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Item Nonverbals: What they see is what they hear(IBJ, 2022-09-16) Westerhaus-Renfrow, Charlotte; Kelley School of BusinessItem 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 Ensure that constructive feedback is truly constructive(IBJ, 2022-06-17) Westerhaus-Renfrow, Charlotte; Kelley School of BusinessItem Project-Based Learning: IUPUI High-Impact Taxonomy(2023-04-27) Oesch-Minor, Deborah; Pierce, David; Hayes, Kelly; Mihci, Gurkan; Robertson, Nancy Marie; Stucky, Tom; Van Busum, Kelly; Westerhaus-Renfrow, CharlotteProject-Based Learning [PBL] infuses content-rich readings, lectures, and instruction to support students as they learn by actively engaging in real-world and personally meaningful projects. PBL is a high-impact practice (HIP) that can be applied simultaneously when using other HIPS or pedagogical approaches (e.g., case study, capstone, research, study abroad, work-integrated learning, community-based learning, writing intensive course, ePortfolio). In PBL courses students identify real-world/authentic problems to explore and participate in sustained inquiry throughout the project. Students do not re-ceive information to memorize it; they learn because they have a real need to know something so they can use it to solve a problem or answer a question that matters to them. Students go through iterative cycles of posing real questions, finding resources, collecting data, interpreting information, and reporting findings. Student progress is supported through scaffolded activities, feedback loops with peers and faculty, and meeting benchmarks for progress. At key moments, students reflect on the process, what they have achieved, and make connections between the work they are completing and relevant course concepts.Item Assessing Intercultural Competence in The Digital World: Evidence from Virtual Exchange Experience in a Study Abroad Program(2022) Zheng, Lin; Westerhaus-Renfrow, Charlotte; Lin, Stanley Zhiwei; Yang, YifeiIntercultural skills are valued by employers and the education community. The current study presents evidence to measure the impact of an innovative pedagogical practice that cultivates and develops the intercultural competence of undergraduate college students. Fifteen 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. The students collaborated on the project via global distance learning technology to jointly provide a comprehensive investment recommendation report. A comparison of U.S. students’ Intercultural Effectiveness Scale scores at the beginning and at the end of the project revealed significant positive changes in the intercultural competence of the students. Significantly, 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, the current study provides implications for study abroad and virtual global learning.Item Enhancing Global Learning, Improving Intercultural Competence, and Virtual Exchange Experience: An Example from a Business Study Abroad Course(2019-10) Zheng, Lin; Westerhaus-Renfrow, Charlotte; Lin, Stanley ZhiweiItem Enhancing Global Learning through Virtual Exchange Experience(2020-03) Zheng, Lin; Westerhaus-Renfrow, Charlotte; Lin, Stanley Zhiwei