Utility of the Global Engagement Survey (GES) to quantitatively evaluate a unique undergraduate community-based global learning program

Mathew Hayden Gendle, Amanda Tapler


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 pre-test ceiling effects exist.


assessment, experiential learning, international, service learning, undergraduate student development

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