design and implementation of a research based pedagogy · research focus research focus on the...
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Design and Implementation of a Research Based Pedagogy …
… in support of intercultural learning as a developmental and formative process
with an interculturally sensitive student body as a goal
Gabriele Weber-Bosley, Ph.D SIO/Executive Director, Study Abroad and International Learning
Professor of Global Languages and Cultures
1
WEBINAR OUTLINE
Participants in this webinar will be able to:
• Identify key research-based findings regarding the development of intercultural awareness with and without an intentional, pedagogical intervention curriculum.
• Identify workable approaches within their own settings in
terms of the delivery mode for an intervention curriculum
• Recognize that quantitative and qualitative student assessment must go hand in hand when delivering an intervention pedagogy
• Recognize that the course can be delivered with the student as learner and teacher
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Source: Frontiers Journal, Amerispan http://www.coursehero.com/blog/2011/09/15/infographic-the-roi-of-studying-abroad/ 4
ASSESSMENT
• The purpose of this study is to address the internationalization of a university in terms of the development and assessment of intercultural competence via an effective and sustainable intervention pedagogy with assessment of student learning through …..
• Qualitative (extensive student writings over 1 semester)
• Quantitative (pre and post IDI & GPI, plus informal Internal Institutional Impact Study)
6
….“a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. (J. Bennett, 2008a, p.16)
INTERCULTURAL COMPETENCE
7
RESEARCH QUESTION
“If the impact of internationalization of higher education is measured in part by the level of intercultural competence developed by its graduates, then can a U.S. liberal arts experience over four years develop intercultural competence through a variety of activities and experiences that expose the student to difference via curricular and extracurricular learning abroad, and if it can to what extent can it best be accomplished?”
8
RESEARCH FOCUS
Research focus on the effectiveness of a special intervention curriculum for students engaged in learning abroad with primary emphasis on qualitative assessment.
Analysis of the level of intercultural competence development through pre and post testing vis-à-vis a variety of high impact college experiences,
Quantitative and qualitative research attention on the impact of intercultural course work while abroad.
The pedagogical approach to reflect the current paradigm shift in learning abroad, relying on guided intervention to achieve explicit learning outcomes rather than leaving intercultural learning to chance.
9
RESEARCH METHODS & DATA COLLECTION
My research utilized a randomized experimental, mixed methods approach with a combination of
8 separate longitudinal and cross-sectional studies referencing a total of
16,787 students over 4years via qualitative and quantitative assessment.
Focus was on 3725 students at Bellarmine University in Kentucky, 1812 of these were IDI pre &post tested.
Largest data set of pre & post study abroad impact IDI study undertaken to date.
1812 participants versus 1159 in the last IDI study abroad impact study, the Georgetown Consortium Study of 2003-2005.
10
A paradigm shift … “is a reconstruction of the field from new fundamentals that changes some of the field’s most elementary theoretical generalizations, as well as many of its methods and applications. . . When the transition is complete, the profession will have changed its view of the field, its methods, and its goals.” (Thomas Kuhn, 1962)
PARADIGM SHIFT
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“Within this traditional paradigm, learning means acquiring “facts or objects out there that we store in our head” Maturana, H. & Varela, F. (1992)
1920s …… POSITIVISM
Exposure to People and
Places of Privilege
Educator Delivers Content
Educator & Exposure
EDUCATOR LEARNER
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1960s ….. RELATIVISM
Educator Structures Experience
Increase Duration Improve Language
Proficiency Direct Enrollment Housing with family Maximize Contact w
Locals/buddy systems Enhance with
Internships, Service Learning etc.
Characteristics
EDUCATOR LEARNER
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EXPERIENTIAL CONSTRUCTIVISM Educator Facilitates Learner’s Reflection and Meaning Making
EDUCATOR LEARNER
Interculturally Trained, Competent Facilitator
Actively Involving Students in the Process of Learning
Providing Prompt and Frequent Feedback
Challenge and Support for the Learner
Making Meaning
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Connections to ….
EDUCATOR LEARNER
Intercultural Relations International Relations Experiential Learning Neuroscience Anthropology Psychology Sociology Developmental Models
in Teaching and Learning
Learning “from the inside out”: Acting on our awareness of our own and others’ meaning-making
17
.
