Facilitating Intercultural Development: Preparing Future Engineers for Multidisciplinary Teams and Multicultural Environments

Render, Darshini; Holgate, Horane A.; Calahan, Charles A.

doi:10.1109/fie.2018.8659209

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…The findings suggest that throughout the study abroad experience, the students built higher orders of competencies such as Empathy (Deardorff, 2006), causing them to move forward along the IDC. These results are supported by prior studies (Render et al, 2018;Starr et al, 2022), which suggest that development of the cognitive (e.g., Cultural Self-awareness), affective (e.g., Openness), and behavioral (e.g., Empathy) dimensions of intercultural competence equip students with tools that allow them to proceed to the next stage on the IDC.…”

Section: Themes Of Intercultural Development Competenciessupporting

confidence: 82%

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Jin,

Jaiswal,

Jones

et al. 2024

Frontiers

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Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students’ growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically-grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program. Abstract in French Selon les spécialistes, si l’on veut favoriser le développement interculturel des étudiants, il est essentiel que les programmes permettant d'étudier à l'étranger dessinent et mettent en œuvre une logique d’intervention explicite. Dans cette étude fondée sur les méthodes de recherches mixtes, on examinera l’efficacité d’un cours en ligne qui a été conçu pour faciliter le développement de la compétence interculturelle des étudiants qui suivent un semestre d'études à l’étranger. La conception à la fois du cours et de l’étude est basée sur trois théories : le Continuum du développement interculturel, le Modèle de praxis interculturel, et la Rubrique des connaissances et compétences interculturelles. L’étude comprend une analyse de séries de données provenant du questionnaire Intercultural Development Inventory (IDI), complété avant et après l'expérience à l’étranger par un groupe de traitement de 110 étudiants et par un groupe témoin de 88 étudiants. Les scores sur le questionnaire IDI avant-après du groupe de traitement font preuve d'un gain important sur le plan statistique par rapport aux scores du groupe témoin. De plus, ces premiers arrivent à décrire leur développement dans certains domaines. Il en résulte que cette analyse d’un cours en ligne basé sur la théorie a des implications importantes pour le développement interculturel pendant un programme d’études à l’étranger, notamment en ce qui concerne les pratiques exemplaires de mentorat en groupe, de pédagogie en fonction d'étape, et de réflexion critique. Abstract in German Wissenschaftler weisen darauf hin, dass Auslandsstudienprogramme vorsätzliche interkulturelle Interventionen für die Entwicklung der Studierenden entwerfen und umsetzen müssen. In dieser Studie wurde gemischte Forschungsmethoden verwendet, um die Wirksamkeit eines Online-Curriculums zu untersuchen, das die Entwicklung interkultureller Kompetenzen von Auslandssemesterstudierenden erleichtern soll. Drei Theorien liegten in die Gestaltung und das Studium des Lehrplans zugrunde: das interkulturelle Entwicklungskontinuum, »the Intercultural Praxis Model« und »the Intercultural Knowledge and Competence VALUE Rubric.« Mithilfe des interkulturellen Entwicklungsindikator (IDI), das vor und nach dem Auslandsstudium verteilt wurde, wurden Daten für eine Behandlungsgruppe mit 110 Studierenden und eine Kontrollgruppe mit 88 Studierenden analysiert. Die Ergebnisse zeigten, dass die Studierenden in der Behandlungsgruppe im Vergleich zur Kontrollgruppe ein statistisch signifikant höheres Maß an aussagekräftigen Zuwächsen bei ihren IDI-Werten von Pre- zu Posttest erzielten. Darüber hinaus beschrieben die Studierenden ihre Entwicklung in bestimmten Bereichen. Diese Ergebnisse tragen zur Literatur des Auslandsstudiums bei, indem sie einen theoretisch fundierten Online-Curriculum bewerten, der auf bewährten Methoden des Gruppen-Mentorings, der stufenbasierten Pädagogik und der kritischen Reflexion zur Entwicklung interkultureller Kompetenz während eines Auslandsstudienprogramms basiert und diese vorschlägt. Abstract in Chinese 为了促进学生的个人成长，学者们建议留学项目必须有意识地设计和实施跨文化干预。本研究采用混合方法以检验一门在线课程的有效性。该课程旨在促进留学生在学期内的跨文化能力发展。三个理论构成了此课程设计和研究的基础：跨文化发展连续体（IDC），跨文化实践模型（Intercultural Praxis Model），以及跨文化知识与能力评估表（IKC VALUE Rubric）。利用留学前后分发的跨文化发展量表（IDI），本文作者们对110名干预组学生和88名对照组学生的数据集进行了分析。结果表明，与对照组相比，干预组学生在IDI分数从前测到后测的有意义增长方面取得了统计学上显著性的更高进步。此外，学生们描述了他们在特定领域的成长。这些发现通过评估一个基于理论的在线课程为留学文献做出了贡献。该课程根植于并提出了在学生参加留学项目期间开展跨文化能力发展的最佳实践，如团体辅导、阶段性教学法和批判性反思。

