The Plant Science for Global Food Security (PSGFS) program is a National Science Foundation (NSF)-funded international summer research experience for undergraduate students led by Purdue University. U.S. students travel to the International Rice Research Institute in the Philippines for a 6-week summer program that includes a 3-week research experience in rice science with individual scientific laboratories coupled with a 3-week course in international rice research. Prior to implementation of Year 1 on the project, the principal investigators of PSGFS partnered with Purdue Evaluation and Learning Center (ELRC) to gauge the impact of this international research experience on intercultural awareness and career objectives of the participants.

Wang, D. R., Burniske, G., Sdunzik, J., Burgess, W. (2023). Intercultural Assessment of an Undergraduate Overseas STEM Research Experience for U.S. Students | Seed Grant 2022. https://hubicl.org/publications/193/1

Elizabeth L Karcher, Paul Ebner (2023). Intercultural Competence in First-Year Animal Science Students | Seed Grant 2021. (Version 3.0). https://hubicl.org/publications/184/3

In order to begin reaching this goal of student cultural literacy, the research team created an intercultural experience for Animal Sciences students that combined two high impact practices (study abroad and Learning Communities). Students participated in a 10-day summer program studying animal agriculture in northern Italy and then an on-campus course during the fall semester. This presentation discusses the methods and findings for student intercultural development and empathy assessment.

Elizabeth L Karcher, Jacey Wickenhauser (2023). Developing Student Empathy in Study Abroad Programming | Seed Grant 2019. (Version 2.0) https://hubicl.org/publications/106/2

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

From the abstract: "...the objective of the study was to measure changes in student IC before and after participating in the remote course with intercultural learning (ICL) assignments embedded into animal science topics."

Wickenhauser, J., Rosenkrans, A., Ebner, P., Flaherty, E. A., & Karcher, E. L.(2020). Intercultural competence: Fostering skill development during emergency remote learning. NACTA Journal. 65: 288-296.

From the abstract: "Implementing targeted intercultural activities into STEM-based courses may be one method to develop students' intercultural competencies and improve their ability to thrive in a diverse workplace."

Wickenhauser, J .L. & Karcher, E. L. (2020). Developing student intercultural competence in an introductory STEM-based course. NACTA Journal.

From the abstract: "Our results support the use of deliberate intercultural interventions in international programming to impact development of both student intercultural competence and empathy."

Wickenhauser, J.L.& Karcher, E. L. (2020). Cultivating empathy: developing student intercultural skills in an internationally focused animal science course. NACTA Journal.

From the abstract: "Through a comprehensive literature review, five skills clusters were found as most often identified by employers as critical for success of new employees: 1) communication; 2) decision-making/problem-solving; 3) teamwork; 4) self-management; and 5) professionalism. We then created a survey-based instrument that measured essential skill development in undergraduates."

Wickenhauser, J.; Ebner, P.; Flaherty, E. A.; & Karcher, E. L. (2021). Essential Skill Questionnaire: A pilot study of a self-report measure to identify undergraduate level of essential job skills. NACTA Journal. 65:414-418. 

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. 

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 case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning."
 

Grant, J. L., Acheson-Clair, K., & Karcher, E. L. (2021). Using the BEVI to assess individual experience to enhance international programming. Frontiers: Interdisciplinary Journal of Study Abroad. 33(1): 129-142.

A master's thesis by Jacie Lynn Grant, Department of Animal Sciences, College of Agriculture, Purdue University

Grant, J. L. (2019). Development of intercultural competence through short-term study abroad programming. [Master’s thesis, Purdue University].  https://hammer.figshare.com/articles/Development_of_Intercultural_Competence_Through_Short-Term_Study_Abroad_Programming/8279381/1

From the abstract: "We developed and assessed a formal undergraduate course that mentored students through their first professional scientific conference. Assessment results indicated that students made significant progress in their professional and social abilities, with many students expressing a new sense of belonging to their field. Based on these results, attending national scientific conferences provides undergraduate students with a supportive environment to explore their future career and develop professional social skills."

Flaherty, E. A., Day, C. C., Urbanek, R. E., Wood, D. M., D'acunto, L. E., Quinn, V. S., & Zollner, P. A. (2019). Mentored conference experiences support students' career exploration and professional development. Wildlife Society Bulletin.  DOI:  10.1002/wsb.1013

From the abstract: "Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively."

Erickson, M., Marks, D., & Karcher, E. L. Integrating extension educators in agricultural study abroad programming. NACTA Journal, 63, 156-163. https://eric.ed.gov/?id=EJ1251142