Concrete Experience Direct interaction with host nationals
Self-Awareness
Abstract
Conceptualization Discussion & analysis
Cataloguing / schematizing of
cultural values & assumptions
Active Experimentation Developing empathy
Trying new ways of interaction
Reflective Observation Neutral recording of events
Kolb’s Learning Cycle as adapted to the study abroad context by Lilli Engle
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Slide Available Online:http://www.coe.int/T/E/North-South_Centre/Programmes/3_Global_Education/c_GENE/GENE%20Web-page%20-%20(3)%20Hesse%20article.asp
THE STRUCTURE OF THE KNOWER:
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Structure of the Knower: Intercultural Development Continuum
55-70 70-85 85-100 100-115 115-130 130-145
20
Research on Intercultural Development: Pre-Post IDI Gains (95 Point Range)
Program Interventions Post IDI Gains
No study abroad On campus 0 points
Georgetown Consortium Study Unfacilitated + 1.27 points
Georgetown Consortium Study Facilitated with cultural mentoring on site + 5.00 points
University of Minnesota, Twin Cities (Maximizing Study Abroad)
Online course with limited cultural mentoring + 4.50 points
Willamette and Bellarmine (2008) Online course (with intercultural facilitation by instructor) + 8.20 points
CIEE: Seminar on Living and Learning Abroad
Comprehensive on site intercultural instruction + 9.00 points
UM Duluth (Psychology Dept.) Comprehensive on site intercultural facilitation (one year) + 12.00 points
American University Center of Provence: Comprehensive
On site Intercultural facilitation (Coursework, cultural mentoring, structured cultural immersion)
+ 12.50 points
University of the Pacific School for International Studies
Bookend with 3 credit pre-departure and reentry courses, What’s Up with Culture on line support, Semester long study abroad, Intercultural embedded in the Global Studies curriculum
+ 17.50 points
Bellarmine University Online Course with Intercultural Facilitation by Instructor (2008-2012) compared to FF Year.
+ 18.64 points
Intercultural Learning Abroad
12.47
9.22 8.91 5.26
1.28
Ecuador
n ia
Finland
apan
Argentina
England
ran e U raine
Sweden
Chile
outh ri a
ew ealand
China
Int’l Students in the US
22
1 credit hr pre-departure course, mandatory for all long term study abroad students during semester prior to study abroad
IDI Pre-Assessment
Classroom face to face pre-departure group experience with qualitative assessment
Student has cultural immersion experience abroad
Meta level culture learning via on line course through interaction with ALL classmates in multiple cultures around the globe, plus international students in course on home campus
Intercultural Research Project
DURING Intercultural Experience
IDI Post-Assessment
Classroom face to face re-entry group experience & research presentation
Individual re-entry interview with facilitator plus qualitative assessment
"Cultures in Motion" a Community based K-12 Re-Entry Service Project
POST
Intercultural
Experience
PRE
Intercultural
Experience
FRAMEWORK FOR REFLECTIVE
INTERVENTION IN LEARNING
ABROAD (FRILA) ©
23
81.65
80.83
81.66
82.93
80.00
80.50
81.00
81.50
82.00
82.50
83.00
83.50
FF Fall 2008(N=248)
FF Fall 2009(N=257)
FF Fall 2010(N=331)
FF Fall 2011(N=389)
Bellarmine Freshmen IDI Developmental Orientation 2008/2009 - 2011/2012
N=1225
Research on Intercultural Development: Control Group
24
81.51 80.83
81.66
82.93
84.85 84.98
86.26
90.38
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
2008/2009Freshmen: N 248
Seniors: N 99
2009/2010Freshmen: N 257
Seniors: N 110
2010/2011Freshmen: N 331
Seniors: N 139
2011/2012Freshmen: N 389
Seniors: N 169
IDI - QEP Effectiveness Data BU Freshmen to Seniors Cohort
4-year Linear Comparison
Freshmen
Seniors
BU 2008 Cohort - 8.87 Gain vs. 1.27 Gain in the
Georgetown Consortium Study
Research on Intercultural Development: Pre-Post IDI Gains
25
Research on Intercultural Development: Pre-Post IDI Gains
81.89
87.18
100.37
80
92
104
Freshman Average
2008-2012
(N=1225)
All Seniors
2008-2012
(N=517)
IDC 301
2008-2012 (N=60)
IDI Developmental Orientation Comparison
BU Freshmen - Seniors - IDC 301
2008/2009 - 2011/2012
N=1802
IDC Facilitated
Learning Gain
over
FF Year Av. is
18.48 pts
vs.
