IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN PIRE MEETING October 21, 2011 La Parguera, Puerto Rico

IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN What is the Global Gateway Program? Objectives of the study: to assess – Global competency – Core liberal education outcomes Hoped for results – Learn what measures/methods of global competency are manageable and meaningful – Identify factors that contribute to high-quality study abroad experience – Improve the study abroad experience

IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN Use of pre- and post (before and after) tests Two separate instruments used: both inexpensive ($5-$10 per student)

IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN – Intercultural Developmental Inventory (IDI) (Dr. Mitchell Hammer) Ascertains perception of “difference,” or level of intercultural competence on a developmental continuum based on developmental stages of intercultural competency (Milton Bennet): Denial of difference, Polarization (defense and reversal), Minimization, Acceptance, Adaptation, and Integration An individual or group profile report calculates a score representing where the individuals or groups perceive themselves on this developmental continuum and where the IDI instrument considers the actual level of intercultural competence One’s perceived orientation score is contrasted with one’s developmental orientation score to illustrate the difference between how culturally competent one thinks s/he is, in contrast with how the individual really conceptualizes “difference” according to the assessment instrument The 50 psychometric questionnaire has high validity and reliability (correct answers cannot be “guessed”) Greatest personal development requires individual debriefing by trained administrator, though a cultural debriefing based on the group score can be given in a group setting Training needs, organizational development, and program evaluation can be determined by the assessment

IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN – Cross Cultural Adaptability Inventory (CCAI) (Drs. Colleen Kelley and Judith Meyers, available through Vangent) Facilitates consideration of one’s ability to adapt to any culture and looks at qualities that enhance cross-cultural effectiveness Instrument uses self-scored test to assess key areas of emotional resilience, flexibility/openness, perceptual acuity, personal autonomy Is most effectively used if trainers debrief individuals and groups on those qualities that enhance cross-cultural effectiveness Very small sample: statistically not significant but useful anecdotally

IMPACT OF STUDY ABROAD ON STUDENT LEARNING AND DEVELOPMENT: UNIVERSITY OF NEBRASKA-LINCOLN Preliminary results and recommendations – Students have varied cross-cultural experience on short-term programs – While student assessment scores may not show a dramatic change, students are influenced by the factors of the study abroad experience including obvious behavioral/cultural differences, group dynamics within the study abroad group and the degree of engagement in local cross cultural experience. Intercultural competence and adaptability may not be increased if little interaction or challenge with “host” culture occurs – For the IDI, students should take the assessment before group orientation so that “group” results can be explained and used to provide developmental “next steps” during reflection – For the CCAI, outcomes are thought to be enhanced through a corresponding training session at the time of assessment. (The opportunity may be lost if done on-line without guided reflection) – For personal growth in understanding and thinking about other cultures, students must reflect, not merely blog, about experiences – Greatest value is with debriefing (IDI-individual; CCAI-group) – While abroad, students should be debriefed (or provided opportunity to consider differences) periodically – Faculty leaders, expert in other disciplines, must be trained in how to “process” and debrief these concepts