and celebrate diversity that enriches the University and the world”
Topical Module: Global Learning • Questions focus on student experience/coursework in global affairs, world cultures, nationalities, religion, and other international topics • Complements main NSSE questionnaire: • student’s experiences with people who are different than them • reflective & integrative learning • participation in study abroad • Offered to first-year and senior students • 64 participating schools (3 peer institutions)
Data: Institutional Emphasis How much does your institution emphasize the following? First-Year % Senior % “Quite a Bit” or “Very Much” Providing courses that focus on global and international topics YSU 37% Module 54% YSU 34% Module 54% Providing activities and experiences (speakers, events) that focus on global and international topics YSU 46% Module 60% YSU 45% Module 54%
Complete a course that focuses on global trends or issues. A: Have Not Decided, B: Do Not Plan To Do, C: Plan To Do, D: Done or In Progress
Complete a course that focuses on global trends or issues. D: Done or In Progress 12% C: Plan to Do 28% C: Plan to Do 5% A: Have Not Decided 8% A: Have Not Decided 31% B: Do Not Plan to Do 29% FIRST –YEAR STUDENTS B: Do Not Plan to Do 46% D: Done or In Progress 41% SENIOR STUDENTS
Complete a course that focuses on perspectives, issues, or events from countries or regions outside the United States. A: Have Not Decided, B: Do Not Plan To Do, C: Plan To Do, D: Done or In Progress
Complete a course that focuses on perspectives, issues, or events from countries or regions outside the United States. D: Done or In Progress 11% A: Have Not Decided 9% C: Plan To Do 5% A: Have Not Decided 32% B: Do Not Plan To Do 28% C: Plan To Do 29% FIRST –YEAR STUDENTS B: Do Not Plan To Do 54% D: Done or In Progress 32% SENIOR STUDENTS
I am an engineer, hence humanities and global political issues do not apply in my education. – Senior Student
Data: Course Work During the current school year, how much has your coursework encouraged you to do the following? First-Year % Senior % “Quite a Bit” or “Very Much” Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions YSU 41% Module 55% YSU 46% Module 61% Develop skills for interacting effectively and appropriately with those from different world cultures, nationalities, and religions YSU 40% Module 52% YSU 45% Module 59%
As a STEM student many of these global issues and topics have not been discussed in those classes, rather in writing and communication classes that I will be done with after this year. – First-Year Student
Data: Co-Curricular Activities During the current school year, about how often have you done the following? % of Students Answering “NEVER” First-Year Senior Discussed international or global topics and issues with others 25% 21% Talked about international opportunities (study abroad, international internship, Model UN, field study or research abroad, etc. ) with a faculty member or advisor 51% 55% Attended events or activities that promoted the understanding of different world cultures, nationalities, and religions 57% 54% Worked on out-of-class activities (campus events, committees, student groups, etc. ) with an international or global focus 67% 65% Participated in a program that pairs U. S. and international students (language partners, buddy program, etc. ) 77% 81%
Studying abroad should be more open and out there; how to obtain scholarships and others ways of paying for it. – First-Year Student
How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? Corresponding Letter from Chart First-Year Mean Score Senior Mean Score Speaking a second language B 1. 3 1. 5 Preparing for life and work in an increasingly globalized era E 2. 0 Being informed about current international and global issues A 2. 0 Encouraging your sense of global responsibility F 1. 9 Understanding how your actions affect global communities D 1. 7 1. 8 Seeking international or global opportunities out of your comfort zone C 1. 6
How much has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? Corresponding Letter from Chart First-Year Mean Score Senior Mean Score Speaking a second language B 1. 3 1. 5 Preparing for life and work in an increasingly globalized era E 2. 0 Being informed about current international and global issues A 2. 0 Encouraging your sense of global responsibility F 1. 9 Understanding how your actions affect global communities D 1. 7 1. 8 Seeking international or global opportunities out of your comfort zone C 1. 6
Data: Overall Gains YSU Mission Claims % Answering “Very Little” First-Year Senior Speaking a second language Preparing for life and work in an increasingly globalized era Being informed about current international and global issues 78% 71% 34% 35% 28% 31% Encouraging your sense of global responsibility 37% 36% 48% 45% 61% 59% Understanding how your actions affect global communities Seeking international or global opportunities out of your comfort zone • fosters collaboration to enrich the region and the world • fosters understanding of diversity, sustainability, and global perspectives • advances the intellectual and cultural life of the city, region, and world • strive to foster an appreciation of, and respect for, differences among the human race; and celebrate diversity that enriches the University and the world
Discussion & Recommendations • What is your perception of the data? Is it consistent with what you experience in your area? • How does your curriculum/program/activity introduce students to global perspectives? • What is the role of YSU in educating students for global citizenship? • What barriers exist to including more activities, courses, and coursework with a global focus? • Can you identify training or resources that could help you in preparing YSU student’s for global citizenship?
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