GCS Study
Abroad
Gain of 1.27
26
63%
35%
2%
47% 49%
4%
13%
68%
18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Denial/Defense/Polarization
Minimization Acceptance/Adaptation
IDI Distribution Comparison BU Freshmen - Seniors - IDC 301
2008/2009 - 2011/2012 N=1802
Freshmen 2008-2012 (N=1225)
Seniors 2008-2012 (N=517)
IDC 301 2008-2012 (N=60)
Research on Intercultural Development: Pre-Post IDI Gains (BELLARMINE)
27
81.89
85.59 87.18
89.72 91.63
100.37
80.00
85.00
90.00
95.00
100.00
105.00
Freshman
Average
2008-2012
(N=1225)
Seniors who
did not study
abroad (N=381)
Seniors
2008-2012
(N=517)
Study Abroad
Seniors only -
no Intervention
Course (N=109)
All Study
Abroad Seniors
(incl. Seniors in
Intervention
Course)
(N=136)
Students in
IDC 301
Intervention
Course
(N=60)
Cross-Sectional Study: IDI Developmental Orientation
Comparison
Seniors with Sub-Group Breakdowns
2008/2009 - 2011/2012
N=517
Research on Intercultural Development: Pre-Post IDI Gains
28
79.91151
87.56659
81.7428
101.55527
82.78374
91.29328
87.45667
100.10973
75
80
85
90
95
100
105
Fresh
N=1210
M=355
F=855
SR No Inv
N=100
M=32
F=68
SR No StA
N=364
M=97
F=267
StA w Inv
N=60
M=11
F=49
Cross-Sectional Research Study 2008-2012
Male (N=500) vs. Female (N=1260)
(N=1760)
Male
Female
Research on Intercultural Development: Pre-Post IDI Gains
29
81.65 81.99 83.77
89.61
80
82
84
86
88
90
92
Freshmen YearFall 2008N = 248
Sophomore YearFall 2009
N = 96
Junior YearSpring 2011
N = 55
Senior YearSpring 2012
N = 51
IDI Developmental Orienation Bellarmine FF 2008 to 2012 SR
COHORT N =248
+1.78
+ 0.34
Research on Intercultural Development: Pre-Post IDI Gains
30
Research on Intercultural Development: Pre-Post IDI Gains (95
Point Range)
80.57 82.79 77.13 76.59 78.40
89.61 89.04 90.49 86.57
99.62
0.00
20.00
40.00
60.00
80.00
100.00
120.00
2008 CohortN=51
2008 CohortNo StudyAbroadN=31
2008 CohortAll StudyAbroadN=20
2008 CohortStudy Abroad
withoutintervention
N=14
2008 CohortIDC 301
InterventionCourse
N=6
2008 -2012 Cross-Sectional Study: Freshmen to Seniors COHORT IDI
Development N=51
FreshmanAverage
SeniorAverage
+ 9.04
+ 6.35 + 13.31 + 9.98 The GCS gain is 1.27
+ 21.22
Research on Intercultural Development: Pre-Post IDI Gains
31
Research on Intercultural Development: Pre-Post IDI Gains
81.73
87.18
99.36
91.63 89.72
85.59
75
80
85
90
95
100
105
FreshmanAverage
2008-2012(N=1225)
Seniors Average2008-2012
(N=517)
Seniors inInterventionCourse Only
(N=27)
All StudyAbroad Seniors(incl. studentsin Intervention
Course)(N=136)
Study AbroadSeniors Only -
No InterventionCourse(N=109)
Seniors who didnot Study
Abroad(N=381)
IDI Developmental Score Comparison Bellarmine Seniors
2008/2009 - 2011/2012
32
81.51
90.38
103.63
93.04 90.06 89.53
75
80
85
90
95
100
105
110
FreshmanAverage
2008/2009(N=248)
Seniors Average2011/2012
(N=169)
Seniors inInterventionCourse Only
(N=9)
All Study AbroadSeniors
(incl. students inIntervention
Course)(N=41)
Study AbroadSeniors Only -
No InterventionCourse(N=32)
Seniors who didnot Study
Abroad(N=381)
IDI Developmental Score Comparison 2012 Spring Bellarmine Seniors vs 2008 Freshmen
N= 880
Research on Intercultural Development: Pre-Post IDI Gains
22.12 pts SR Gain versus FF score
33
86.95
73.46
86.64 84.75
93.68 88.09
92.87 92.82 90.48 86.67
91.14 92.89 93.69
82.96 88.74 87.03
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
CCSA London,Ireland (N=2)
Pre & PostIDI Scores
KIIS France,Spain (N=2)Pre & PostIDI Scores
