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.

This report discusses institutional outcomes of 2016-17 short-term "faculty-led" programs; both those programs which used qualitative assessment methods and those which used quantitative. It also analyzes the effect of leader pedagogy training on outcomes.

This report serves as an exemplary case-study in how student affairs staff can, using backwards design and formative assessment methods, more effectively mentor under-represented students towards greater professional confidence and competence. It details a very conscious connecting of all learning activities to the AACU Intercultural Competence Rubric and evaluation of outcomes of that effort using the Intercultural Development Inventory (IDI), a self-designed survey on confidence and competence, and open-response questions.

This presentation, given at the CILMAR "Scaling Up" institute in 2018, nicely weaves together the literature on intercultural mentoring (see definition in Paige and Goode, 2009) and globalizing Engineering Education.

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.

This white paper summarizes major findings of an in-progress study analyzing learning outcomes of two types of mentoring during semester-long study abroad, as compared to a control group (which received no mentoring while abroad).

Participation in a service-learning (SL) study abroad (SA) program has been shown to enhance cultural competence (Krishnan, Richards & Simpson, 2016) as measured via the Public Affairs Scale (PAS; Levesque-Bristol & Cornelius-White, 2012).

This study corroborates previous findings on the effectiveness of mentorship in study abroad and offers innovations for scaling up institutional efforts to support intercultural learning to reach larger numbers of students.

In this report, which serves as a meta-analysis of one year’s short-term study abroad outcomes at a public land-grant university, qualitative methods were used to analyze program leaders’ professional practice. The findings suggest that program leader training in reflective intercultural pedagogies supports more effective teaching and learning. 

Participants gather artifacts that represent cultural values and beliefs at their study abroad destination. They then use those artifacts to reflect on the intercultural differences they have experienced between them and their host culture. 

In this activity, participants use photography to analyze and reflect on the local culture in their study abroad destination. 

This activity asks participants to record their reflections as they learn a new language while abroad. 

This activity empowers participants to use journaling to reflect on how their study abroad experiences relate to their learning and personal growth.

This resource includes 17 guided writing exercises that can be used during study abroad or other types of intercultural experiences.

This manual includes readings, reflections, and activities/exercises (icebreakers and analytical exercises) for both leaders and participants of study away programs. Individual exercises may also be appropriate for classroom or seminar use. 

This study explores social work graduate students’ evaluation of an assignment involving food. The assignment was designed to develop empathy and cultural humility. The article used in this tool contains a description of the assignment and questions for critical reflection. There is enough information that the assignment could be adapted for other contexts. It would be important, however, to ensure an environment of openness and mutual support for the assignment to work as well as it did for the authors of the article. 

The instrument, a short checklist, was created for use in clinical professional assessment of athletic trainers and/or health-care professionals or for self-assessment by the health professional. It covers "bedside manner," tone of voice, facial expression, posture, zone of proximity, and distracting or negative body language. Although created primarily for use in clinical health-related professions, it may also have some value for use in STEM lab partnerships, shared office spaces and/or conflict resolution situations.

As a result of this reflection handbook, participants will be able to: 1. Understand their cultural background and path. 2. Better examine the study abroad country, internship, and future goals. 

As a result of this reflection, participants will be able to: 1. Consider and record their observations during study abroad. 2. Participate in exercises reflected to daily life during a study abroad.  

This is an assessment instrument; which measures Communication (Clarity and Depth), Openness (Breadth & Fairness) and Self-Awareness (ability to describe one's own Academic Engagement & Personal Growth).

Using this rubric allows the learner or the instructor to recognize the elements of good critical reflection. 

This summative instrument will enable the instructor to make sense of qualitative data from students journals or blogs. It categorizes the writer's reflections into one of five categories of data: Culture Shock, Communication Challenge, Cultural Appreciation, Cross-Cultural Comparison, Adaptive Behavior.

By the end of this course, students will be able to:

• Understand the main theoretical frameworks in the field of intercultural management
• Identify and comprehend the key theoretical perspective in the intercultural management field
• Understand the concept of intercultural intelligence and global leadership as well as their value when conducting business with international and cross-cultural teams
• Identify issues such as different notions of time, motivation, ambiguity, and hierarchy, which influence cross-cultural communication and management
• Apply the concepts covered to various case studies and situations
• Improve professional communication skills with people from various cultures and environments
• Articulate ideas clearly and coherently in written work and presentations
• Conduct exploratory research through conducting and transcribing an interview and doing initial coding of themes

This course is an opportunity for students to reflect on and integrate their learning from the experience of studying abroad. First, they will generate their own data through extensive self-reflection and writing that articulates the impact of their sojourn and how it does or does not relate to other aspects of one's life. In small groups, they will compare their own findings with other students', thereby beginning to generalize about similarities and differences and hypothesize what variables any differences might be correlated with. They will also use quantitative standardized assessments as another window into changes.

As a result of taking this course, students will be able to:

1. Become familiar with intercultural literature, models, frameworks, and concepts used in intercultural development and training
2. Recognize and explain the multiple layers of an overseas experience
3. Articulate important intercultural skills and perspectives they have acquired/developed
4. Conclude with a study abroad component for a professional portfolio

In this class, students will develop skills, knowledge, and understanding that will help them communicate and engage more appropriately and effectively in their host city as well as in other intercultural contexts.

The aim of this course is to help students process and understand their study abroad experiences in light of current literature on models of culture, ideas about global citizenship, intercultural communication and development. With a deeper understanding of their experience, they will be able to better utilize and market their experiences in light of their personal, academic, and career goals.

This one-credit online course is open to select Engineering and College of Science students, who will return to Purdue for a minimum of one additional semester. While abroad, students will complete supplemental readings and guided assignments which will document their study abroad learning and create a portfolio of individual skill acquisition; thereby increasing cultural self-awareness and an ability to work effectively with people from other cultures.

The PowerPoint accompanied a workshop facilitated by Mick Vande Berg at Purdue University on April 23-24, 2015, which enlarged Purdue's vision for providing intercultural learning to all undergraduates, especially those who choose to study abroad.