Structured Study Abroad Enhances Intercultural Competence

Krishnan, Lata A.; Masters, Christi; Holgate, Horane A.; Wang, Cong; Calahan, Charles A.

doi:10.30707/tlcsd1.1krishnan

Cited by 29 publications

(22 citation statements)

References 33 publications

(65 reference statements)

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“…Group data display a polarized participant pool at the beginning of the program. Analyzing beyond group averages provides educators and researchers a more holistic view of their participant pool (Wandschneider et al, 2015;Krishnan et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…It is clear from the scholarship of teaching and learning that, when it comes to progressing on intercultural and other types of learning outcomes assessment for participants in a course or other educational intervention, pedagogy, and program design matter (Krishnan et al, 2017). In fact, a team of experts recently outlined 15 implications of a learning outcomes meta-analysis using the BEVI, arguing that program design and implementation are two of the seven most impactful factors for transformative learning in international education (Wandschneider, et al, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Using the BEVI to Assess Individual Experience to Enhance International Programming

2021

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Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet, we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. 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. The data suggest potential curriculum changes and additional resources to support student needs.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Using the BEVI to Assess Individual Experience to Enhance International Programming

2021

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“…In the meantime, there are ways to continue to work with international partners. Krishnan et al (2017) wrote of a service-learning program at their institution through which students receive rigorous instruction and training in hearing screenings and assessments, intensive classes about Zambia-the country with which they partnered, a 2-weeklong program of daily intervention and assessment activities at various schools and organizations in Zambia, and then debriefing upon arrival back on campus. The travel and direct contact components of this program would surely need to be modified to prevent virus transmission, but the program could be re-imagined in the short term.…”

Section: How To Continue Direct Service Through Es-lmentioning

confidence: 99%

Re-Imagining Community-Engaged Learning: Service-Learning in Communication Sciences and Disorders Courses During and After COVID-19

Veyvoda

Cleave²

2020

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Purpose Community-engaged learning, often practiced through service-learning pedagogy, has been shown to have numerous benefits for both students and communities in communication sciences and disorders undergraduate and graduate programs. While service-learning typically involves students applying their knowledge and learned skills to help satisfy an expressed community need, the recent shift to online learning combined with shuttered community partner organizations may make some practitioners hesitant to pursue the pedagogy. This tutorial reviews the literature on service-learning, its use in online learning, and ways in which faculty in higher education can re-imagine and prioritize community engagement during and after the COVID-19 pandemic. Conclusions Continued community-engaged learning, whether through virtual, hybrid, or in-person practice, is still an essential component of a liberal education that can help students practice clinical skills, develop cultural humility and cross-cultural knowledge, gain an understanding of social inequities and health care disparities, and build positive relationships with their community. There are ways for faculty to re-imagine service-learning course delivery in order to maintain the virtues of higher education, sharpen clinical skills, and develop civic engagement among students.

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“…Few published articles talk about the alignment of method and instrument(s) with learning objectives and course assignments that occurs in backward design, or about formative assessment methods such as low-stakes, individualized goal setting and feedback loops. Likewise, extensive searches reveal only one article (Krishnan et al, 2017) that describes an iterative process of moving from assuming the effectiveness of immersion-oriented program structures to creating learner-centered, deep reflection about the opportunities provided by that program structure.…”

Section: Upcoming Special Issue On Assess Ment As Pedagogymentioning

confidence: 99%