South Africa(N=4)
Pre & PostIDI Scores
Peru FieldSchool (N=5)Pre & PostIDI Scores
Guatemala(N=19)
Pre & PostIDI Scores
DominicanRepublic(N=18)
Pre & PostIDI Scores
Linkoping(N=5)
Pre & PostIDI Scores
Quito (N=5)Pre & PostIDI Scores
Bellarmine University Short Term Faculty-Led Programming
N=60 (N=47 without Intervention & N=13 with Intervention)
Research on Intercultural Development: Pre-Post IDI Gains
34
91.58
88.73
80.00
82.00
84.00
86.00
88.00
90.00
92.00
94.00
Service Total (N=47)Pre & PostIDI Scores
Bellarmine University Short Term Faculty-Led Service Programming
with No Intervention N=47
Loss of
– 2.85
Research on Intercultural Development: Pre-Post IDI Gains
35
83.93
91.02
80
82
84
86
88
90
92
Faculty Led Total (N=13)Pre & Post IDI Scores
Bellarmine University Short Term Faculty-Led Service Programming with
Minimal Intervention
Research on Intercultural Development: Pre-Post IDI Gains
36
3.69
3.85 4.05 3.89 3.90
3.83
3.29
3.43
3.97
3.68 3.64
3.39
3.55 3.61
4.06
3.80
3.84
3.50
3.71
3.67
4.16
3.87
3.73
3.57
3.00
3.20
3.40
3.60
3.80
4.00
4.20
4.40
CognitiveKnowing
CognitiveKnowledge
IntrapersonalIdentity
IntrapersonalAffect
InterpersonalSocial
Interaction
InterpersonalSocial
Responsibility
Intervention Pedagogy Reflected in GPI Results
N=8116
Post Study AbroadIDC 301Intervention CourseN=7
BU FreshmenAverageN=1213
BU Seniors AverageN=360
National SeniorsAverageN=6536
Research on GLOBAL PERSPECTIVES: Pre-Post GPI Gains
38
IDC 301 Focus Group Fall 2012 (10)
91.76
98.41
80.00
85.00
90.00
95.00
100.00
105.00
IDC 301 Pre Average IDC 301 Post Average
IDC 301 Focus Group Fall 2012
IDI Scores (with outliers)
N=10
Gain
+ 6.65
39
IDC 301 Focus Group 2012 (8)
86.60
101.68
80.00
85.00
90.00
95.00
100.00
105.00
IDC 301 Pre Average IDC 301 Post Average
IDC 301 Focus Group Fall 2012
IDI Scores (without outliers)
N=8
Gain
+ 15.08
40
CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
This research strongly supports the effectiveness of …. the Paradigm Shift to Experiential Constructivism! the Developmental Model of Intercultural Sensitivity (DMIS) Theory by M. Bennett/1987 ! the ITIM (Intentional Targeted Intervention Model) within the intervention pedagogy framework of Reflective Intervention in Learning Abroad(FRILA): PRE – DURING - POST ! the use of the IDI as a teaching tool. stu ents’ self directed, reflective learning.
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CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
The implications of this research for the field of international education, (i.e. the development of GLOBALLY READY GRADUATES ) are such, that in order for real transformation to occur during learning abroa …………..
it is imperative that universities give students access to a guided curriculum with emphasis on engagement and reflection, balancing the fine line between CHALLENGE AND SUPPORT.
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CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
Research on whether or not the evidenced cultural development is enduring with longitudinal impact.
Examination of predispositions and orientations that lead a student to the decision to engage in learning abroad and opening themselves up to the “other”.
Further research into the development potential of reflection and meaning making in SHORT TERM faculty led programming and its assessment.
Research into effective practices of "training the trainer".
