This blog includes important tips, frameworks, and activities to create opportunities for meaningful debriefings.

This is a link to the full YouTube Forum 2021 playlist including interviews with authors of the invited articles in the Special Issue on Assessment as Pedagogy in Education Abroad from Frontiers: The Interdisciplinary Journal of Study Abroad.

This video demonstrates how to facilitate two emotion labor activities (both within this collection) within a group.

This worksheet was originally developed for coping with the things that bug us when interacting across difference and dealing with life transitions, but the tools within it can be applied across a whole host of situations, including those that demand emotion labor. This activity encourages participant to name frustrations and consider self-care activities for de-stressing.
 

This Frontiers article and YouTube author interview (each linked above) present a successful test of "an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning" (Dunn-Jensen et al., 2021). 

Authors: Linda M. Dunn-Jensen, Joyce S. Osland, and Pamela M. Wells

The authors in this Frontiers article (linked above) present "a case study for the use of assessment as pedagogy including an overview of the HEGC! [Higher Education in the Ghanaian Context] Program, assessment strategies used, and pedagogical incorporation for the course...[and] conclude with a list of implications for study abroad and assessment practices" (Martin et al., 2021).  

Authors: Jillian Martin, Candace M. Moore, Alexis D. Foley, and Kiyah T. McDermid

This Frontiers article and YouTube author interview (each linked above) present a qualitative study in which "photo narratives...were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas" (Nguyen, 2021).

Author: Annie Nguyen

This Frontiers article and YouTube author interview (each linked above) "explain the mechanisms the MEST [Middle East Study Tour] uses for assessment and how this aligns with the goal of the program to expose students to the real world of political struggles and career development" (Hardy & Totman, 2021).

Authors: Mat Hardy and Sally Totman

The authors of this Frontiers article (linked above) "document the implementation of intercultural learning activities throughout a semester-long course and a 9-day trip to Vietnam" (Grant et al., 2021). 

Authors: Jacie Grant, Kris Acheson, and Elizabeth Karcher

The authors in this Frontiers article (linked above) "compare[s] the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention" (Chang Alexander et al., 2021). 

Authors: Kristofer Chang Alexander, Luke T Ingersoll, Charles A. Calahan, Monica L. Miller, Cleveland G. Shields, John A Gipson, and Stewart Chang Alexander

This Frontiers article and YouTube author interview (each linked above) "examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed...[and also] provide[s] suggestions for improvements" (Cartwright et al., 2021).

Authors: Chris Cartwright, Michael Stevens, and Katharina Schneider

The authors of this Frontiers article (linked above) "examine the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system" (Ho et al., 2021). 

Authors: Hsiu-Zu Ho, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant, and Padraig Dunne

This Frontiers article and YouTube author interview (each linked above) "briefly outline the assessment initiative and the curriculum design outline, with an emphasis on the creation of the Bentley Global Experience Initiative, a comprehensive program supporting faculty and students" (Berdrow et al., 2021).

Authors: Iris Berdrow, Samir Dayal, Shawn Hauserman, Natalie Schlegel, and Lauren Schuller

This Frontiers article and YouTube author interview (each linked above) "present an assessment framework—the Intercultura assessment protocol (IAP)....[and] shows the pedagogical value of the IAP" (Baiutti, 2021).

Author: Mattia Baiutti

This Frontiers article and YouTube author interview (each linked above) "introduce the Special Issue on Assessment as Pedagogy in Education Abroad, which seeks to answer the question: How can we guide educators toward specific and intentional alignment of learning objectives, the learning context, and learner capacities and needs so that students achieve the desired learning outcomes?" (Acheson et al., 2021). 

Authors: Kris Acheson, Lan Jin, Aletha Stahl, and Katherine Yngve

This activity challenges participants to set aside their own beliefs and attempt to truly listen to a perspective different from their own.             

As a result of this activity, participants will be able to practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

In this activity, participants will practice offering perspectives without the goal of persuasion and practice listening to other’s perspectives without judgment.

This instrument is designed to measure orientation toward listening with relation to listener perceptions of a speaker. 

This article cautions that while Theatre of the Oppressed workshops work toward inclusivity and equity, workshop facilitators can easily fall into assuming participants' physical abilities, with the potential to lead to exclusion and inequity. The author therefore provides resources to maintain and continuously improve equity in facilitation by highlighting disability scholarship and Universal Design pedagogy to include and honor the diversity of bodies in workshops. 

This podcast addresses emotional labor in the foreign language classroom.

This short survey tool measures capacity for wonder, which is comprised of two sub-constructs: Emotional Re-awakening and Perspective Shifting.

"Wonderment" has been identified, in the research literature on education abroad (Engberg &Jourian, 2015), as one of the most frequent outcomes of short-term study abroad, particularly for individuals who have not yet been abroad. Ability to shift perspectives is often identified as an outcome that study abroad leaders desire to impart to their learners.  This instrument offers a valid and reliable way of measuring both of those things.

This article offer a list of 18 icebreaker activities from Professor Wendy Smooth and The Ohio State University with the goal of "building connections and starting conversations" (The Ohio State University).

This article emphasizes the importance of classroom routines in supporting student well-being.

In this documentary trailer, Yo-Yo Ma travels the world, shedding light on the collaborative and linguistic nature of music.