Browsing by Subject "Study abroad"
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Item Assessing Intercultural Competence in The Digital World: Evidence from Virtual Exchange Experience in a Study Abroad Program(Frontiers, 2022-11-18) Zheng, Lin; Westerhaus-Renfrow, Charlotte; Lin, Stanley Zhiwei; Yang, Yifei; Kelley School of BusinessThis study presents evidence of the impact of an innovative pedagogical practice that cultivates and develops the intercultural competence of undergraduate college students. 15 U.S. undergraduate students enrolled in a business study abroad course and 12 Chinese undergraduate students participated in a virtual student exchange project in spring 2019. Using global distance learning technology, the students collaborated on the project to provide a joint comprehensive investment recommendation report. A comparison of U.S. students’ Intercultural Effectiveness Scale scores at the beginning and end of the project revealed significant positive changes in their intercultural competence. Student self-evaluations and peer surveys confirmed improvement in students’ global mindset. Being one of the first studies to demonstrate student intercultural competence and learning through a virtual exchange experience, this study provides implications for study abroad and virtual global learning.Item Building our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project(2019-11-05) Price, Mary F.; Makki Alamdari, Sara; Luca-Sugawara, Carmen; Steele, Jeff; Leslie, Stephanie; Aguirre, Odette; Vuković-Čović, SanjaThe research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al [2009] Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned.Item Conflicted Faculty Advisor: An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningYou are the faculty advisor for a university-recognized national undergraduate student organization that participates in global health volunteerism each year. Students state that they typically participate in the program because they are excited about immersing themselves in a new culture, learning new health care practices and systems, and helping locals gain access to medical care. As students begin preparations for this year’s trip, you come across a news report detailing some unethical practices uncovered by commercial global health volunteerism programs. Some of the students recall witnessing similar behaviors on previous trips. As you discuss ethical practices with students, you begin to question some of the activities that the national organization endorses and in which students have engaged. When discussing your concerns, students present you with questions about their roles in global health volunteerism; what responsibilities they have to the program, the community, and themselves; and how to ensure that participants recognize and engage in ethical behaviors. The students' inquiries prompt you to question your role and responsibilities as a faculty advisor. Do you have the time and capacity to offer the support and guidance they appear to need?Item How might we support Chinese students in acquiring the information necessary for making a successful application to a U.S. art and design school?(2017) Chen, Linjun; Napier, PamelaThis research focuses on building a platform to support Chinese students in acquiring necessary information for making a successful application to a U.S. art and design school. The methodological framework of the proposed research is developed based on Dr. Min Basadur's "Simplex Process" (Basadur, 1994) design thinking method, which collects user data through a people-centered design research process. The objective of the proposed research is to support the needs of Chinese students in applying to U.S. art and design schools.Item Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies(Michigan Journal of Community Service Learning, 2017) Bringle, Robert G.This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single high-impact practice. Possibilities for future research and implications for course design and implementation are proffered.Item Proactive Advising: An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningA student is meeting with their advisor to talk about their goal of attending medical school. In discussing how they might prepare for medical school, the student shares that they are planning to pursue a medical mission trip abroad because they “have always loved traveling” and it would be a great way to help “really poor people” at the same time. The advisor is concerned by the limited lens by which the student is viewing the community he would be serving, and feels obligated to begin a conversation about their concerns. On the other hand, the student is only in their first year of college, so there is plenty of time for things to change before the student actually would need to apply. Should the advisor start a very difficult conversation, or just assume that the student will gain perspective as he moves throughout his college career?Item Safe Space? An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningAs part of a conference devoted to exploring ethics in global health volunteer experiences hosted by your university, student leaders representing several health professions schools and pre-professional programs host a lunch conversation with the conference’s keynote speaker. The session is designed to support open discussion of: • personal or peer experiences of clinical and/or pre-professional global health volunteer trips, • stated and perceived motivations and gains from participation and, • Positionality of student leaders within student-led programs, including their sense of comfort/discomfort with specific elements of their program experience and the responsibilities they shoulder within and across programs. • Resources they’d like to have in order to increase their sense of efficacy when they are confronted with challenging situations. The student groups organizing this session have agreed to allow you, and a couple of other faculty/staff involved in the conference, to sit-in on this session to gain a more robust understanding of student leaders’ experiences and perspectives. The lead groups organizing the discussion are directly connected to and supported by your office. At the onset of the meeting, the keynote speaker and students state that students don’t need to worry about their frankness of their comments…it is a safe space. While most of the participating students are from university-recognized student-led volunteer and service-learning programs, the buzz about this event has been circulating through student peer networks. As a result, it happens that a 2nd year medical student, we’ll call her Josie, has come to the event in the hope of recruiting additional students for an upcoming trip a group of fellow students are organizing to Nicaragua the following month to offer care in a temporary “clinic.” This trip has been taking place for a few years. The more Josie shares about the experience, the more you realize it is not an approved international experience at your school. In addition, there are several dimensions of the experience that expose the students to risk. As a paid employee of the university, you have a responsibility to share the possible implications with the student of operating without approval and uphold university policy, and yet you also understand the need to honor the safe space agreement everyone entered into for this discussion.Item Sense-Making with Students: An Ethics in Action Case Example(2020-01-13) IUPUI Working Group on Ethical Community Engagement in Global LearningA student has recently returned from a service trip abroad, and meets with her academic advisor to plan classes for the following semester. The advisor is anxious to hear about the student’s experience, but as the student begins to share stories, she reveals some information that raises red flags for the advisor. She begins sharing the pictures she took with members of the host community that she has posted on her Facebook page, and there is little evidence that the host community participated in planning the event in any way. The advisor also suspects that the student has been allowed to complete duties outside her scope of knowledge, and with little supervision. As the advisor pushes on these points of concern, the student becomes frustrated and defensive. She believes the trip did wonders for the community it served, and she is shocked that the advisor might suggest otherwise. The student is planning to apply for professional medical programs and she is certain that this experience will give her a “leg up” in the admission process. The advisor isn’t so sure, and wants to help the student reflect more critically on the experience without shutting down her enthusiasm for serving vulnerable populations.Item Supporting University-wide Institutional Change in Ethical Global Community Engagement(2019-10-28) IUPUI Working Group on Ethical Community Engagement in Global LearningThe ethical dilemmas inherent in international volunteerism generally are slow to enter conversations of comprehensive internationalization in higher education. As a result, pockets of activity to address shortcomings in current practices often remain disconnected and siloed within specifics projects and programs, rather than part of a coherent campus-wide strategy. In this session, we share progress made by our team to intentionally institutionalize ethical considerations into all aspects of our work.Item Talking Points for Engaging with Potential Community Engaged Global Learners(2020-02-21) Eggenberger, ChristinaTips for engaging with students interested in Global Service Learning programs abroad. This document was created for students staffing a table at various college and university events but could be used by faculty in staff in similar situations or in general conversation.