Global Health Learning Outcomes

Souce: Steeb, D. R., Miller, M. L., Schellhase, E. M., Malhotra, J. V., McLaughlin, J. E., Dascanio, S. A., & Haines, S. T. (2019). Global Health Learning Outcomes by Country Location and Duration for International Experiences. American Journal of Pharmaceutical Education, 76-82.

Through a mixed-methods, longitudinal study, the article examined the impact of country income classification and rotation duration on learning outcomes such as knowledge, skills, and attitudes for students with international practice experience. Global Health competencies were measured at pre and post- using a 5-point Likert scale with open-ended questions and focus groups. The results indicated that learning outcomes were different between high and low to middle income country,

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2020 CILMAR Seed Grant information

This video introduces the procedure, guidelines, criteria and deadlines of the CILMAR Seed Grant proposal submission (the PPT is attached).

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Profile picture of Lan Jin

Lan Jin onto CILMAR Seed Grant

Racial segregation

Source: Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72.

The authors examined how Asian American students and key Asian American units took on the responsibility of integrating the growing Asian international undergraduate population into student life organizations and activities. The study implied that the institutional arrangement reflected the university's value of diversity, but overlooked the larger patterns of racial segregation on campus, and the marginalized status of racial minority students. The study provided implications for understanding diversity enhancement initiatives in higher education.

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Academic, Social, and Linguistic Integration of International Students

Source: Park, K. (2019). Being Connected: Academic, Social, and Linguistic Integration of International Students (Doctoral dissertation, Purdue University).

The purpose of the study is to examine the relationship between academic and social integration of international (n = 253) and domestic students (n = 50) on campus. The results indicated that international students were more exposed to interaction with peers from different language backgrounds in formal academic contexts, such as classroom activities, peer-group work. However, neither international nor domestic students utilized opportunities in informal contexts to interact with each other. 

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Developing Leadership Competencies for STEM Fields

Source: Akdere, M., Hickman, L., & Kirchner, M. (2019). Developing Leadership Competencies for STEM Fields: The Case of Purdue Polytechnic Leadership Academy. Advances in Developing Human Resources, 21(1), 49-71.

This study describes a competency modeling framework that inform the design of STEM education programs to identify needed interpersonal skills and successfully develop them in STEM students. The authors conducted focus groups and interviews with industry partners, and validated the model through empirical investigation of student outcomes by measuring proficiency, surveying alumni, and discussing with employers. 

 

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International aviation collaboration

Source: Kozak, B., & Wang, P. H. (2019). International aviation collaboration in a study abroad program. https://docs.lib.purdue.edu/aseeil-insectionconference/2019/curriculum/2/

The study aims to improve global exposure and provide students with opportunities outside of the US aviation industry. The authors developed a study abroad program to help students explore and understand European culture, history, and its' aviation industry. The students also worked with fellow students from two European universities on a research project. The study abroad program increased students' global awareness and cultural understanding.

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The Effects of Internship Abroad Curricular Experiential Interactions

Source: Snodgrass, L. L. (2017). The effects of internship abroad curricular experiential interactions on the cultural intelligence of program participants (Doctoral dissertation, Purdue University).

This dissertation examined the impact of internship abroad experiential curricular interactions on the development of culturally intelligence of participants using pre- and post-test Cultural Intelligence Scale (CQS) scores. The study indicated that the experiential programs, that embedded elements of critical culture, including critical knowledge, critical thinking, critical pedagogy, and critical community, had significant effects on the growth in cultural intelligence. 

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Perception of global citizenship

Source: Rapoport, A. (2017). Perception of global citizenship among international participants of study abroad programs. World Studies in Education, 18(1), 5-21.

This study aimed to investigate the impact of a short-term study abroad program on the development of global identity and global citizenship among international students of a US university. The results showed that the students lacked understanding and acceptance of changes in the global-national-local hierarchy or an intent to participate in globally important actions.

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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. 

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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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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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Study Abroad and Student Learning

Source: Masters, C. and Krishnan, L.A. (2015). Study Abroad and Student Learning: Tales from ZambiaADVANCE 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.

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Perceived communicative competence in higher education

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. 

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Intercultural Interactions Outside the Classroom

Source: Lehto, W.Y., Cai, L.A., Fu, X., & Chen, Y. (2014). Intercultural interactions outside the classroom: Narratives on a US campus. Journal of College Student Development, 55, 837-853.

Through 9 focus group sessions, the study examines how domestic and international students connected or disconnected outside the classroom and demonstrates the barriers to intercultural learning. In addition, the study suggests a number of practical implications, such as systematic interventions, community visits, and credit-based outdoor interactive activity.

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