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Adapt or Be Yourself

The ability to adapt in new or unfamiliar situations is a crucial life skill. However, in cross-cultural interactions, it can be difficult to decide when we should adapt to a different culture’s expectations, or when it might be more appropriate to refrain from enacting unfamiliar customs and norms. Therefore, the goal of this activity is to guide participants through this decision-making process (using Stella Ting-Toomey's model of Transcultural Communication Competence) and allow them to understand and reflect on their ability to adapt.

  1. CILMAR staff collection

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Development of college students' travel venturesomeness

Source: Mody, M., Gordon, S., Lehto, X., & Adler, H. (2017). Study abroad and the development of college students' travel venturesomeness. Tourism Management Perspectives, 24, 126-138.

Applying a pre-post design, the study found that the intercultural competence and personal development obtained through study abroad had a mediating effect on student venturesomeness for students who traveled to culturally proximate countries.

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Second Language Acquisition

Source: Czerwionka, L., & Cuza, A. (2017). Second language acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239-260. 

The study focuses on Spanish service industry requests in the context of food and drink for English-speaking learners of Spanish and examines their development of requests throughout a six-week study abroad program in Spain. The study compared the difference between native speakers of Spanish and non-native speaking learners. Results showed pragmatic acquisition over the program with a change in the learners' requests and an increase in appropriateness of the requests over time. 

  1. preparation for study abroad

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Pragmatic acquisition of requests for English-speaking learners of Spanish

Source: Czerwionka, L., & Cuza, A. (2017). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391-419.

This study investigated the acquisition of second language requests by learners and native speakers in a short-term study abroad program in Spain and in the contexts of food and drink, general merchandise, and familial. 

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Living in a Bubble

This activity uses the Atlantic article, "These are the Americans Who Live in a Bubble" to teach participants to: 1. Identify the communities that expose them to sameness and to difference. 2. Define "deep relationships." 3. Assess their opportunities and readiness for deeper relationships across difference.

  1. CILMAR staff collection

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Auditing Your Personal Networks

This activity teaches participants to: 1. Examine their personal and social networks. 2. Reflect on the relationships in their lives, gaps in these relationships, and their diversity. 3. Brainstorm ways to fill in their relationship gaps and improve their diversity. 4. Analyze their own self-awareness of relationships and diversity.

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Mental Blocks: Understanding Different Perspectives and Privilege

This activity teaches participants to: 1. Understand different perspectives, build empathy, and become aware of privilege and how it affects power dynamics. 2. Learn why privilege matters and how it impacts their lives. 3. Develop skills in communication, self-management, self-awareness, and building relationships with others. 

  1. CILMAR staff collection

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Man on Fire: A Texas Town and Its Racist Roots

Man on Fire tells the story of a white minister, Charles Moore, who set himself on fire in 2014 to protest the racism in his small town of Grand Saline, TX. The film uses his act as a vehicle 1)  to explore what small town racism looks like in contemporary America and 2) to question the efficacy of his death in changing the situation.

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What is Intercultural Learning?

This collection presents definitions of intercultural learning in literature throughout the field. It also compares and contrasts intercultural learning to other concepts used within the field (such as intercultural competence, diversity and inclusion, etc.) in order to understand why intercultural learning became the dominant term. 

  1. CILMAR staff collection
  2. intercultural learning

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Global Engineering Competency in Context

Source: Jesiek, Brent K., Qin Zhu, Sang Eun Woo, Julia Thompson, and Andrea Mazzurco. (2014). "Global Engineering Competency in Context: Situations and Behaviors." Online Journal of Global Engineering Education, 8(1).

In response to the need of establishing a more robust definition and developmental theory of global engineering competency, the study reports findings of a collected literature and interviews and focus groups with practicing engineers on engineering practice in a global context. The categories of situations and behaviors evident in the data set contain technical coordination, understanding and negotiating engineering cultures, and navigating ethics, standards, and regulations.

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Developing Globally Competent Engineering Researchers

Source: Jesiek, B. K., Haller, Y., & Thompson, J. (2014). Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program. Advances in Engineering Education, 4(1), n1. 

The study reports on a summer engineering research abroad program – International Research and Education in Engineering (IREE) 2010 China. The authors used a mixed-method approach to collect and analyze both quantitative and qualitative data. Data source included primarily surveys, scenario-based tasks, reflective activities and blogs, interviews, focus groups, and trip report. The findings report improved learning outcomes from IREE in perceptions of readiness for a sojourn abroad, language proficiency, universal-diverse orientation, and global engineering competency.

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Program evaluations from 11 short-term study abroad programs

Source: Behnke, C., Seo, S., & Miller, K. (2014). Enhancing the study abroad experience: A longitudinal analysis of hospitality-oriented, study abroad program evaluations. Tourism Management, 42, 271-281. 

The authors applied a mixed-methods approach to identify programmatic characteristics that were related to increased student satisfaction with their study abroad experience. The results indicated that the students appreciated active components and local guides in the programs.

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2019 IPG Workshop #4

  1. embedding ICL
  2. empathy
  3. openness
  4. privilege

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2019 IPG Workshop #3

  1. communication
  2. communication styles
  3. embedding ICL
  4. teamwork

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2019 IPG Workshop #2

  1. assessment instruments
  2. curiosity
  3. debriefing
  4. reflection
  5. valuedimensions
  6. values
  7. worldviewframeworks

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2019 IPG Workshop #1

  1. diversity & inclusion
  2. emotional resilience
  3. ICL frameworks
  4. mindfulness
  5. self-awareness
  6. student learning outcomes
  7. Thiagi debrief

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Pre-Workshop Online Unit

This unit provides an overview of the IPG requirements, curriculum, and supplemental materials related to the program and Intercultural Learning research.

  1. curriculum
  2. embedding ICL
  3. ICL research

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https://hubicl.org/toolbox/tools/446/objectives

iLEAD Pre-Loneliness/Belongingness Survey is provided as a post and retro-pre assessment to all visiting scholars participating in the ACCLIMATE program.

  1. Assessment
  2. belongingness
  3. loneliness

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Week 08 - Capstone

This final workshop focuses on incorporating all the skills and concepts covered by the series into the next challenge for the visiting scholars: presenting on their research to an undergraduate technology classroom. This can be tailored to the specific unit scholars are working in and the specific expectations of their hosts and supervisors.

 

NB: I offer to the scholars that handouts provided are not intended to imply that they are believed to be inexperienced or ignorant of presentation skills or practices, rather that there may be cultural differences in the way presentations are made and at the very least the terminology used may be useful to them as non-native speakers of English.

  1. effective presentations
  2. presentation rubric

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Week 07 - Emotional Resilience 2

This workshop revisits concepts of emotional resilience from Week 02 and identify what has changed, what has and has not worked, and what comes next.

  1. coping strategies
  2. emotional resilience

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Week 06 - Discovering Your Personal Brand

This workshop focuses on helping international scholars to discover their value-add as someone working in their field who has the advantage of international experience and requisite skills inherent to being successful in an international setting.

  1. internationality
  2. professional skills
  3. self-awareness

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week 05 - Verbal & Nonverbal Communication

  1. active listening
  2. body language
  3. communication
  4. idiomatic expressions
  5. interactive communication
  6. Verbal/Nonverbal

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Week 04 - Stereotyped, Disciminated, Excluded

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Week 03 - Cultural Differences & Critical Incidences

  1. comfort with difference
  2. critical incidents

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Week 02 - Emotional Resilience 1

  1. coping strategies
  2. emotional resilience

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