Date of Award

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Global learning is among the declared 21st century learning outcomes of higher education deemed essential for meeting the challenges and opportunities of the global world. Since global learning is a framing theme for college student learning” (Schneider, 2015, para. 3; Kinzie et al., 2017, para. 2), it is important to find ways to make sure that institutions deliver global learning outcomes effectively through their general education. Assessment is also the key to sustaining successful and effective global learning, and it can help facilitate institution-specific strategies promoting continuous improvement. This exploratory study examined the impact of Indiana State Universitys Foundational Studies 2021 classes in the category of Global Perspectives and Cultural Diversity on the students global learning. This study was based on the concept of global learning defined as a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for peoples lives and the earths sustainability” by the Association of American Colleges and Universities (AAC&u; n.d.-c, Definition section, para. 1). The data were collected using a quantitative instrument designed as a part of AAC&Us Shared Futures Initiative (Wathington, 2009). The first part of the study followed a quasi-experimental nonrandomized research design with pre- and post-test, a control group, and a research group. In the second section, global learning variables were examined separately at the end of the semester with no pre-test. Descriptive statistics described key characteristics of the sample. The mean or average response for each of the 12 measures (e.g., Attributional Complexity, Civic Engagement) was determined in order to measure the observed differences between the pre- and post-tests. Mixed design ANOVA was employed in the first part of the analysis: to examine global learning of students in research and control groups across time (pre- and post-test). A one-way analysis of variance (ANOVA) was employed in the second part of the analysis in order to examine the differences among the control and research groups on the test scores at the end of the semester. Due to the low sample size and hence, low statistical power, both parts of the study did not show statistically significant results. Yet, the exploratory analysis of the means presented interesting results for two research questions. The exploratory analysis of the means exposed some alarming results pertaining to participants low scores on a number of citizenship/democracy measures suggesting students apathy or indifference towards the public good and civic engagement, or perhaps their unwillingness to share their position as a result of fear due to the divisiveness in the society.

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