Global Perspective Inventory First Year Seminar Program at Shenandoah University Four-­‐Year Report 2009-­‐2012 The Global Perspective Inventory consists of six scales, two from each domain: Cognitive, Intrapersonal, and Interpersonal. The cognitive domain explores ways of knowing with greater complexity. The Intrapersonal Domain focuses on one becoming more aware of and integrating one’s personal values and self-­‐ identity. The Interpersonal Domain focuses on social interactions and social responsibility. Questions on the GPI relate to students’ abilities to remember, understand, and demonstrate cultural traits that are different from their own. I.
First year students complete the Global Perspectives Inventory at the beginning of the fall semester (PRE) and at the end of semester (POST). The GPI has been administered at Shenandoah University since 2009. This has allowed administrators to collect and compare data over a four-­‐
year period. This information is used to improve the First Year Seminar Program. Results serve to elicit discussion among leaders on campus. The GPI highlights the connections between student experiences and student global learning and development (student learning outcomes). Data gathered from 2009 to 2012 provides evidence of student learning while focusing on program development, such as common events, journal entries to enhance critical thinking, and possible interventions in and out of the classroom. II.
The charts below display results for specific statements on the GPI that correlate with objectives for the First Year Seminar Program. These results are reported using average mean scores for each question. The bar charts provide an analysis using PRE to POST date. The stacked line chart indicates trends over a 4-­‐year period. I can evaluate issues from several different perspectives (Knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis from PRE TO POST 2011 2012 I can evaluate issues from several different perspectives (Knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree =5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Consistent mean scores over the past 4-­‐years with a noticeable increase in students’ scores in 2011 from PRE (Before FYS) to POST (After FYS) inventory. While there was not an increase in students’ perceptions in other years, the mean scores are still at the established “mean” goal at 4 (Agree) or above. This indicates that students, overall, agree that they can evaluate issues from different perspectives. I know how to analyze the basic characteristics of a culture (Knowledge 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis from PRE to POST 2011 2012 I know how to analyze the basic characteristics of a culture (Knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: A review of results from PRE (Before FYS) to POST (After FYS) inventory reveals an increase in the average mean scores among students’ responses. It appears that students experienced growth in all 4-­‐years with 2011 and 2012 receiving higher mean scores when compared from PRE to POST. I can discuss cultural differences from an informed perspective (knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis from PRE to POST 2011 2012 I can discuss cultural differences from an informed perspective (knowledge 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this question indicate growth for all four years. It appears that students “before taking FYS” started with a lower “mean score” in 2011. There is a noticeable decrease in PRE “mean” score from 2010 to 2011. However, these results indicate an increase in students’ perspectives and their ability to discuss cultural differences from an informed perspective after participating in the FYS Program. For example, in 2011, the average PRE mean score was 3.32 while the average POST mean score was 3.66. This is a .34 gain from PRE (before FYS) to POST (After FYS) in 2011 and a .30 gain from PRE to POST in 2012. 2011 experienced the largest gain when comparing PRE and POST mean scores. I can explain my personal values to people who are different from me (Social Id 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 Analysis of PRE to POST 2010 2011 2012 I can explain my personal values to people who are different from me (Social Id) 4.5 4 3.5 3 PRE Inventory 2.5 POST Inventory 2 1.5 1 2009 2010 2011 2012 Analysis for indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this question indicate growth for 2009, 2011, and 2012. In 2010, the average mean score remained the same at 4.18. It’s noted that more growth occurred in 2012 with a PRE (Before FYS) mean score of 4.08 and a POST (After FYS) mean score of 4.26. This is a .16 gain score. It should also be noted that all average mean scores fall above the “goal mean score” of 4.0 or better. This suggests that students agree that they can explain personal values to people who are different from them. People from other cultures tell me that I am successful at navigating their cultures (Soc Inter) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis for PRE to POST 2011 2012 People from other cultures tell me that I am successful at navigating their cultures (Soc Inter) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Responses for this question indicate an increase in average mean scores when comparing PRE (before FYS) and POST (after FYS) inventories. It should be noted that the goal is to have students at the “agree” or “strongly agree” levels. Average mean scores for this question indicate that students remain neutral for both PRE and POST inventories. This information will be used as discussion points for FYS administrators as they look for ways to increase average mean scores for this area. I am able to take on various roles as appropriate in different culture and ethnic settings (Soc Int) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I am able to take on various roles as appropriate in different culture and ethnic settings (Soc Int) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this question indicate an increase in average mean scores when comparing PRE (before FYS) to POST (after FYS) inventories. 2011 received that highest increase with PRE average mean of 3.5 and POST average mean of 3.72. This is a .22 gain for this question. Overall, students remain neutral about taking on various roles as appropriate in different culture and ethnic settings However, after taking FYS classes, students responses are closer to the “Agree” (4) indicator. I am accepting of people with different religious and spiritual traditions (affect) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I am accepting of people with different religious and spiritual traditions (affect) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results indicate little to no increase or decrease in students’ responses for this question. It should be noted that responses for 2010, 2011, and 2012 are already at the “Agree” level. Generally, students responding PRE and POST inventories agree that they can accept people with different religious and spiritual traditions. These results will allow administrators to determine if they want to go from “good” to “great” by offering programming that addresses this question in order to see a noticeable change in students’ responses. I understand how cultures of this world interact socially (knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis for PRE to POST 2011 2012 I understand how cultures of this world interact socially (knowledge) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Student responses for this question indicate noticeable increases in all 4 years when comparing PRE (before FYS) and POST (after FYS) average mean scores. Average mean scores are closer to the “agree” score of 4 for the POST inventories for all 4 years. 