Application of these findings into the IaH scenarios on university campuses and the wider local communities vis-à-vis the exposure to and interaction with DIFFERENCE for the reduction of Ethnocentrism.
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• SELF : Assignment 2 Disc C-Shock • Culture shock is thought of as a profound learning experience that leads to a high degree of self-
awareness and personal growth. Rather than being a disease for which adaptation ture Shock is the cure, culture shock is at the very heart of the cross-cultural learning experience. It is not a singular event, but an ongoing experience in self-understanding and change.
• ele t a parti ular lo ation in your new town that seems espe ially “ oreign” to you an plan a visit to it. There are many possibilities. Your choice/activity might be one of the following:
• Visiting (and participating in) a church/religious ceremony. • Attending a sporting event and sitting in the stands with the home team. • This assignment must encompass 4 conditions: • Your visit should be at least 2-3 hours, i.e. a morning, afternoon or evening. • You should be able to be a participant-observer within the location you choose. Do not arrange a
“gui e tour,” observing rom the “outsi e.” ttempt to involve yoursel ire tly in the a tivities o your chosen site.
• Develop a written re or o your experien es, thoughts, an eelings in this “ oreign” environment. • With your phone’s amera, take approximately 1 min o vi eo o your lo ation/event/surroun ings,
narrating out loud how most or all of your senses are engaged (i.e. seeing, hearing, smelling, feeling etc.) as well as your thinking. How does the act of filming effect your sense of SELF, OTHERS, and the ENVIRONMENT/EVENT?
• Conclude your written writing record with a reflection on weather and how the act of filming effected your sense of self, others and environment/event. Is it easy or difficult to put into words your experience of this place/event?
• Meet with someone else from your group/host university and share what you have written and filmed and discuss the activity as a whole. Include in your final report (no more than 2 pages) conclusions or observations resulting from sharing the written work.
• The idea for this activity was inspired by Indrei Ratiu’s “ imulating Culture ho k,” in Experiential Activities for Intercultural Learning, p.101.
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INTERVENTION COURSE
• SELF: Assignment 3 Disc Experiential Learning Cycle • The experiential learning cycle goes roughly like this:
• you have an experience,
• you reflect on the experience,
• you reach some conclusions/generalizations about the experience,
• you then apply the new knowledge to everyday life. This application often will result in a new experience and the cycle continues.
• The cycle begins with the development of consciousness and never ends as long as you are conscious of your environment. It follows that the more intense the experience, the more likely that the reflection, generalization and application will result in a more ramati evelopment/improvement in one’s riti al sel -consciousness. This result, however, is highly dependent on the reflection stage of the cycle. The converse is also true. If your experiences hardly vary, there will be less to process through the cycle and therefore there will be a lower degree of personal development.
• Re all the segment on the “Hero y le” rom the pre-departure session. This is essentially the same thing as the experiential learning cycle, only in reference to more extreme forms of experience. Relative to the average person and average daily experience, extended cultural immersion is certainly an extreme form of experience. As such, it represents great opportunity. It also represents great challenge. In this way it is much like the hero cycle. There is a further similarity. When the mythi al hero returns, (s)he omes ba k (the appli ation stage o the y le) to “enlighten” his/her ommunity with the new knowledge. You too will have much new knowledge to share with family and friends, not the least of which will be your more highly developed sense of critical self-consciousness and perspective-taking ability.
• None of this is easy, especially when dealing with the many challenges and trials associated with intense new experiences. The reflection stage is also often difficult, but that is what this course is designed to help you with.
• Write up a list of positive and negative experiences (from arrival until now) that have been particularly intense - emotionally, psychologically, or physically.
• Choose one from your list and apply it to each stage of the experiential learning cycle as described above. (4 pages, quote at least two sources)
45
INTERVENTION COURSE
• OTHER: Assignment 1 Time is of the Essence • A focus on the concept of Time and its role and place in a culture is often very
revealing of the fundamental values upon which a society is built. Consider the many definitions and uses of the word/concept of time in the English language: Time is money; t’s about time; Time out; and so on – there are many, many more.
• As you walk around town and meet and see people, pay attention to the role and place of Time. How physically and conceptually dominant (or not) is it? Record your observations and consider some implications about basic cultural values that result from your findings.
