The current study compared perceived language gains between learners of different preprogram proficiencies, academic interests, and genders who participated in the same predeparture preparation and short‐stay service learning program abroad. L2 learners studying Spanish and computer science students participated in a semester‐long program to design two 1‐week technology summer camps for middle school students in the Dominican Republic, followed by a sojourn to the site where participants led all camp learning and social activities. Representative statements from the NCSSFL‐ACTFL Can‐Do Statements (2015) were used to measure students’ self‐assessed predeparture and postdeparture ability in the three modes of communication (interpersonal speaking, interpretive listening, and presentational speaking). Results demonstrated a statistically significant difference in self‐assessed language gain across the modes, with females and students with a higher predeparture proficiency reporting greater gains in perceived language development. Implications for instructional design and implementation of short‐term study abroad are discussed.

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Practitioners and researchers regularly refer to error rates or accuracy percentages of databases. The former is the number of cells in error divided by the total number of cells; the latter is the number of correct cells divided by the total number of cells. However, databases may have similar error rates (or accuracy percentages) but differ drastically in the complexity of their accuracy problems. A simple percent does not provide information as to whether the errors are systematic or randomly distributed throughout the database. We expand the accuracy metric to include a randomness measure and include a probability distribution value. The proposed randomness check is based on the Lempel-Ziv (LZ) complexity measure. Through two simulation studies we show that the LZ complexity measure can clearly differentiate as to whether the errors are random or systematic. This determination is a significant first step and is a major departure from the percentage-alone technique. Once it is determined that the errors are random, a probability distribution, Poisson, is used to help address various managerial questions.

Trends toward short-term academic service-learning abroad necessitate programs designed to maximize effectiveness and measurement of outcomes. The current study sought to strategically foster and measure increases in global mindedness during an immersive community-based global learning program abroad. University students studying either Computer Science or Spanish collaborated to design curriculum and host a technology summer camp for junior-high students in the Dominican Republic. The semester before the two-week travel experience included extensive pre-departure preparation, collaboration, reflection, and communication among students, program directors, on-site program coordinators, and stakeholders in the host community. Results of pre- and post-tests using the Global Mindedness Scale indicate perceptions of five dimensions of global mindedness (i.e., responsibility, cultural pluralism, efficacy, global centrism, and interconnectedness) were significantly increased after participating in this program. Pre-departure activities, curricular design, and logistical elements of the program are discussed, along with recommendations for future research. Abstract in Spanish Las tendencias en los estudios en el extranjero a corto plazo que incluyen el aprendizaje a través del servicio en la comunidad requieren un diseño que maximice la eficacia y medida de los resultados. Este estudio midió un crecimiento en la mentalidad sobre asuntos globales entre participantes en un programa a corto plazo en el extranjero. Estudiantes universitarios con concentraciones en informática y en lengua española colaboraron para diseñar un currículo y ofrecer un campamento tecnológico de verano para estudiantes de una escuela secundaria en la República Dominicana. El semestre antes del programa, que duró dos semanas, incluyó la preparación extensiva, la colaboración, la reflexión y la comunicación entre los estudiantes universitarios, los directores del programa, los coordinadores del programa in situ y miembros de la comunidad local. Los resultados de los cuestionarios antes y después del programa fueron creados con una escala de mentalidad global (Global Mindedness Scale), indicando percepciones en cinco dimensiones de tal mentalidad (responsabilidad, pluralismo cultural, eficacia, centrismo global e interconectividad); se concluyó que la mentalidad fue aumentada significativamente después de participar en el programa. Se examinan aquí las actividades antes del comienzo del programa, el diseño del currículo y los elementos logísticos mientras se recomiendan investigaciones posibles para estudios futuros.

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