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Section: Themes Of Intercultural Development Competenciessupporting

confidence: 82%

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Jin,

Jaiswal,

Jones

et al. 2024

Frontiers

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“…Participants advocated for structural changes in engineering that increase funding and decision-making power to stakeholders and engineers in Low-and Middle-Income Countries. Participants also advocated for reducing the Eurocentric voices that dominate the field while embracing a sense of humility and developing intercultural competencies, which include open-mindedness, collaborative communication, and empathy [60,61]. Here, the term 'Eurocentric' is used to describe a focus on the values, experiences, and culture of Europeans and their descendants, i.e., 'the west' [62].…”

Section: Establishing Approaches To Deal With Complexitymentioning

confidence: 99%

Advancing Sustainable Development: Emerging Factors and Futures for the Engineering Field

Burleson,

Lajoie,

Mabey

et al. 2023

Sustainability

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This study set out to identify emerging trends in advancing engineering for sustainable development, supporting the engineering workforce to address wicked problems, and strengthening pathways between engineering education, industry, and policy. The following question guided this work: What are the emerging factors impacting the future of global sustainability efforts within engineering, and how can these be amplified to increase the impact of engineering for sustainable development? Using an adapted Delphi method with surveys, focus groups, and member-checking interviews, we hosted the American Society of Mechanical Engineers (ASME) 2022 Engineering Global Development (EGD) Stakeholder Summit. The summit convened industry leaders, innovators, and academics to explore emerging factors impacting the future of global sustainability efforts in engineering. This manuscript synthesizes emerging trends and proposes recommendations for engineering, particularly in the specific focus area of engineering for sustainable development (e.g., ‘humanitarian engineering’, ‘global engineering’). Critical recommendations include the adoption of emerging cultural mindsets, which include: (1) take an interdisciplinary and multi-stakeholder approach, (2) consider dynamic and interconnected systems, (3) increase humility and intercultural competence, (4) prioritize diversity and inclusion, (5) increase localization and center community perspectives, (6) challenge the perception that engineering is neutral, and (7) broaden the goals of engineering. Ultimately, this study highlights pathways forward for the broader engineering community to more effectively contribute to advancing the United Nations Sustainable Development Goals.

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“…On the other end of the outcomes spectrum was a 2017 pilot project involving 16 first-year engineering students at a US university (approximately half domestic and half international), which incorporated many of the best practices suggested for highimpact learning. Students in this project attained a group mean gain of over 22 IDI points over the course of the 10-month intervention, having begun their college career, such as our TLC groups, at the cusp between Polarization and Minimization (Render et al, 2018).…”

Section: Survey Findingsmentioning

confidence: 99%

Intercultural competence outcomes of a STEM living–learning community

2022

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Background Living–learning communities and global or diversity learning experiences have been identified as educational practices which often have a “high impact” on student success, as well as providing interpersonal competencies that are greatly valued by employers. Even without a specific intercultural or diversity component, living–learning communities would seem to offer rich settings for the development of the ability to work effectively across cultural difference. Yet intercultural learning outcomes are rarely assessed outside the domain of study abroad or diversity training programs. The purpose of this study was to determine whether participation in a “global science” living–learning community can increase the intercultural competence of first year international and domestic students, as measured by a well-known quantitative instrument, the Intercultural Development Inventory (IDI). Results In the first 2 years of the study, the intercultural learning content focused primarily on ‘dealing effectively with difference’ and produced minimal mean gains in intercultural competence. Examination of qualitative data from these experiences (using a well-known rubric to frame the analysis) as well as a review of the literature around intercultural learning (principally in study abroad contexts) suggested that focusing on similarity and self-awareness, coupled with individualized feedback, was likely to be a more appropriate pedagogy for students’ competency development. Following the curriculum revision, 2 years worth of participants exhibited much higher mean gains in IDI scores, as well as higher rates of shifting to a new stage of effectiveness by semester’s end. Conclusions This study contributes to the STEM education literature by attempting to apply several years of research findings about effective intercultural competence development, principally from study abroad programs, to STEM education in on-campus contexts. In so doing, it has implications for how STEM educators can more effectively work towards cultivating global-ready STEM graduates, and towards reaching STEM students who, for whatever reason, do not typically participate in study abroad.

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Facilitating Intercultural Development: Preparing Future Engineers for Multidisciplinary Teams and Multicultural Environments

Cited by 4 publications

References 16 publications

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Enhancing Intercultural Learning in Study Abroad Through an Online Curriculum in Group-Mentored Intervention

Advancing Sustainable Development: Emerging Factors and Futures for the Engineering Field

Intercultural competence outcomes of a STEM living–learning community

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