Research and Publications

Emert, H. A., & Pearson, D. L. (2007). Expanding the vision of international education: Collaboration, assessment, and intercultural development. New Directions for Community Colleges, 2007(138), 67-75

The study describes the impact of study abroad through the Education for Global Learning (EGL) program. The EGL program was led by 13 community college faculties and two state universityfaculties. The objective of the program was to guide and educate the universities to develop global learning programs to foster intercultural learning. The study abroad was an important compoment of EGL therefore this study focusses on assessing the intercultural learning gains of students after completing their study abroad trip. The study presented the results for two group of students, group 1 went to Costa Rica for their study abroad and group 2 went to Oxford University program. All the students completed a pre and post IDI. The results of the IDI indicated that students for both groups were in minimization in their pre but they made a slight gain in their DO scores still the group mean remained in Minimization. To be specific students in group 1 (Costa Rica )demonstrated following gains, in 2004 pre (91.13) and post (93.84), in 2005 pre (91.47) and post (94.00),in 2006 pre (89.53) and post (92.12). Further group 2 (Oxford University Program )demonstrated following gains, in 2003 pre (101.18) and post (104.66), in 2005 pre (95.69) and post (97.87). The study concluded even though the change in DO scores from pre to post was marginal but it is good to note that students moved on the IDC and there was a reduction in ethnocentric tendencies.

2007

Quantitative

International Education

2006-2010

Keywords:

Methodological Approach:

Ellenwood, A. E., Snyders, F. J., & Mandell, C. (2007). Interfacing of two worlds: Enhancing cultural sensitivity and competence via online teaching. New Voices in Psychology, 3(2), 48-68

The study focussed to evaluate the impact on virtual exchange of students in an American and sonth African university. As a part of the virtual exchange students were required to complete a nine week long online course and participate in a discussion forum. 22 students participated in the study, 11 students from an American University and 11 students from the South African university. All the students completed the pre and post IDI. The results of the IDI indicated that students were at the cusp of Minimization (DO 83.84) at the begining of the course and they moved to center of Minimization (DO-92.30) at the end of the course. The study concluded that participating in the course and responding to students from other cultures through the discussion forum helped students to develop an understanding of other cultures and shift their perspective.

2007

Qualitative

International Education

2006-2010

Keywords:

Methodological Approach:

Durocher Jr, D. O. (2007). Teaching sensitivity to cultural difference in the first‐year foreign language classroom. Foreign Language Annals, 40(1), 143-160

The study was conducted to evaluate the impact of an intercultural curriclum on freshman level undergraduate students enrolled in a French language class. Three sections of students enrolled in a French language class were asked to participate in a pre-IDI assessment. Students in two sections received intercultural training and students in one section did not receive any training on intercultural learning. The results of the study demonstrated that sections that received training showed a descrease in number of students in denial, defense and reversal stages of IDI, where as there was an increase in the percentage of students in minimization. There was just one student in acceptance both in pre and post IDI and no students were in encapsulated marginality forboth pre and post. Further the resulrs for the section that did not receive any intervention it was observed that there was a descrease in number of students in denial and minimization but there was an increase in number of students in defense. Also, during the pre test there were no students in acceptance and encapsulated marginality but in the post test there an increase of one students in both acceptance and encapsulated marginality.The results of the study demonstrated efforts are needed to help students develop intercultural competence in language classes.

2007

Quantitative

Languages

2006-2010

Keywords:

Methodological Approach:

Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A. C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457-469.

The study investigated the impact of a 4 week-long study abroad program in a management course. Students attended 2 weeks of classes in London, England, and another 2 weeks in Cork, Ireland. Students in London lived with British Families in a homestay arrangement. Whereas in Cork students stayed in a house next to campus but did not have much opportunity to interact with university students as students were away from the campus because of summer vacations. A pre and a post-IDI were conducted. The results of the t-test demonstrated that there was an increase in DO from pre to post-test at a 90% confidence level. There was also a statistically significant increase in Polarization (reversal) and acceptance/ adaptation constructs of the IDI. The study concluded that structured study abroad can lead to intercultural gains.

