A glimpse of global learning: Assessing student experiences and institutional commitments
Kinzie, J., Helms, R. M., & Cole, J.
Liberal Education, 103(2), , 2017.
What do we know about the extent to which institutions are designing international activities, providing students with direct experience of different cultures and courses on global topics, and ensuring that graduates acquire global learning outcomes? To provide this information, the American Council on Education (ACE) and the Center for Postsecondary Research at the Indiana University School of Education collaborated on a study that takes advantage of national surveys administered by each organization. In this article, we discuss preliminary findings from a study of combined results from the 2016 administration of the ACE Mapping Internationalization on U.S. Campuses survey and the National Survey of Student Engagement (NSSE) Global Learning Topical Module.
Global perspectives in curricula and deep approaches to learning: Examining faculty practices for engagement
Peck, L., Chiang, Y.-C., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Chicago, IL, 2015, April.
Many higher education institutions today are placing a high level of importance on internationalization. One of the most popular means of providing students with a global perspective is through internationalizing a course curriculum. Global learning experiences in the classroom are seen as a way to expose students to multiple points of view on issues and foster cross-cultural understanding. Using results from the 2014 administration of the Faculty Survey of Student Engagement (FSSE), this study compared faculty use of global perspectives in student learning to their use of reflective and integrative learning and higher order learning practices—to see how the two are related. The influences of faculty characteristics, such as gender and academic rank, as well as institutional characteristics, will also be explored.
Mapping and NSSE: Relating institutional internationalization efforts and student global learning
Kinzie, J., Helms, R., & Brajkovic, L.
Association of International Education Administrators Annual Conference, San Francisco, CA, 2019, January.
Using results from the 2016 iteration of the American Council on Education (ACE) Mapping Internationalization on U.S. Campuses survey and NSSE's Global Learning Topical Module, ACE and NSSE conducted a joint analysis of the two data sets to study the relationship between institutional internationalization efforts and the student global learning that results. This session will address the question of "what works" in producing globally competent graduates, along with implications of the research findings for campus strategies and practice.
Assessing for diversity: Evidence from NSSE’s Inclusiveness and Engagement with Cultural Diversity and Global Learning modules
Kinzie, J., & McCormick, A. C.
Assessment Institute, Indianapolis, IN, 2018, October.
The assessment of inclusivity and cultural responsiveness and of global learning are current imperatives for higher education. The National Survey of Student Engagement (NSSE) recently added two new Topical Modules asking students more about inclusive educational practices and perceptions of their global learning experiences. This session highlights findings from these question sets, examines common items for course-based learning and how results vary by institution and student characteristics, what results suggest about global learning practice and inclusivity, and includes a discussion about campuses' use of these findings to create environments that support all students and leverage the educational benefits of diversity and internationalization.
Assessing inclusiveness and engagement in cultural diversity and global learning: Lessons from NSSE’s Topical Modules
Kinzie, J., Cavallo, J., & Kenesson, S.
Higher Education Data Sharing Annual Conference, Spokane, WA, 2018, June.
The assessment of inclusivity and cultural responsiveness and global learning are current imperatives for higher education. The National Survey of Student Engagement (NSSE) added two new modules asking students more about inclusive educational practices and perceptions of their global learning experiences. Despite articulating goals to advance globalization and diversity, institutions have sometimes fallen short in the ways they have enacted these goals. Further, students‘ perceptions of institutional commitment to these goals vary and this in turn influences their experience. Therefore, it is important to understand the specific ways in which institutions enact their commitments and what influences students‘ perceptions of these commitments. This session highlights findings from these sets, examines how results vary by student characteristics, what results suggest about global learning practice and inclusivity. Discussion will then focus on campuses‘ use of these findings to create environments that support all students and to leverage the educational benefits of diversity and internationalization, including for example, to make the case for a more integrated campus diversity plan and a more comprehensive campus climate survey, and to spur further analyses of the impacts of students‘ perceptions of institution‘s emphasis on diversity and supportive environment on student success rates (e.g., academic standing, retention).