• Consider as well the way Time is represented in the host language. Does the host language have just as many different definitions and uses as English or are there just a few dominant ones? Is there one parti ular e inition that you think really aptures the people’s ( ulture’s) relationship to time? This assignment shoul be no more than 2 pages.
46
INTERVENTION COURSE
47
OTHER: Assignment 5 Disc Institutions At the pre-departure session, you received a handout on institutions titled “Analytical Framewor for Global Explorations and Meanings.” This handout is designed to help students examine a society by its fundamental components. Read through the entire handout, taking particular note of the comments on page one regarding cultural relativism and zenocentrism. Select 3 (the institution of EDUCATION, plus 2 institutions of your choice) of the primary societal institutions and investigate/research the answers to the questions listed under your chosen institution. Be are ul not to “over-generalize.” or example, i you are examining the amily as an institution keep in mind that your host family is just one example which may or may not be an accurate indicator. You might find it useful to draw comparisons with what you know about your selected institution in the US. Conclude your assignment by answering the last question in bold type on your handout: What does the institution tell you about the society as a whole? This assignment should be between 4-5 pages.
INTERVENTION COURSE
• SYNTHESIS: Assignment 1 Proverbs • Although we all know a proverb when we hear one, it is difficult to define
the term precisely. One definition is: a short, pithy, epigrammatic statement, which sets forth a general, well-known truth. When viewed as a communicative act, they are vehicles for sending messages about the values, norms, and customs of a people. They serve as witnesses to the social, political, ethical, and religious patterns of thinking and behaving of a cultural group.
• Create a list of HOST country proverbs by asking your HOST country friends/family. For each proverb be sure to ask the person to explain what it means. Analyze what cultural values are being reinforced (you might do well to discuss this first with your host culture counterpart). Try to come up with an English proverb that matches each host culture proverb. Sometimes it will only match in part; other times it might be a closer match.
• Consider the differences and similarities of each pair of proverbs. What assertions can you make about the differences and similarities of the host and US cultures based on your sample of proverbs? This assignment should be no more than 2 pages.
48
INTERVENTION COURSE
• SYNTHESIS: Assignment 5 Disc Institutions • At the pre-departure session, you received a handout on institutions titled
“Analytical Framewor for Global Explorations and Meanings.” This handout is designed to help students examine a society by its fundamental components. Read through the entire handout, taking particular note of the comments on page one regarding cultural relativism and zenocentrism.
• Select 3 (the institution of EDUCATION, plus 2 institutions of your choice) of the primary societal institutions and investigate/research the answers to the questions listed under your chosen institution.
• Be are ul not to “over-generalize.” or example, i you are examining the Family as an institution keep in mind that your host family is just one example which may or may not be an accurate indicator.
• You might find it useful to draw comparisons with what you know about your selected institution in the US.
• Conclude your assignment by answering the last question in bold type on your handout: What does the institution tell you about the society as a whole? This assignment should be between 4-5 pages. 49
INTERVENTION COURSE
Student FEEDBACK – “This course really helped me adjust to the new culture” – “This course really forced me to really move outside my comfort zone” – “The course gave me a reason to critically reflect throughout the entire
semester abroad” – “I have learned that I need to evaluate cultural differences more objectively
instead of reacting emotionally” – “It made me focus more on the issues surrounding me, rather than just
watching them pass by” – “The course assignments forced me to dig deeper into the culture than I
otherwise would have done, while others gave me an opportunity to express my emotions and feelings”
– “I have become more critical of my own culture after having had to analyze in depth my host culture”
– “I understand myself as a product of my own culture, and try to understand the people I meet here as products of their culture”
– “The practice of critical reflection is something I will ta e bac to the States with me and continue to employ.”
– “It helped me evaluate my surroundings and develop my personal reasoning s ills and beliefs”.
– “I now have such a strong desire to now the who, when, where, what and why of other cultures, esp. with regard to our international students on campus.” 50
Provide a context for the student experience
Define vocabulary for discussing culture and cultural theory
Emphasize the pleasure & value in the ability to decipher
cultural tendencies
Create an environment of openness and sharing and
intellectual curiosity
Reveal the existence and legitimacy of other realities
Replace the security of resemblance
with the fascination for difference
Emphasize methodologies instead of explanations
Emphasize process instead of answers
CONCLUSIONS
for Facilitating Experiential Learning
51