39
(including familiarity with complex global problems and the ability to apply empirical
and ethical approaches to these problems) will never become activated.
Fig. 7 Self-Reported Student Learning in The Global Challenge
I learned a great deal about global issues in this class (F’01-Sp’02 only);
I learned a great deal in this class (F’02-Sp’04)
Strongly
disagree
(1)
Disagree
(2)
Neutral
(3)
Agree (4)
Strongly
agree
(5)
Mean Std.
Dev.
N
Fall ‘01
6
16 34 42 14 3.38 1.05 112
Spring ‘02
3
10
35
47
14
3.54
0.93
110
Fall ‘02
10 26 93 65 26 3.32 0.98 221
Spring ‘03
25
34
133
167
58
3.48
1.03
417
Fall ‘03
25 41 113 169 75 3.54 1.07 423
Spring ‘04
38
55
110
146
77
3.40
1.18
426
This analysis would be aided by a survey concerned more explicitly with student
attitudes toward global citizenship. (See Fig. 8) Such a survey would allow us to
correlate patterns of learning with attitudes toward global citizenship – for the first time
giving us a direct handle on the paradox of global competency and power. Regrettably
these data are not available for analysis at the present time. However, if we find that
higher levels of global competency, as measured by the learning outcomes assessment
instrument, correlate with a stronger sense of interest in and responsibility for global
affairs (i.e., a stronger commitment to the practice of global citizenship), we may be safe
in concluding that increasing student knowledge of global issues, capacity for complex
forms of analysis, ability to engage in deliberation about global concerns with people
with different views, etc., will lead to a greater willingness of young Americans to think
of themselves as
Convention