SA GOALS CONTEXT ORIENTATION COURSE TESTIMONIALS PILOT STUDY CONCLUSION

SA GOALS CONTEXT ORIENTATION COURSE TESTIMONIALS PILOT STUDY CONCLUSION

ONE OF THE METHODS USED TO TEACH CULTURAL COMPETENCE IS STUDY-ABROAD PROGRAMS. THEY PROVIDE A BROAD IMPACT ON STUDENTS CROSS- CULTURAL SKILLS AND GLOBAL UNDERSTANDING (KITSANTAS, 2004) AND HAVE BEEN FOUND TO ENHANCE STUDENTS WORLDVIEW, LEADING TO THE CHARACTERISTICS NEEDED FOR GLOBAL LEADERSHIP (CARLSON & WIDMAN, 1988).

CONTEXT FACULTY LEADER ORGANIZES HIS/HERS ORIENTATION (2-3 MEETINGS BEFORE DEPARTURE) CONSISTING IN: 1/BRIEFING FROM THE WEBPAGE OF US DEPARTMENT OF STATE (BY DEAN OF STUDENT SERVICES). 2/STRESSING ON COLLEGE BEHAVIORAL POLICIES 3/PRESENTING THE ITINERARY AND ACADEMIC EXPECTATIONS MY STUDY ABROAD EXPERIENCES (2006-13) INDICATED THAT: 1/STUDENTS WERE NOT SUFFICIENTLY PREPARED FOR CULTURAL ENCOUNTER WITH THE OTHER 2/BEHAVIORAL ISSUES RAISED FROM MISSING INFORMATION OR NOT UNDERSTANDING IT AT THE TIME OF PRESENTATION 3/THERE WAS NO FOLLOW UP AFTER THEIR RETURN

RESEARCH QUESTIONS WHAT SHOULD I DO TO BETTER PREPARE OUR STUDENTS FOR STUDYING ABROAD? WHAT SHOULD THE STUDY ABROAD ORIENTATION LOOK LIKE? HOW CAN I PROMOTE INTERCULTURAL COMPETENCY BEFORE AND AFTER THE TRIP? WHAT IMPACT, IF ANY, DOES A STUDY ABROAD COURSE ORIENTATION MAY HAVE ON STUDENTS CULTURAL COMPETENCY?

SA ORIENTATION COURSE #377 THE MAIN GOAL OF THIS COURSE IS TO ENHANCE STUDENT S LEARNING WHILE ABROAD. EXPECTED STUDENT LEARNING OUTCOMES: 1/GAIN KNOWLEDGE ABOUT STUDY ABROAD PROCESS AND THE PRACTICAL ASPECTS OF STUDYING ABROAD. 2/DEMONSTRATE HIS/HER UNDERSTANDING OF THE CULTURE, HISTORY, AND DAILY LIVES OF THE PEOPLES OF THE TARGET COUNTRY THROUGH READINGS, DISCUSSIONS, AND PRESENTATIONS. 3/ INCREASE THE ABILITY TO RECOGNIZE AND BRIDGE CULTURAL GAPS THROUGH PRESENTATIONS, ROLE PLAYING, AND VIDEO CLIP ANALYSIS.

COURSE STRUCTURE Once a week 1 credit with P/F grading system READING ASSIGNMENTS: THE BODY RITUAL AMONG THE NACIREMA, WHY DO AMERICANS ACT LIKE THAT? GROUP MOVIE PRESENTATION: COMING TO AMERICA; OUR FAMILY WEDDING; MY GREEK FAT WEDDING, ETC.. INTERNATIONAL NEWS STORIES (PERU) CULTURAL PRESENTATIONS ABOUT PERU GUEST SPEAKERS: 1/SA RETURNING STUDENT PANEL 2/INTERNATIONAL STUDENT PANEL https://drive.google.com/file/d/0b86snbpad1t5mljcwdfqr0vccfe/view?usp=sharing

