This report discusses learner outcomes of 24 "faculty-led" programs ranging in length from one to four weeks abroad, and compares outcomes of leaders who have had intercultural mentoring training as opposed to those who have not.

From the abstract: 'The purpose of this study was to assess the long-term impact of SA on intercultural development and identify factors that may have impacted continued intercultural growth over time."

Krishnan, L. A., & Jin, L. (2022). Long-Term Impact of Study Abroad on Intercultural Development. Perspectives of the ASHA Special Interest Groups, 7(2), 560-573. https://doi.org/10.1044/2021_PERSP-21-00128

From the abstract: "Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country."

Krishnan, LA., Diatta-Holgate, H. & Calahan, C. (2021). Intercultural Competence Gains from Study Abroad in India. Teaching and Learning in Communication Sciences & Disorders.(5), 2, Article 6.  https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/6

From the abstract: "The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program."

Krishnan, LA., Jin, L. & Calahan, C. (2021). Enhancing Intercultural Competence: Can it be done without Studying Abroad? In Press. Teaching and Learning in Communication Sciences & Disorders. 

This article, which was originally published in the Journal on Excellence in College Teaching, presents the results of a comparative analysis of the effectiveness of one-on-one versus group-mentored interventions in semester-long study abroad programs.

From the abstract: "Results indicate that students respond to cultural interactions differently, which emphasizes the need for intentional support throughout study abroad programs."

Grant, J. L., York, A. R., & Karcher, E. L. (2019). Evaluating student intercultural competence development in an animal production study abroad program. NACTA Journal. https://www.jstor.org/stable/27128511

From the abstract: "This study examined the effects of a combined semester long, on-campus cultural development course followed by either a three- or six-week faculty-led study abroad program on student CQ."

Chang Alexander, K., Ingersoll, LT, Shields, CG, Miller, ML, Gipson, JA, Calahan, CA, DeMaria, AL, & Chang Alexander, S. (2022). Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 280-301. https://doi.org/10.36366/frontiers.v34i2.567

Krishnan, L. A., Jin, L., Stahl, A., Sreekumar, S., Sundaram, S., Subrahmanian, M., & Davis, P. (2022). Innovative Changes to Study Abroad: Virtual Intercultural Learning during the Pandemic. Teaching and Learning in Communication Sciences & Disorders, 6(2), 1. https://files.eric.ed.gov/fulltext/EJ1349633.pdf

From the abstract: "Five Extension Educators were selected to provide undergraduate students with mentorship throughout a semester-long course with international travel during week 10."

Grant, J. L., & Karcher, E. L. (2019). Integrating extension educators in agricultural study abroad programming. NACTA Journal, 63, 156-163. 

This white paper describes the instructor’s efforts to add a one-credit “culture-general” certificate program to a popular six-week summer study abroad program in Florence, Italy.

From the abstract: "This study examines the outcomes of a multi-stage study abroad program targeting first-year college students. The authors investigated student intercultural competence levels prior to matriculation, their development while abroad, and their continued expansion by means of a post-travel, on-campus component."

Bittinger, M., Jin, L., & Dou, X. (Katherine). (2022). From Pre-Freshman Abroad to Freshman On-Campus: Examining Intercultural Competence Development Through an Extended Journey. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(1), 61‚Äì96. https://doi.org/10.36366/frontiers.v34i1.636

From the abstract: "The chapter describes how creating and playing a serious cooperative board game to address energy sustainability in a study abroad course provides an opportunity for students to collaborate in culturally diverse teams and develop intercultural competence. Learning leadership skills through the method of Agile Game Play, including team building, communication, and cooperative interaction for a global benefit, is shown to be effective."

Bauserman, S., & Jin, L. (2021). Serious cooperative board games as an innovative approach in a study abroad course in Peru. In People-Centered Approaches Toward the Internationalization of Higher Education. IGI Global.

From the abstract: "The chapter describes how creating and playing a serious cooperative board game to address energy sustainability in a study abroad course provides an opportunity for students to collaborate in culturally diverse teams and develop intercultural competence. Learning leadership skills through the method of Agile Game Play, including team building, communication, and cooperative interaction for a global benefit, is shown to be effective."

Bauserman, S., & Jin, L. (2021). Serious cooperative board games as an innovative approach in a study abroad course in Peru. In People-Centered Approaches Toward the Internationalization of Higher Education. IGI Global.

