Abstract
This study was undertaken to gain a better understanding of global engagement (global learning and global citizenship) in study abroad programs and community learning experiences (internships, practicum, service learning, and volunteering). Over the past decade, the rate of globalization has increased, which increases the importance of citizens understanding various parts of the world. However, only 2.3 percent of students study abroad during their college career. Therefore, this thesis was conducted to understand the positive impacts of both study abroad and community learning experience has on global engagement. Three questions were addressed: (a) Are there differences in global engagement related to participation in study abroad?, (b) Are there field experiences similar to study abroad in the community, like internships, practica, or service learning, that are linked to increased global engagement? (c) What are the students’ experiences of global engagement in their respective community or study abroad settings? The participants in the study were 42 college level students in a Northern California university. Students completed an anonymous Qualtrics global engagement survey questionnaire assessing quantity and quality of participation in study abroad and community learning, as well as global engagement and reports of academic and personal impact of their experiences. Results indicated that students who participated in study abroad scored significantly higher in openness to diversity, total global learning, and total global citizenship than students without study abroad experience. Students who participated in community learning experiences also scored significantly higher in openness to diversity, global learning, and global citizenship on the global engagement scale than those without these experiences. In addition, the more intense the college experience, the higher the participants scored in global engagement and the higher the rated academic impact. Finally, self-rated academic impact was significantly correlated with global engagement scores. Results are discussed in light of methodological improvements and the need for greater attention on the quality of community and study abroad experiences.