Getting started
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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Annette Benson onto Original and Adapted Tools by the CILMAR Curation Team @ 12:28 pm on 04 Dec 2019
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.
Annette Benson onto Original and Adapted Tools by the CILMAR Curation Team @ 12:27 pm on 04 Dec 2019
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.
Annette Benson onto Original and Adapted Tools by the CILMAR Curation Team @ 12:26 pm on 04 Dec 2019
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.
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Donna DesBiens onto Intercultural Learning @ 7:16 pm on 26 Nov 2019
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.
Lan Jin onto Publications on Intercultural Learning in Study Abroad Setting @ 2:39 pm on 15 Nov 2019
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.
Lan Jin onto Publications on Intercultural Learning in Study Abroad Setting @ 2:37 pm on 15 Nov 2019
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.
Lan Jin onto Publications on Intercultural Learning in Study Abroad Setting @ 1:47 pm on 15 Nov 2019
Daniel Charles Jones onto 2019 Intercultural Pedagogy Grant Workshop Series @ 12:22 pm on 14 Nov 2019
Daniel Charles Jones onto 2019 Intercultural Pedagogy Grant Workshop Series @ 12:20 pm on 14 Nov 2019
Daniel Charles Jones onto 2019 Intercultural Pedagogy Grant Workshop Series @ 12:18 pm on 14 Nov 2019
Daniel Charles Jones onto 2019 Intercultural Pedagogy Grant Workshop Series @ 12:16 pm on 14 Nov 2019
This unit provides an overview of the IPG requirements, curriculum, and supplemental materials related to the program and Intercultural Learning research.
Daniel Charles Jones onto 2019 Intercultural Pedagogy Grant Workshop Series @ 12:06 pm on 14 Nov 2019
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.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 11:31 am on 14 Nov 2019
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.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 11:28 am on 14 Nov 2019
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.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 11:17 am on 14 Nov 2019
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.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 11:15 am on 14 Nov 2019
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 11:11 am on 14 Nov 2019
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 4:55 pm on 08 Nov 2019
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 4:45 pm on 08 Nov 2019
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 4:42 pm on 08 Nov 2019
This first workshop provides an overview of the requirements for the workshop series and program requirements. This is followed by a walking tour of central campus which also facilitates the homework activity, The Amazing Race.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 4:31 pm on 08 Nov 2019
The syllabus outlines the specific themes and topics covered in the workshop as well as the specifics about the administration of the workshop series.
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Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 4:22 pm on 08 Nov 2019
The Pre-Workshop tasks include a preliminary assignment for setting goals and writing a paragraph-length introductory biography as well as reminders about completing the IDI assessment and an individual debrief.
Daniel Charles Jones onto ACCLIMATE Workshop for Visiting Scholars @ 3:46 pm on 08 Nov 2019
Source: Masters, C. and Krishnan, L.A. (2015). Study Abroad and Student Learning: Tales from Zambia. ADVANCE for Speech and Hearing Online Edition, 69(11), 28,30.
The article demonstrates important lessons learned from Purdue University's Speech, Language, and Hearing Sciences (SLHS) in Zambia service-learning program. For example, community partners in the destination country are key stakeholders; learning about the country and their culture; reflecting on own cultural biases and increasing awareness; it is challenging to determine the program's impact on the community, and programs should integrate intentional activities to enhance cultural competence.
Lan Jin onto Publications on Intercultural Learning in Study Abroad Setting @ 3:07 pm on 01 Nov 2019
Source: 2014 - Exploring perceived communicative competence in upper-level L1 and L2 interactions in higher education, Heejung Kwon
This dissertation study explores the ways in which second language learners (L2) and native speakers of English (L1) form perceptions of one another and negotiate miscommunication in the process of intercultural competence development. The study showed that L2 were highly motivated but anxious during the interaction with L1, while L1 reported empathy toward L2 and expressed anxiety in understanding L2's needs or feelings.
Lan Jin onto Publications on Intercultural Learning on Campus @ 1:49 pm on 01 Nov 2019