Yngve, K. (2020). Assessing Reflective Pedagogy Among Leaders of Purdue 2019 Short-term Study Abroad. HubICL Research Repository: https://hubicl.org/publications/104/1

• Interpersonal Reactivity Index, an assessment
• The Scale of Ethno-Cultural Empathy (SEE), an assessment
• Toronto Empathy Questionnaire, an assessment
• Behavioral Rubric for Intercultural Competence, an assessment

• The Limits of Empathy, an activity
• Empathy and Fiction, an activity
• Tribalism and Empathy, an activity
• Empathy for Those We Hate, an activity

• The Parable, an activity
• Disagree Better: Empathy Gym, an activity
• Guess the Emotion, an activity
• A Flower’s Point of View, an activity
• Connecting Empathetically, an activity
• Migration: An Empathy Exercise, an activity
• Mindful Me, an activity
• Whispers, an activity
• Not Fair!, an activity
• The Story of Me, Us, and Now, an activity
• Poker Face, an activity
• If I Woke Up Tomorrow, an activity
• Understanding Empathy through Jojo Rabbit, an activity
• Ritual, an activity
• An Alien Among Us, an activity

From the abstract: "This paper reports on the results of three studies that take key steps toward developing and validating a survey instrument to assess the readiness of individuals who are about to sojourn abroad – the Sojourn Readiness Assessment (SRA). The first study presents the development of 20 items to measure three readiness dimensions (knowledge, motivation, and anxiety) and the results of an exploratory factor analysis (EFA) performed on responses from 336 students about to study abroad. The EFA results led us to drop 10 items and one dimension (knowledge). In the second study, we administered a second 10-item version of the SRA to 154 students and ran a confirmatory factor analysis (CFA), which confirmed the two-factor structure and further led us to drop two more items. In the third study, we translated the survey to Chinese and administered it to 136 Chinese students who were preparing to come to the U.S. The two-factor structure was confirmed through CFA for the Chinese version of the instrument. The three studies provide initial validity evidence for the Sojourn Readiness Assessment instrument. The need for further studies and some potential uses of the instrument are also discussed."

Kim, D., Jesiek, B.K., & Mazzurco, A. (2022). Development and Validation of the Sojourn Readiness Assessment (SRA): Exploratory and Confirmatory Factor Analysis and Translation to Chinese. International Journal of Intercultural Relations, 88(1): 95-105. DOI: 10.1016/j.ijintrel.2022.04.002

Allen, E. C., Lofgren, E. A., & Brady, C. M. (2019). Digital Seanchai: Using digital storytelling to assess outcomes of a study abroad course. NACTA Journal, 63(1).  https://www.jstor.org/stable/26769601

Acheson, K., Yngve, K., Stahl, A. & Jin, L. (2021, February 26). Virtual Issue: Recent Research in Assessment in Education Abroad [Special Issue]. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1). DOI: https://doi.org/10.36366/frontiers.v33i1

• Empathy not Sympathy, an activity
• Empathy Bingo Exercise, an activity

Jaiswal, A., Karabiyik, T., Jin, L., & Acheson-Clair. K. (2023). Enhancing team communication skills via Portable Intercultural Module in a systems thinking class. 130th American Society of Engineering Education (ASEE) Conference.

From the abstract: "This study used a mixed methods design to characterize computer and information technology undergraduate students’ cultural orientations and their cultural awareness in the context of teamwork experiences. The data for the study was collected in the form of a reflection assignment that was implemented during the first week of classes as a way to promote students’ cultural awareness and how that may play out in their teamwork interactions."

Bahrami, P., Kim, Y., Jaiswal, A., Patel, D., Aggrawal, S., & Magana, A. J. (2023). Information technology undergraduate students’ intercultural value orientations and their beliefs about the influence of such orientations on teamwork interactions. Trends in Higher Education, 2(2), 270-282.

From the abstract: "...[the authors] describe how VR training experiences are typically created and delivered using the current software and hardware...then discuss the challenges and solutions of applying VR training to different application domains, such as first responder training, medical training, military training, workforce training, and education. Furthermore, [they] discuss the common assessment tests and evaluation methods used to validate VR training effectiveness. [They] conclude the article by discussing possible future directions to leverage VR technology advances for developing novel training experiences."

Xie, B., Liu, H., Alghofaili, R., Zhang, Y., Lobo, F., Jiang, Y., Li, C., Huang, H., Akdere, M., Mousas, C., & Yu, L. (2021). A review on virtual reality skill training applications. Frontiers in Virtual Reality, 2(4), 1-19. doi: 10.3389/frvir.2021.645153.

From the abstract: "The current study addresses the gap in the [Human Resource Developmen] HRD literature by conducting the first empirical research related to VR technology and its impact on training. The paper examines [virtual reality-based simulations] VRBS with a mixed methods research design within the interpersonal skills training context, comparing the effectiveness of this new medium to more traditional training platforms such as [video-based training] VBT."

Akdere, M., Acheson, K., & Jiang, Y. (2021). To simulate or not to simulate? Comparing the effectiveness of video-based training versus virtual reality-based simulations on interpersonal skills development. Human Resource Development Quarterly.