TRADITIONAL VS COURSE ORIENTATION MEETING ORIENTATION COURSE 2-3 CONTACT HOURS COVERS COLLEGE POLICIES US DEPARTMENT OF STATE BASIC WEBSITE INFORMATION LIMITS TO PRESENTING THE ACADEMIC PROGRAM & ITINERARY 15 CONTACT HOURS HAS WELL DEFINE OBJECTIVES PREPARES FOR GROUP DYNAMIC BUILDS INTERCULTURAL COMPETENCE TEACHES PRACTICAL SKILLS OF STUDYING ABROAD INTRODUCES TO A NEW LANGUAGE AND CULTURE ANTICIPATES UNEXPECTED & PREPARES FOR POSSIBLE PROBLEM SOLVING

LANGUAGE & CULTURE IN PERU SUMMER 2014/2016 4-5 WEEKS IN CUSCO, PERU HOST FAMILY STAY SPANISH CLASSES AT ECELA SCHOOL TOOK ANDEAN CULTURE OR CULTURAL PERSPECTIVE OF HUMAN DEVELOPMENT COURSE TAUGHT BY FC FACULTY DAILY AND WEEKLY VISITS OF THE INTEREST TO ANDEAN CULTURE PARTICIPATED IN CULTURAL FESTIVITIES OF CORPUS CHRISTI & INTIRAYMI VOLUNTEERED 15 HOURS AT AZUL WASI, LOCAL & UNCONVENTIONAL ORPHANAGE

ENHANCING THE LEARNING Host Family Azul Wasi Game Volunteering

POST-TRIP FOLLOW UP I UNDERSTOOD THE CULTURAL SHOCK GOING ABROAD BUT MOSTLY COMING BACK HOME. WE BOND AS A GROUP AND WERE READY FOR UNEXPECTED. I GOT TO KNOW THE FACULTY; HER BACKGROUND AND EXPERIENCE, AND FELT FREE TO COMMUNICATE WITH HER ABROAD. FELT CONFIDENT AND SAFE. GROW PERSONALLY THROUGH THE DAILY LIFE EVENTS OVER THESE FOUR WEEKS. I AM STILL IN TOUCH WITH MY HOST FAMILY ON FACEBOOK. IF I KNEW THE IMPORTANCE OF THIS COURSE I WOULD NOT MISSED MANY SESSIONS.

TESTIMONIALS HTTPS://DRIVE.GOOGLE. COM/FILE/D/0B49GKQO ARD9ECLFOWDVXBLV1A MM/VIEW?TS=58AE33F2

The Relationship between Racism and Economic Inequality in Peru Kylee Rae Dettmar What is Peruvian Racism? Racism in Peru exists between: the Peruanos the people who live in the urban areas the Andinas the people who live in the rural areas -Irony: all Peruvians share the same Incan blood and ancestral heritage -Racism is expressed in economic terms The racism I researched was mostly in Cusco, although I found its presence in Lima, Aguas Calientes, Puno, Lago Titicaca, and Tipón, just to name a few places. Pictures Andina women, dressed in traditional clothing, make their own thread from alpaca wool and sell them (left). Flagler college study abroad students and faculty watch the demonstrations put on by the Andina women (below). Chinchero, Cusco, Peru. Why does Racism Exist? The Peruanos stereotype the Andinas as: naive/simple/uneducated dirty/unhygienic poor old-fashioned Some of the reasons for these assumptions are because the Andinas: lack formal education speak indigenous languages (Aymara, Quechua) lack indoor plumbing dress in traditional clothing have strong Incan facial features have Incan last names are often homeless, they sleep in the streets of Cusco during the week have no money, they use a barter system known as Trueque work manual labor jobs in the fields or sell handmade crafts or fruits in the streets Racism and Economics How does racism effect economic status in Peru? Most Andinas: live in poverty have little to no formal education do not have safe drinking water have no stable food supply lack proper clothing and shoes cannot get a job in the city lack respect and support from society This Andina woman spends her days on this street corner selling snacks to tourists. Cusco, Peru. These Andina women both bring llamas and alpacas into town so that tourists will take pictures and tip them. Cusco, Peru. Racism in Modern Peru Racism towards the Andinas has been overlooked for so long because the Andinas do not have: political power wealth respect -In 2000, President Alejandro Toledo discussed racism for the first time in Peruvian politics -Derogatory nicknames, such as indio and cholo are used in joking ways -Irony: Peruanos love their Incan culture and heritage, yet discriminate against the Andinas they all follow traditions and festivals very closely Example of the irony: local theaters have dancers perform typical Incan dances. Peruanos, and Peruvians in general, are very proud of their culture; their economy depends largely on tourism, yet they discriminate against the Andinas. Cusco, Peru. Connections to Human Geography Place: Peruanos live in the urban city Andinas live on the outskirts of town Andinas sleep in the streets of the city during the working week and sell products to the people who discriminate against them in the first place Flagler College students wear the traditional clothing of the women the floating islands of Uros, Lago Titicaca, Peru. Flagler College students wearing the traditional clothing of the men and women. Lago Titicaca, Peru. Andina children who live in a one-room house with their entire family in the outskirts of Cusco. These children do not go to school regularly or have indoor plumbing. Cusco, Peru. Andina mother brings her newborn child with her to work. Peruvian flea market. Cusco, Peru. Language: Peruanos- Spanish Andinas- Quechua or Aymara, they know very little Spanish because they lack formal education Rural schools only teach in Spanish; Andina children do not understand it Politics: Andinas had no voice or representation until Toledo Racism is thought of as a joke Andinas are openly discriminated against in the city they are denied jobs and equal opportunities

