1. NSSE Data Conversations
Global Learning
NSSE Data Conversations

2. Agenda Introduction to NSSE YSU Mission
Topical Module: Global Learning
Data Review
Discussion
Recommendations for Practice

3. NSSE Student engagement First-Year and Senior students (Spring 2016)
26% overall response rate
Benchmarked against “True Peers”
YSU NSSE Overview Webinar:

4. 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”

5. 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)

6. Data: Institutional Emphasis
How much does your institution emphasize the following?
First-Year % “Quite a Bit” or “Very Much”
Senior %
“Quite a Bit” or “Very Much”
Providing courses that focus on global and international topics
YSU
37%
Module
54%
34%
Providing activities and experiences (speakers, events) that focus on global and international topics
46%
60%
45%

7. 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

8. Complete a course that focuses on global trends or issues.
A: Have Not Decided 8%
D: Done or In Progress
12%
C: Plan to Do 5%
A: Have Not Decided
31%
D: Done or In Progress
41%
C: Plan to Do
28%
B: Do Not Plan to Do
46%
B: Do Not Plan to Do
29%
FIRST –YEAR STUDENTS
SENIOR STUDENTS

9. 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

10. 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%
B: Do Not Plan To Do
54%
D: Done or In Progress
32%
C: Plan To Do
29%
FIRST –YEAR STUDENTS
SENIOR STUDENTS

11. I am an engineer, hence humanities and global political issues do not apply in my education.
– Senior Student
But by YSU mission it does

12. Data: Course Work
During the current school year, how much has your coursework encouraged you to do the following?
First-Year % “Quite a Bit” or “Very Much”
Senior %
“Quite a Bit” or “Very Much”
Understand the viewpoints, values, or customs of different world cultures, nationalities, and religions
YSU
41%
Module
55%
46%
61%
Develop skills for interacting effectively and appropriately with those from different world cultures, nationalities, and religions
40%
52%
45%
59%
Students are either not taking courses with these components or not aware that their courses include these perspectives

13. 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
Hole in the way we see global perspectives? Does it only fit in gen ed curriculum?

14. 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%
Freshman dispositions impact, but they aren’t talking about, participating in activities, or considering global opportunities (see study abroad question also)
Even as seniors, 20% haven’t discussed international or global issues with others!
Could FYE encourage/require that some portion of the engagement activities be globally focused?
Club and intermural sports: targeted marketing, good interactions, bring both groups together-but also need for intercultural communication training (structural support)

15. Studying abroad should be more open and out there; how to obtain scholarships and others ways of paying for it.
– First-Year Student
Note that this is a first-year student

16. Corresponding Letter from Chart
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
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

17. Corresponding Letter from Chart
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
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

18. % Answering “Very Little”
Data: Overall Gains
YSU Mission Claims
% Answering “Very Little”
First-Year
Senior
Speaking a second language
78%
71%
Preparing for life and work in an increasingly globalized era
34%
35%
Being informed about current international and global issues
28%
31%
Encouraging your sense of global responsibility
37%
36%
Understanding how your actions affect global communities
48%
45%
Seeking international or global opportunities out of your comfort zone
61%
59%
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
percentage of “very little” choice in overall gains is far too high
First year students do not report the disposition to seek experiences out of their comfort zone, which impedes the opportunity to expand global perspectives

19. 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?