2006

Quantitative

Business, Management, & Leadership

2006-2010

Keywords:

Methodological Approach:

Medina–López–Portillo, A. (2004). Intercultural learning assessment: The link between program duration and the development of intercultural sensitivity. Frontiers: The interdisciplinary journal of study abroad, 10(1), 179-200

The study was conducted to understand the impact of study abroad program on 28 undergraduate students. Out of 28 students 10 students went to Mexico city and 18 students went to Taxco. The students did participate in pre and post IDI before and after the study abroad. Students were also engaged written reflections and were interviewed about their experience. The results of the quantiative analysis revealed that students in both the groups demonstrated a marginal gain in DO and it was not significant. The qualitative analysis revealed that the following themes: culture and cultural difference, cultural identity, Mexican culture and its people. It was also observed that students who went to Taxco demonstrated a superficial understanding of culture and cultural differences whereas students who went to Mexico city demonstrated a deeper understanding. But for cultural identity 66% of Taxco students demonstrated higher cultural identity formation that students who visited mexico city. For the theme Mexican culture and its people both the groups demonstrated a good understanding, but the responses of Mexico city students provided were longer and provided more insights.

2004

Mixed-Method

International Education

2000-2005

Keywords:

Methodological Approach:

White Paper

Validity

Graduate Program

Physical Therapy

Nursing

Learning Communities

First Year Students

High Impact Practices

Anti-Racism

World Language Learning

Curriculum Revision

Learning and Development

Employee Engagement

Managers

COIL

Engineering Course

UN Sustainable Development Goals

Course Curriculum

Interior Design Curriculum

Interior Design Education

Interior Design

Horse Industry

Short-Term Study Abroad

Perseverance

Equity

Reconciliation

Justice

Pilgrimage

Intercultural Leadership

Preservice Teachers

Diverse Learners

Agricultural Education

Service Learning

Nutrition

CBMCC

Tertiary Education

Multicultural Education

Critical Race Theory

Diversity Education

Dilemma

Disorienting

Mentorship

Transformative Learning

Military

Linguistics

Internationalization of School Education

Assessment

Secondary School

International Pupil Mobility

Autobiography of Intercultural Encounters

Peru

Culturally Responsive School Leadership

Doctoral Students

Leadership

Staff

Languages

Autobiography

Diversity

Multiculturalism

Reflective Writing

International Education

Intercultural Development

Intercultural Development Continuum (IDC)

Face-to-Face Learning

Virtual Learning

Healthcare

Undergraduate Students

STEM Education

Coaching

Intercultural Development Plan (IDP)

IDI Guided Development

Ethics Position Questionnaire

Higher Education

SILC

Quasi-Experimental Design

Comfort Providing End-of-Life Care

ICL

STEM

Inventory For Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version© (IAPCC-SV)

Disposition To Forgive Scale

NEP (New Ecological Paradigm)

LSS

Frommelt Attitudes Toward Care of the Dying

Reflections

MAKSS-R

myCAP

Group Discussion

Upper Class-Men

CCSE

Experiential Learning

Creative Action Methodology

Religious Orientation Scale-Revised

Spiritual Assessment Inventory

Materialism Scale

Quest Scale

Differentiation of Self Inventory-Revise

Intercultural Learning (ICL)

Engineering

Speech Therapy

Role of Institution/Instructor

Research Synthesis

Dependent Sample T-Tests

Independent Sample T-Test

Journal Entries

Student Narratives

Narrative Analysis

Skills Survey-Revised (MAKSS-R)

Student Learning Outcomes

Course Design

Paired Sample t-Test

Enneagram

Intercultural Conflict Style (ICS) Inventory

Written Reflections

Independent T-Test

Phenomenology

Two-Sample t-Test

One-Tailed Test

Case Study

N/A

Thematic Analysis of Various Documents

IDI Instrument

Two-Way Analysis of Variance

Focus Group

Semi-Structured Interviews

CHI SQUARE

ANCOVA

Herman Brian Dominence Instrument

Intervention

Regression Analysis

Experiment and Control Groups of UG Students

IDI Survey

Pre-Post IDI Survey

Analysis of Variance

Technical Action Research

Qualitative Analysis

Content Analysis

Thematic Analysis

Interviews

Study Abroad

ACC&U Rubrics for Scoring Written Responses

Independent Sample T-Test and Thematic Analysis

Pre-Post Assessment

Pre-Post-Test Design

ANOVA Two Way and Correlation

Multiple Regression

Descriptive

Descriptive Statistics

Descriptive Statistics and Content Analysis

Descriptive Statistics and Small Scale Methodological Approach

Correlation

ANOVA

Descriptive Statistics and Thematic Analysis

Paired T-Test

SAGS

Pre-Interviews

Critical Thinking Test Scale

ANOVA One-Way

Quantitative

T-Test

IDI

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