Global Perspectives in the Core: Student Attitudes and Instructor Performance

Abstract

Global learning and global citizenship education (GCE) continue to be integrated as co-curricular and curricular components in US higher education. Many institutions have linked their mission and values statements to global learning. However, their efforts fail to reflect a single shared understanding or philosophy of global learning or GCE. While scholars continue to discuss and debate the substance of these frameworks, few studies have analyzed perspectives of curricular global learning and GCE requirements. Three hundred fifty-four undergraduate students attending a university in the Southern US completed questionnaires assessing their attitudes towards global learning, international issues, and global citizenship, as well as their attitudes toward the college's required global perspectives curriculum. Results indicate that students feel generally positive towards global learning and issues, believe global learning should be required at this and other institutions, and have high perceptions of faculty performance.

“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core

“…However, many other students shared that selection was based upon non-curricular issues such as finding a class that fit their schedule. These findings are consistent with the previous quantitative assessment of the GC2Y program which revealed that both the day/time of the course offering, and title of the course were most likely to influence students' course selection (Butler & Reinke, 2020). Like faculty, students believe the GC2Y program provides a strong connection to the liberal arts mission of the university.…”

“…Similarly, although they did not provide clear definitions of global learning during focus groups, they reported that their courses strengthened their knowledge of diversity and prepared them as a more knowledgeable citizen. The previous assessment of the GC2Y program has also demonstrated that undergraduate students have positive attitudes towards global learning (Butler & Reinke, 2020). For example, the majority of students believed global issues courses helped them understand their place in the world, that they help them understand social issues, and that they are interested in becoming a better global citizen (Butler & Reinke, 2020).…”

“…Similarly, many students do not intend to participate in high-impact practices with global themes, such as study abroad (Ibid, 2017); importantly, these practices may be exclusionary because of time, cost, or curricular considerations. However, a quantitative study of a mandatory global learning curricular program demonstrates that students have generally positive attitudes towards global learning (Butler & Reinke, 2020).…”

“…A previous quantitative assessment of the GC2Y initiative indicated the majority of students feel learning about global issues helps them understand ethical issues in other cultures and most believed that all students should be required to take at least one global issues course as part of their curriculum. In addition, students reported a variety of factors influenced which GC2Y course they selected including day and time of the class, title of the course, and preference for the instructor (Butler & Reinke, 2020). For a more detailed summary of the GC2Y program, including essential learning outcomes, mandatory inclusion of a Learning Beyond the Classroom (LBTC) component, and the program's overall contribution to the liberal arts, see Butler and Reinke (2020).…”

“…In addition, students reported a variety of factors influenced which GC2Y course they selected including day and time of the class, title of the course, and preference for the instructor (Butler & Reinke, 2020). For a more detailed summary of the GC2Y program, including essential learning outcomes, mandatory inclusion of a Learning Beyond the Classroom (LBTC) component, and the program's overall contribution to the liberal arts, see Butler and Reinke (2020).…”