2012 received the highest increase in mean scores with a 3.42 for the PRE inventory and a 3.76 for the POST inventory. This is a .34 gain. 2011 is close with a .33 gain. I see myself as a global citizen (Affect) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis for PRE to POST 2011 2012 I see myself as a global citizen (Affect) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this statement reveal an increase in average mean scores when comparing PRE (before FYS) and POST (after FYS) inventories. For all 4-­‐
years, the average mean score for PRE inventories remains consistent, with little to no increase or decrease. POST inventories reveal that students are moving from neutral to agree when viewing themselves as a global citizen. The 2010 did not receive as large of an increase when compared with the other years. In 2012, the PRE average mean score was 3.44 with the average mean score for the POST inventory of 3.71. This is a .37 gain for 2012. These results indicate that students tend to view themselves as a global citizen more so after participating in FYS. I do not feel threatened when presented with multiple perspectives 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I do not feel threatened when presented with multiple perspectives 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this statement indicate that average means were lower on the scale when comparing PRE (before FYS) to POST (after FYS) inventories. While the average mean scores are close in numbers, it appears that the numbers for the POST inventory are lower for 2009, 2010, and 2011. It is noted that in 2012, the mean score is higher for the POST inventory when compared to the PRE inventory. This statement is written in a confusing fashion. Average mean scores are falling into the Disagree area. Does this mean students disagree that they do not feel threatened when presented with multiple perspectives? The 4-­‐year trend indicates consistent average mean scores with most remaining below the neutral level. I prefer to work with people who have different cultural values than me 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I prefer to work with people who have different cultural values than me 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this statement indicate little to no increase or decrease in average mean scores when comparing PRE and POST inventories. A decline in PRE average mean scores is noted between 2011 and 2012. The PRE score for 2011 is 3.75 while the PRE score for 2012 is 3.12. This indicates that FYS students in 2011 had a higher mean score for preferring to work with people who have different cultural values than them when compared to FYS students in 2012. In either case, both 2011 and 2012 did experience an increase in the average mean scores when looking at PRE and POST inventories. I think of my life in terms of giving back to society 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I think of my life in terms of giving back to society 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicting Trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: This statement reveals a steady incline in students’ perceptions for giving back to society. The blue line represents the PRE inventory for all 4 years. As noted, all 4-­‐years have experienced in increase of average mean scores in this area. Also, the mean scores are getting closer to the goal mean score of 4=agree. Administrators would like for all students to think of their lives as giving back to society. These results indicate a trend in the positive direction with all 4-­‐years experiencing an increase in mean scored from the PRE to POST inventories. I intentionally involve people from many cultural backgrounds in my life 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I intentionally involve people from many cultural backgrounds in my life 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1 Summary: Results for this statement reveal an increase in the average mean scores when comparing PRE (before FYS) to POST (after FYS) inventories for all 4-­‐years. It is interesting to note the decrease in the PRE mean scores from 2010 to 2011 and 2012. It appears that FYS students agreed to this statement in 2010 more than those in 2011 and 2012. The greatest increase occurred in 2012 with a PRE mean score of 3.24 and a POST mean score of 3.47. This is a .23 gain. I consiously behave in terms of making a difference 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I consiously behave in terms of making a difference 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree=1 Summary: Results for this statement are interesting. POST (after FYS) average mean scores are lower than the PRE (before FYS) for 2009 and 2010. However, POST scores for 2011 and 2012 experienced an increase. There is a shaper increase among POST scores from 2010 to 2011 in this area. It would be interesting to know if something was different in programming or in curriculum. While these average mean scores remain in the neutral area, the trend indicates an increase towards the “agree” level for 2011 and 2012. Were there more common events that related to this statement? Were students ask to reflect on their experiences more in 2011 and 2012, which allowed them to make this conclusion? These are questions that will promote assessment discussion among administrators. I consider different cultural perspectives when evaluating global problems (knowing 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 Analysis using PRE to POST 2011 2012 I consider different cultural perspectives when evaluating global problems (knowing) 5 4.5 4 3.5 3 2.5 2 1.5 1 PRE Inventory POST Inventory 2009 2010 2011 2012 Analysis indicating trends over time Strongly Agree = 5 Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree=1 Summary: The results for this statement correlate with the statement above. POST average mean scores were lower than PRE average mean scores for 2009 and 2010. 2010 experienced a decline from PRE to POST inventories with a 4.1 PRE mean score and a 3.5 POST mean score. This is a -­‐.5 decrease in average mean scores. However, there was a shift in 2011 and 2012. Average mean scores for 2011 and 2012 increased from PRE to POST inventories. Again, these results will prompt discussion about reasons for this shift. Is faculty using vocabulary that relates to this statement?