Close correlation or discouraging disconnect: The impact of internationalization efforts on student global learning
Helms, R. M., Kinzie, J., Cole, J., & Whitehead, D. M.
Association of American Colleges and Universities Annual Meeting, Washington, DC, 2018, January.
Using data from the 2016 iteration of ACE‘s Mapping Internationalization on US Campuses survey and NSSE‘s Global Learning Module, ACE and NSSE conducted a joint analysis of administrator and student responses to study the relationship between internationalization initiatives and activities undertaken by the institution, and students‘ experiences of these activities and the global learning that results. This session will present the results of the joint analysis of data from over 70 institutions that participated in both studies, after which session participants will be invited to discuss the implications of the data for their work. Drawing on expertise from AAC&U and campuses with which ACE, AAC&U, and NSSE have worked, the discussion will also include examples of promising practices and strategies for maximizing the impact of global learning initiatives.
Exploring disciplinary differences in global engagement and learning
Kinzie, J., McCormick, A. C., & Nelson Laird, T. F.
AAC&U 2017 Global Engagement and Social Responsibility Conference, New Orleans, LA, 2017, October.
Session facilitators will describe disciplinary differences in global engagement and learning (GEL) by sharing results from NSSE‘s Global Learning Topical Module. Through active exchange—including anticipating results, engaging with presented results, and discussion with others in the session—participants will learn about 1) students‘ exposure to global and international topics; 2) students‘ engagement with global issues in and outside of the classroom; and 3) students‘ perceptions of how much their institution facilitated their development along several dimensions of global and intercultural competence. Participants will also discuss their reactions to the findings and share what they are doing on their campuses to assess GEL and how findings from their assessment efforts inform accreditation activities. Presenters will end the session by sharing information and resources NSSE staff have compiled to aid in the assessment of global engagement and intercultural competence.
Going global: Assessing student experiences using NSSE's new global learning module
Kinzie, J., Cole, J., & Helms, R.
Association of American Colleges and Universities Annual Meeting, San Francisco, CA, 2017, January.
Our rapidly globalizing world demands that colleges and universities expand opportunities for global learning and embrace internationalization as an institutional priority. This session highlights results from the National Survey of Student Engagement‘s (NSSE) new Global Learning Topical Module to explore the extent to which student experiences and coursework emphasizes global affairs, world cultures, nationalities, religions, and other international topics and what these experiences contribute to global learning gains. We will explore variation by student characteristics, discuss how campuses are using results to enhance global initiatives, and introduce a collaborative project with the American Council on Education to explore the relationship between students‘ experiences and internationalization initiatives undertaken by the institution.
Assessing global learning to improve student learning and educational practice
Braskamp, L., Kinzie, J., & Reason, R.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2015, January.
What college experiences are most influential in fostering elements of global learning? How can educators create a campus ethos and learning opportunities that encourage student global and holistic learning? Authors of three national assessment tools—Global Perspective Inventory (GPI), National Survey of Student Engagement (NSSE),and Personal and Social Responsibility Inventory (PSRI)—will present assessment strategies that connect student experiences, engagement,and campus climate with specific student learning outcomes, especially those related to global learning and global citizenship. They will highlight evidence from the use of these tools that focus on environmental conditions such as student experiences and perceptions of the campus community that enhance global learning. They will engage the audience in considering the kind of evidence that would help them adapt curricula and co-curricular activities so that more students develop a deeper understanding of global cultures, developments, and interconnections, across a variety of majors and career goals.
Assessing experiences and engagement that foster global learning and development
Kulich, J., Kinzie, J., & Engberg, M.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2014, January.
This session will illustrate an approach for assessing the impact of students‘ engagement with meaningful educational experiences on their global learning and development. We will discuss the results of a particular four-year study at Elmhurst College together with broader research conducted by the Global Perspectives Institute and the NSSE Institute.
Assessing experiences and engagement that foster global learning and development
Braskamp, L., Kinzie, J., & Kulich, J.
Higher Learning Commission Annual Conference, Chicago, IL, 2013, April.