Faculty Engagement in Cultural Mentoring as Instructors of Short-Term and Semester Study Abroad Programs

Niehaus, Elizabeth; Reading, Jillian; Wegener, Ashley; Arthur, Ann M.

doi:10.36366/frontiers.v30i2.413

Cited by 25 publications

(11 citation statements)

References 16 publications

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“…Students worked on goals based on their individualized overseas learning plan set by themselves with consultation from their mentor during the study abroad experience. The mentors focused on the four interconnecting cultural mentoring behaviors: setting the student's expectations for the study abroad experience, teaching the students cultural knowledge of the host country's culture, helping students explore and understand their own culture and how it compares and contrasts to the host country's culture, and helping students to make connections between cultural experiences they had before and during their study abroad experience (Niehaus et al, 2018). Students were provided with prompts for journaling as well as individual cultural mentoring to provide maximal learning.…”

Section: Cultural Mentorsmentioning

confidence: 99%

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

et al. 2021

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This study used a quasi-experimental design to compare 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. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an individualized learning plan. Reflective journaling and cultural mentoring were used to maximize student CQ growth. Using multi-level modeling, we observed a statistically significant increase in three CQ domains compared to the comparison control group: cognitive (p<.01), metacognitive (p<.01), and behavioral CQ (p<.01). Motivation CQ scores did not significantly improve (p=0.08). Our results suggest that a university intercultural development program that intentionally combines a cultural learning course with a study abroad experience may improve students’ CQ.

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Section: Cultural Mentorsmentioning

confidence: 99%

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

et al. 2021

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“…Apart from these pedagogically focused suggestions, as cultural mentors, instructors can guide learners in their exploration of their own perspectives in relation to the target culture; facilitate connections between experiences; and pose possible, alternative explanations (Niehaus, Reading, Nelson, Wegener, & Arthur, ). In this study, some of the faculty involved in the project were able to fulfill this role more easily than others who felt ill‐equipped to answer students’ questions or lacked sufficient historical background knowledge to participate in expert ways during discussions.…”

Section: Discussionmentioning

confidence: 99%

Promoting intercultural thinking and reflection through U.S. history

Tocaimaza‐Hatch

Bloom

2019

Foreign Language Annals

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Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and appropriate interactions in real settings. The current study describes novel cultural modules built around the PBS documentary series Latino Americans to be integrated into a Spanish 1 course. The modules introduced students to historical events regarding the long‐standing Latino presence in the United States and Latinos’ points of view, perceptions, and values. To ascertain the effectiveness of the modules, students’ development of intercultural sensitivity was assessed via surveys and class observations. The analysis was framed using M. Bennett's model of intercultural development. Results demonstrated students’ shifts in both ethnocentric and ethnorelative perceptions of cultural difference. Regarding ethnorelative perspectives, results suggest discrete improvements particularly as seen in the prevalence of data that support a shift toward acceptance.

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“…However, short-term faculty-led study abroad experiences can be of significant benefit to students (Nguyen, 2017); especially, if they involve cultural mentoring. Students that participate in study abroad experiences often encounter an emotional journey, which includes feeling loss, insecure, anxiety, and culture shock (Niehaus et al, 2018). Cultural mentoring by faculty members leading short-term study abroad programs can assist the student through teachable moments to learn more about the host culture.…”

Section: Cultural Mentoringmentioning

confidence: 99%

“…Cultural mentoring by faculty members leading short-term study abroad programs can assist the student through teachable moments to learn more about the host culture. It can also help create an understanding of pre-existing beliefs and values concerning the people, places, food, art, lifestyle, religion, and other elements of the country visited as part of the study abroad program (Niehaus et al, 2018).…”

Section: Cultural Mentoringmentioning

confidence: 99%

Teaching and Learning Innovation in Switzerland: A Short-Term Faculty-Led Study Abroad Program

Romero-Hall

2020

IJDL

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In this paper, I share my experience conceptualizing, designing, and implementing a short-term faculty-led study abroad program for undergraduate and graduate students. The primary theme of the program was on innovation in Swiss teaching and training practices. The location of the 10-day study abroad program was Lucerne, Switzerland; however, as part of the cultural aspect of the program, other cities in Switzerland and countries were also visited. The design of the study abroad program took approximately two-years. This paper serves to divulge the process followed for the creation of the faculty-led short-term study abroad program,which can aid the design of future study abroad programs with similar themes to other countries or regions of the world. Additionally, the design of this specific study abroad program provides insights into the logistical and creative process that others should consider in the creation of study abroad experiences that provide a balance between cultural and intellectual goals.

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Faculty Engagement in Cultural Mentoring as Instructors of Short-Term and Semester Study Abroad Programs

Cited by 25 publications

References 16 publications

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

Promoting intercultural thinking and reflection through U.S. history

Teaching and Learning Innovation in Switzerland: A Short-Term Faculty-Led Study Abroad Program

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