MEASURING BROADER LEARNING OUTCOMES ASSOCIATED WITH PERSONAL GROWTH, ATTITUDINAL AND DISPOSITIONAL CHANGES SURVEY PRE-TRAVEL AND POST-TRAVEL SCALE SCORES FOR GLOBAL SELF-ESTEEM ACADEMIC SELF-CONFIDENCE SOCIAL ANXIETY INDIVIDUAL MEASURES SELF-CONCEPT CLARITY GETTING ALONG WELL WITH OTHERS IMPACT OF UNFAVORABLE OPINIONS PLANNED FOLLOW-UP SURVEY AT 6 AND 12 MONTHS

5 Global Self Esteem 4.5 4.68 4 4.23 3.5 3 2.5 2 1.5 1 Pre Travel Post Travel Statistically significant p <.05

Academic Self-Confidence 7 6 5 4.67 4 3.76 3 2 1 0 Pre Travel Post Travel Statistically significant p <.05

Social Anxiety 6 5 5.04 4 3.9 3 2 1 0 Pre Travel Post Travel Not (quite) statistically significant p =.07

5 Self Concept Clarity 4.5 4 3.5 3 2.5 2.83 2.81 2 1.5 1 0.5 0 Pre Travel Post Travel NOT Statistically significant p <.05

Get Along with Others 7 6 5 4 4.17 3 3.03 2 1 0 Pre Travel Post Travel Statistically significant p <.05

5 Opinion of Others 4.5 4 3.5 3.58 3 2.97 2.5 2 1.5 1 Pre Travel Post Travel Statistically significant p <.05

CONCLUSION STUDENT TESTIMONIES BOTH QUANTITATIVE AND QUALITATIVE SHOW EVIDENCE OF AN IMPACT OF THE STUDY ABROAD OPENING THE DOOR TO A LIFE LONG JOURNEY TOWARD AN INTERCULTURAL COMPETENCE

Questions? Comments? THANK YOU!

RESOURCES DEARDORFF, DARLA ASSESSING INTERCULTURAL COMPETENCE HTTP://WWW.XAVIER.EDU/MFI/DOCUMENTS/1ASSESSINGINTERCULTCOMPDEARDORFF_D ARLA_K.PDF HOVLAND, KEVIN GLOBAL LEARNING: ALIGNING STUDENT LEARNING OUTCOMES WITH STUDY ABROAD, NAFSA 2010 INGRAHAM, E. C. & PETERSON, D. L. ASSESSING THE IMPACT OF STUDY ABROAD ON STUDENT LEARNING AT MICHIGAN STATE UNIVERSITY, THE INTERDISCIPLINARY JOURNAL OF STUDY ABROAD, V10 P83-100 FALL 2004 HTTPS://ERIC.ED.GOV/?ID=EJ891450 INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE RUBRIC BY ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES HTTPS://WWW.AACU.ORG/VALUE/RUBRICS