Abstract
In this preliminary study, the Global Engagement Survey (GES) was used to assess developmental outcomes in undergraduate students enrolled in a multi-year community-based global learning program. Statistically significant growth was observed on the Civic Efficacy (CE) scale of the GES (p = 0.01). The GES appears to have significant utility in the quantitative assessment of undergraduate community-based global learning programs, even when small sample sizes and pretest ceiling effects exist.
Recommended Citation
Gendle, Mathew H. and Tapler, Amanda
(2022)
"Utility of the Global Engagement Survey (GES) to Quantitatively Evaluate a Unique Undergraduate Community-Based Global Learning Program,"
Journal of Community Engagement and Higher Education: Vol. 14:
Iss.
3, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol14/iss3/3
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons