Assessment Proposal for Pre-Departure Training

Cortney Copeland• Maritza Munzón
Monterey Institute of International Studies
IEM 8510 Design & Assessment• Dr. Meggan Madden
ASSESSMENT
PROPOSAL
5/8/2014
Assessment of Key Intercultural and Team
Competency Skills
This proposal includes assessment context, purpose, goals, and
objectives justifying the need for an assessment of the pre-
departure training for the Peru Practicum, as well as a sample
survey and accompanying resources.

Assessment Proposal
Page 1
Assessment Proposal
A S S E S S M E N T O F K E Y I N T E R C U L T U R A L A N D T E A M C O M P E T E N C Y
S K I L L S
EXECUTIVE SUMMARY
Context
A cohort of students from the Monterey Institute of International Studies (MIIS) recently participated in a new
international immersive learning program during January (J-term) 2014. The model embeds a three-week field
practicum in between Fall and Spring classes on development policy and analysis. The program is
collaboratively driven by MIIS, the Andean Alliance for Sustainable Development (AASD), and local government
officials in Peru.
The challenge of working in a developing region with NGO and government partners demands that student
teams are well-prepared to work professionally in an unfamiliar international context. However, the 2014
cohort received minimal pre-departure training beyond learning background information about Peru. Therefore,
a new pre-departure training has been designed that emphasizes practical knowledge, intercultural
competency, and team dynamics.
Purpose
The following document is a proposal to evaluate the new pre-departure training program. The purpose of the
proposed evaluation is a formative assessment of how well the newly designed pre-departure training prepares
students to work as a cohesive, professional field team while outside of their familiar cultural context. Skills that
contribute to both intercultural competence and strong team dynamics will be assessed through student surveys
and reflection papers, completed several times throughout Fall and J-term to explore potential changes.
It is hoped that the new program design and its assessment will inform several potential changes to
immersive learning at MIIS:
1) Incorporating pre-departure training into the Peru Practicum as it continues to develop.
2) Focusing on the cultivation of professional teamwork skills as a learning outcome for immersive learning
participants.
3) Advancing the process of creating and implementing pre-departure trainings for all international
immersive learning programs.
Stakeholders
● Monterey Institute of International Studies: Development Practice and Policy (MIIS DPP)
● Andean Alliance for Sustainable Development (AASD)
● Potential practicum participants (DPP graduate students)

Assessment Proposal
Page 2
● Practicum alumni
● MIIS Intercultural Competency Committee (ICC)
● Peru Practicum Steering Committee (MIIS DPP, AASD, officials in Calca, Peru).
Modes of Assessment
The assessment will comprise two components: a time-series survey of both closed-ended and open-ended
questions, to be completed three times by all participants; and reflection papers guided by prompts, to be
completed twice by all participants. Surveys and reflection papers will be assigned random codes by a person
not involved in analyzing the data, and will not include student names. This will protect student anonymity while
tracking which surveys and reflections have been done by the same person, allowing the analysis of changes
over time in individual cases. Survey results will be analyzed both quantitatively, to track mean changes in
answers to close-ended questions, and qualitatively, to explore student experiences as expressed in the open-
ended questions. Reflection papers will be analyzed qualitatively for student thoughts on their own preparation,
and for emerging themes
CONTEXT & STAKEHOLDERS
Context
In January (J-term) 2014, a cohort of MIIS students participated for the first time in a new international immersive
learning program. The year-long model, implemented in partnership with the Andean Alliance for Sustainable
Development (AASD), incorporates a three-week field practicum in Peru embedded between related Fall and
Spring classes on policy research and analysis. MIIS and AASD are working in partnership with local Peruvian
officials to continue shaping an annual immersive learning project that contributes to student learning in
development policy while creating positive impact in the Andean communities of Peru.
The 2014 Peru Practicum drew an uncommonly diverse participant group with a high number of first-year
students. The resulting wide range of international experience, language skills, and professional interests is
considered both a challenge and a potential strength of the program. Because students enroll with varying
levels of confidence working in developing countries, and because working with both NGO and government
personnel demands a high level of performance, it is vital that students are well prepared for their fieldwork.
However, 2014 participants received little pre-departure training beyond basic information about Peru and
their project. A new pre-departure training for the Peru Practicum has been designed to improve student
preparation in three areas: practical knowledge of their destination, intercultural competence, and team
dynamics. As the MIIS Intercultural Competency Committee is considering requiring intercultural training before
all international immersive learning programs, this new program can be considered a small test or pilot run. As
such, it is important that the new training be assessed for effectiveness.
Stakeholders
● Monterey Institute of International Studies: Development Practice and Policy (MIIS DPP)
○ Primary contact: Dr. Jeff Dayton-Johnson, Professor.

Assessment Proposal
Page 3
○ Role in Assessment: Helped inform the program and assessment design. May be involved in
implementing those activities that are scheduled to happen during the course of the Fall
semester. As intended beneficiaries, professors involved in the practicum will be asked for
feedback on how the pre-departure training and assessment function within the practicum
structure.
● Andean Alliance for Sustainable Development (AASD)
○ Primary contact: Adam Stieglitz, Co-Founder
○ Role in Assessment: Helped inform the program and assessment design. May have a role in
implementing additional in-country training as the practicum model develops in the future. As
an intended beneficiary, AASD will be asked for feedback on the usefulness of the practicum
for their organization and on the general quality of student participation while in Peru.
● Potential practicum participants (DPP graduate students)
○ Primary contact: Lis Martinis & Gaelen Hayes, Student Liaisons
○ Role in Assessment: Participate in the pre-departure training and field practicum. All students
who enroll in the Fall pre-practicum class will be asked to complete the surveys, whether or not
they go to Peru. Those who go to Peru will participate in pre-departure activities throughout the
semester and during the pre-departure training workshop. Only these students will be asked to
write reflection papers. As intended beneficiaries, students will be asked for feedback on their
levels of preparation and the usefulness of pre-departure activities.
● Practicum alumni
○ Primary contact: Lis Martinis & Gaelen Hayes, Student Liaisons
○ Role in Assessment: Have offered feedback throughout the program and assessment design
process, in addition to sharing stories and reflections during more general meetings,
presentations, and focus groups about the practicum experience. Several alumni have assisted
by pilot-testing the survey instrument.
● MIIS Intercultural Competency Committee (ICC)
○ Primary Contact: Dr. Lynn Goldstein, Professor.
○ Role in Assessment: Responsible for implementing future pre-departure training programs.
Primary recipients of assessment results (although results will be shared with all stakeholders).
Will provide feedback on the potential of developing the pre-departure training as a tool for
other immersive learning programs.
● Peru Practicum Steering Committee
○ Primary contact: Dr. Jeff Dayton-Johnson, Professor
○ Steering committee includes members from MIIS DPP, AASD, and local officials in Calca and
Lares, Peru.
○ Role in Assessment: Maintain relationship between MIIS, AASD, and Peruvian communities. Direct
and shape the Peru Practicum to maximize both student learning and positive impact in Peru.
While they will not be asked for direct feedback regarding the effects of pre-departure
training, as a group representing all intended beneficiaries, they will provide information
regarding the structure of the Practicum, the kind of projects that students will take on, and the
ways students can have the most positive impact in their work with AASD and local governments
in Peru.

Assessment Proposal
Page 4
PURPOSE, GOALS & OBJECTIVES
Purpose of Assessment
The purpose of the proposed evaluation is a formative assessment of how well the newly designed pre-
departure training for the Peru Practicum prepares students to work as a cohesive, professional field team while
outside of their familiar cultural context.
The following document proposes a means for assessing whether students experience improvement in key skills
related both to intercultural competence and team dynamics, two of the three intended outcomes of the new
pre-departure training. These outcomes have been chosen for assessment in consultation with Dr. Dayton-Johnson
and Adam Stieglitz.
Based on a literature review (see Appendix C), a group of attributes common to both intercultural competence
and strong team dynamics have been identified and categorized into the following dimensions:
1) Understanding of self
2) Understanding of others
3) Shared purpose
4) Communication
5) Resilience
Justification
According to a focus group held at MIIS in Spring 2014, a major goal of immersive learning is to gain real-
world, hands-on experience and to prepare for future careers through “learning by doing”. One component of
this preparation is learning to work in a professional team. Most people will work in teams in their future careers,
to varying degrees, and in the international fields focused on by MIIS students many people will work in
intercultural teams or in international settings. Studies show that many characteristics and skills, such as flexibility,
empathy, and interpersonal communication, contribute both to intercultural competence and to team dynamics.
Studying the development of such traits is therefore a means for simultaneously assessing two of the intended
outcomes of the new pre-departure training.
While intercultural competence is assessed in the general MIIS student population, teamwork skills are not-
despite the fact that group work is a major component of many courses of study. Though MIIS students engage
in a significant amount of group work, there is little formal guidance on cultivating group skills and dynamics in
the process of doing so. The new pre-departure training is one of the few formal opportunities for consciously
cultivating and assessing professional teamwork skills among MIIS students, and is especially relevant since the
teamwork will happen in a challenging international field setting like the ones many students will continue to
encounter in their careers.
Furthermore, this assessment of a new pre-departure training moves one step closer to the goal of MIIS’s
Intercultural Competency Committee, which aims to require pre-departure training for all international immersive
learning programs in coming years.

Assessment Proposal
Page 5
It is hoped that the new program design and its assessment will inform several potential changes to immersive
learning at MIIS:
1) Incorporating pre-departure training into the Peru Practicum as it continues to develop.
2) Focusing on the cultivation of professional teamwork skills as a learning outcome for immersive learning
participants.
3) Advancing the process of creating and implementing pre-departure trainings for all international
immersive learning programs
Goals and Objectives
Goal Objective Intervention Mode of Assessment
Increased
understanding of
self
Students identify
and discuss their own
values, working
styles, and strengths,
and describe them in
discussions with their
teammates.
Individuals complete
assigned modules of
“What’s Up With Culture”
during Fall semester.
Guided discussions and
activities in which students
reflect on their individual
and team working styles,
interpersonal skills, and
intercultural
preparedness.
Time-series survey completed by participants before
pre-departure training, immediately afterward, and
just before return from destination country. Survey
includes Likert-type and open-ended questions.
Survey items will measure:
Students’ confidence identifying and describing their
strengths and skills.
Students’ confidence describing their working styles.
Students’ confidence and perspective on discussing
their values.
Increased
understanding of
Others
Students identify
and discuss the
working styles,
strengths, and values
of their colleagues.
Students are willing
to shift perspective
and behavior in
different cultural
contexts.
In addition to the activities
above:
Students establish duties
and roles within their
teams based on the
strengths and working
styles of team members.
Time-series survey (described above).
The items above, in reference to team members.
Students’ confidence about interacting with locals in
destination country.
Students’ comfort level with changing their behaviors
and perspectives.
Students’ self-assessment of their preparedness for
going to the destination country.

Assessment Proposal
Page 6
Shared Purpose
Among Teams
Students agree on
and can describe
their team’s goals
for their project.
Students express
commitment to their
team and project.
Students collaboratively
write mission statements
for their teams. Each team
will have a mission
statement.
Students’ perceptions of team agreement on goals.
Students’ perceptions of team commitment.
Students’ perceptions of their team’s level of
responsibility toward their external partners.
Improved Team
and Intercultural
Communication
Students establish
frameworks for
feedback and
communication within
their teams.
Students reflect on
their ability to
communicate and
understand while in
destination country.
Assigned modules of
“What’s Up With Culture”.
Language practice nights
throughout semester.
Students practice giving
each other both positive
and critical feedback.
Students’ perceptions of their ability to get and to
give constructive feedback in their group.
Students’ confidence about their ability to interact
with local people in the destination country.
How students handle interactions or messages they
do not immediately understand.
Team Resilience Students are
confident that their
teams can function
when faced with
internal and/or
external challenges.
Role-playing through
potential disagreements
or conflicts.
“Sick Day” simulation.
Students’ perception of their team’s ability to handle
disharmony.
Students’ perception of their team’s ability to
function in unexpected circumstances.
ASSUMPTIONS & RESEARCH QUESTIONS
Assumptions
1) The Peru Practicum will remain connected to a policy class and free of prerequisites for 2015, therefore
drawing a similar body of participants compared to 2014.
2) Increased pre-departure attention to intercultural competence and team dynamics will enable students
to better perform the tasks required on their fieldwork practicum.
3) Students who actively cultivate intercultural competence and team dynamics before departure will
continue cultivating them during their practicum.
4) Because some skills have been identified in literature as relevant to both intercultural competence and
team dynamics, assessing those skills provides insight on both intercultural competence and team
dynamics.

Assessment Proposal
Page 7
5) The proposed training will have some impact on key skills that contribute to both intercultural competence
and team dynamics, when compared to having no such training.
6) The proposed training will not worsen intercultural competence or team dynamics.
7) Team competence will emerge differently for each team, because they are composed of different
members.
Research Question
1) Do the intercultural and team competency skills targeted in the pre-departure training change for
students upon completion of the pre-departure training?
2) Do the intercultural and team competency skills targeted in the pre-departure training change for the
students from the time they complete the pre-departure training to the time they complete the field
component of the practicum?
3) Which pre-departure training activities do students describe as the most useful?
MODES OF ASSESSMENT
Time-Series Survey
The research questions above will all be addressed through a time-series survey. The survey is 30 questions
long, with 20 Likert-type questions and ten open-ended ones in which students can write responses. Survey
questions were designed to measure specific skills or behaviors from each of the five dimensions identified as
components of both team and intercultural competency. The survey instrument has been designed specifically
for this assessment, based on a literature review of existing instruments. The possibility of using an existing
instrument was considered, but the majority of intercultural competency instruments found during the literature
review are not freely accessible. Intercultural instruments such as the well-known Intercultural Development Index
must be administered by certified professionals and are costly to pay for. Additionally, the only instrument
found that addresses both teamwork and intercultural competency (also not freely available) was designed
specifically for assessing executives in a business context, rather than team members of equal status in a
fieldwork context.
Both Likert-type questions and open-ended questions have been included for several reasons: Likert-type
questions make it easy to assign numerical values to responses, facilitating the calculation of means, ranges, and
changes over time for different items. Such calculation also enables statistical tests of significance, to determine
whether any changes that occur are significant as opposed to being the outcome of the random changes that
would occur whether or not students participated in the training. By providing open-ended questions, the survey
allows students to express whether the concepts measured in the Likert-type questions have been relevant in
their experience, and how they have played out.
Using a time-series survey will enable the tracking of any changes that occur from the time it is first administered
to the time students are ready to return from abroad, and will ideally highlight whether any changes occur
immediately after the pre-departure training. The survey will be administered three times: For the first time
during the second half of the Fall semester, after students have been assigned their project teams and had some
time to work with each other; for the second time immediately at the end of the pre-departure training
workshop; for the third and final time while students are still in the destination country, just before they return

Assessment Proposal
Page 8
to the U.S. The reason for administering the survey a third time is to assess whether any changes that result from
pre-departure training carry through students’ experiences on the ground in their destination country.
The first time the survey is administered, it will only have 28 questions. Questions 29 and 30 are open-ended
questions in which students are asked to share their thoughts on the effectiveness of the pre-departure training
program and how it might be improved. These questions will be added to the end of the survey for the second
and third times it is administered.
Reflection Paper
In addition to the survey, students will complete two very short reflection papers (no more than one page long
if typed and double-spaced). The first reflection paper will be completed immediately after the pre-
departure training, and the second paper will be completed just upon return from abroad. In these papers,
students will more generally discuss how prepared they are or were to work in the field, and the skills learned
or required. Reflection papers have been included in the past as part of the immersive learning program,
although they were only completed upon students’ return. Creating a two-part reflection assignment more
specifically focused on the outcomes of the pre-departure training will increase the usefulness of this practice,
while allowing room to see if students change or develop their ideas. Like the surveys, these reflection papers
will be submitted with codes rather than names or identifying information.
Analysis of Data
Survey data will be analyzed both quantitatively and qualitatively. Responses to Likert-type questions will be
converted to numbers, allowing for an ANOVA test for changes of response means from one round of surveys
to the next. Within the ANOVA, pairwise t-tests will reveal the degree of change between the first and second
round, between the second and third round, and between the first and third round, revealing the time period
during which the most significant changes occur (if, indeed there are significant changes). In addition to
comparing the group means of the surveys, changes across individuals can be tracked and will provide a rich
amount of descriptive data. For example, it will be possible to track the percentage of participants who
experienced negative or positive changes on each item. Each individual’s change of responses can be mapped
on a chart, allowing for the plotting of different learning or development patterns. It will also be possible to
calculate the degree of change for each person, which may provide a somewhat more detailed picture than
the group means. All of these calculations can be quickly performed with computer software.
Understanding the patterns of change and learning is where the open-ended data can help complement the
quantitative data. For instance, if it is observed that a number of students actually experienced a reduction in
confidence on a certain item, their qualitative responses may reveal that they realized the matter was more
complex or difficult than originally thought. Responses to open-ended questions will be coded for themes that
can flesh out or explain the results found through quantitative analysis. This qualitative data may also provide
information outside of what was captured in the quantitative data.
Reflection paper data will also be coded for themes. The pre-practicum and post-practicum reflections will be
compared with each other (recall that reflections are matched with each other by their identifying codes, so
they can be analyzed as individual pairs or as a group). The reflection paper data is intended to provide
before and after snapshots of how students assess their own preparedness and their own experience of learning

Assessment Proposal
Page 9
throughout the practicum process. Any common themes in student self-assessment can be compared to the
changes or themes that emerge from the survey data. For instance, it may be interesting to compare students’
reflections on whether their skill levels have changed to any changes calculated from the surveys.
SAMPLING & LOGISTICS
Sampling
The time-series survey is intended to be a Census survey of the entire population of participants in the 2015 J-
term practicum. Participating students are those who are enrolled in the Fall policy class that precedes the J-
term practicum and who have committed to participating in it. If students complete the first survey but then
decide not to continue in the program, they will be invited to complete the additional two surveys anyway. This
necessitates including a survey question that identifies whether the person taking the survey is participating in
the full program or not. Should any students complete the surveys without completing the training and the
immersive learning program, they will comprise something of a comparison group. Additionally, it is possible
that some students from outside of the policy class will decide late in the semester to join the practicum. These
students will be asked to complete all surveys, provided they have joined the program early enough. Otherwise
they may only be able to complete the second two surveys. Only students who participate in the pre-departure
training and the practicum will be asked to write the two short reflection papers.
Maintaining Anonymity
As mentioned, surveys will be identified with codes to maintain the anonymity of respondents. The same codes
will be used for the reflection papers. Respondents will be guided in how to create their own codes, so that
only they know which code belongs to them. Students will be given specific criteria so that they can easily
make the same code for themselves each time they respond to a survey. The instructions to create the code
are included at the beginning of the survey, attached in Appendix A.
Managing Response Rates
Much like a course evaluation, this survey will be considered a component of the class unless students ask to be
exempt. However, because responses are anonymous it is only possible to know how many students have
responded - not which students have responded. Furthermore, ethics require telling students that the survey is
voluntary. There will be no negative consequences for failure to complete it. To encourage response rates,
therefore, students will be encouraged to incentivize each other to all complete the survey by each pledging
an incentive to share with the class if all students complete a round of the survey by the designated deadline.
As currently planned, students will have one week for each of the survey rounds. A Facebook event will be
created for the assessment to send out reminders, to plan incentives such as bringing candy, snacks, or coffee
upon survey completion day, and to thank students for their participation.
Survey Distribution
There are online and paper options for administering the survey. The paper survey is attached to this document.
The online survey is in Google Forms. A link to the online survey can be sent by the student liaisons of the
program to all known program participants via the email they have provided to their professor for

Assessment Proposal
Page 10
correspondence regarding the J-term practicum (generally their MIIS email). Google Forms automatically
generates a spreadsheet of answers, without including the email addresses or other identifying information of
the respondents. Each survey round will remain available for one week provided response rates are high enough
within that time frame to close the survey. However, it may be easier to ensure high response rates by
administering paper surveys while students are in class, next while they are at the pre-departure training, and
finally just before they leave from the destination country. This eliminates potential complications due to lack of
Internet access in the destination country, and also may lead to higher response rates. However, it has the
disadvantage of requiring manual data input, and lacks the automatic summary analysis provided by Google
Forms. Additionally, handwritten answers may be illegible. As the details of the Fall 2015 program emerged,
both paper and online options will be considered. Reflection papers can also be submitted on Google Forms or
on paper.
RESOURCES
Human Resources
The greatest and most available resource at MIIS is its people, and there are many ways to incorporate them
into the assessment process. This assessment proposal and the program it is designed to accompany have both
been created by students in the IEM (International Education Management) Program Design & Assessment class.
It is likely that pre-departure trainings and immersive learning assessments will be created and refined through
several iterations, providing an ongoing opportunity for IEM students to address program design and assessment
needs through the framework of their classes. Much can be accomplished through a partnership between the
IEM department and program stakeholders. Additionally or alternatively, should the ICC move forward with
conducting trainings and assessments for all international immersive learning programs, an internship or work
study position could be created for students who want to work in assessment and collaborate with the ICC
committee to implement and manage the assessment process.
In addition to the significant amount of expertise and personnel available through the IEM program at MIIS,
other departments on campus can participate in training practicum students. In 2014, a professor from
Translation and Interpretation provided a short informational session on how to work with interpreters. This can
be expanded to include practice sessions with T & I students, and perhaps some intercultural communication
workshops incorporating international students. International students, T & I students, and also student clubs can
assist with Spanish-language practice nights for practicum students who wish to improve their Spanish before
departure. A Spanish Conversation club already exists on campus, and the BUILD program of volunteer
language teachers includes Spanish most semesters.
Regarding assessment specifically, the Digital Learning Commons and the MetaLab on campus can both provide
assistance with the gathering and analysis of data. Staff at both places can provide one-on-one or group
workshops, and can also provide space for events.
Many professors on campus have significant experience in assessment and can be consulted for feedback on
assessment design and instrument validity. Professors consulted for this assessment were Meggan Madden, Jeff
Dayton-Johnson, and Kent Glenzer.

Assessment Proposal
Page 11
Scholarly Resources
In addition to the people on campus, much guidance in assessment can be found in existing documents. A full
list of references and recommended readings is provided in Appendix D
Material & Financial Resources
Administering surveys through Google Forms is free of cost. Printing surveys can be done on campus for a price
of $0.05 per page. If surveys are printed, the price will be $0.50/per survey. Based on the total number of
participants, the cost for printing hard copy surveys will range from $30.00 to $67.50. If surveys are printed
hardcopy, this cost could likely be covered by the funds provided to Papercut printing accounts at MIIS.
The Digital Learning Commons and the MetaLab can provide free access to data analysis software. Much of
the analysis for this assessment can be completed in Microsoft Excel or in a basic statistical program such as R
or SPSS.

Assessment Proposal
Page 12
APPENDIX A: THEORETICAL BASIS
Theoretical Basis for the Five Dimensions of Intercultural and Team Competency
1) Understanding of self
2) Understanding of others
3) Shared purpose
4) Communication
5) Resilience
Dimensions identified in literature review
Authors Instrument / Study Dimensions
Hamlin
(2008) citing
Lencioni
(2002)
Five Essential
Functions of a Team
1. Trust
2. Dealing with conflict
3. Commitment
4. Accountability
5. Attention to Results
Spreitzer,
McCall, &
Mahoney
(1997)
The Prospector: Early
Identification of
International
Executive Potential
1. Sensitive to cultural differences 8. Takes risks
2. Business knowledge 9. Seeks feedback
3. Courage 10. Uses feedback
4. Brings out the best in people 11. Is culturally adventurous
5. Integrity 12. Seeks learning opportunities
6. Insightful 13. Open to criticism
7. Committed 14. Flexibility
Van der Zee
& Brinkmann
(2004)
Intercultural Readiness
Check
1. Intercultural sensitivity
2.Intercultural communication
3. Intercultural relationship building
4. Conflict management
5. Leadership
6. Tolerance for ambiguity
Van der Zee
& Brinkmann
(2004)
Multicultural
Personality Check
1. Cultural empathy
2. Open-mindedness
3. Social initiative
4. Emotional stability
5. Flexibility

Assessment Proposal
Page 13
Deardorff
(2006)
Components of
Intercultural
Competence (top 15
of 22 listed)
1. Understanding others’ worldviews 9. Tolerating and engaging
ambiguity
2. Cultural self-awareness and 10. Deep knowledge and
understanding
capacity for self-assessment of culture (one’s own and
others’)
3. Adaptability and adjustment to 11. Respect for other cultures
new cultural environment 12. Cross-cultural empathy
4. Skills to listen and observe 13. Understanding the value of
5. General openness toward cultural diversity
intercultural learning and to 14. Understanding the role and
impact
people from other cultures of culture and the impact of
6. Ability to adapt to varying situational, social, and historical
intercultural communication contexts involved
and learning styles 15. Cognitive flexibility - ability to
7. Flexibility switch frames from emic to etic
and
8. Skills to analyze, interpret, back again
and relate
These many dimensions of team functioning, leadership, and intercultural competence were narrowed down
according to which ones were relevant both to team dynamics/leadership and to intercultural competence.
That initial list yielded the following
Sensitivity to culture
Self-knowledge
Flexibility
Tolerance for Ambiguity
Open-mindedness
Empathy
Courage
Emotional Stability
Willingness to take risks
Listening
Seeks learning opportunities
Social initiative
Relationship building
Attention to results
Problem solving
Conflict management
Commitment
Trust
Shared sense of purpose
Bringing out the best in people
Seeking and giving feedback
Accountability

Assessment Proposal
Page 1
Items from the above list were then grouped into categories:
Understanding self
 Self knowledge
 Emotional stability
Understanding others
 Sensitivity to culture
 Open-mindedness
 Empathy
 Relationship-building
 Social initiative
 Listening
 Bringing out the best in
people
Shared purpose
 Shared sense of purpose
 Commitment
 Attention to results
 Willingness to take risks
Communication
 Seeking and giving
feedback
 Problem solving
 Trust
 Accountability
Resilience
 Flexibility
 Tolerance for ambiguity
 Problem solving
Conflict management
This list was further refined based on two criteria:
Can this dimension be reasonably expected to change in the period of time we are testing?
Is this dimension specifically targeted in the pre-departure training?
This resulted in the elimination of traits that would not likely change in the course of the study timeframe, such
as tolerance for ambiguity, emotional stability, willingness to take risks, and basic problem-solving skills.
Additionally, those dimensions not addressed by pre-departure training were eliminated, such as listening,
social initiative, and attention to results.
Final list of survey items:
Understanding self
 Self knowledge
Understanding others
 Sensitivity to culture
 Open-mindedness
 Empathy
 Bringing out the best in
people
Shared purpose
 Shared sense of purpose
 Commitment
Communication
 Seeking and giving
feedback
 Trust
 Accountability
Resilience
 Flexibility
Conflict management

Assessment Proposal
Page 1
APPENDIX B: REFERENCES & RECOMMENDED READINGS
References
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of
internationalization. Journal of Studies in International Education, 10(3), 241-266.
Hamlin, J.L. (2008). Team effectiveness: A validation of Lencioni’s Five Functions of a Team. (Unpublished
doctoral dissertation). University of La Verne, California.
Spreitzer, G.M, McCall, M.W., & Mahoney, J.D. (1997). Early identification of international executive
potential. Journal of Applied Psychology, 82(1), 6-29.
Van der Zee, K., & Brinkmann, U. (2004). Construct validity evidence for the Intercultural Readiness Check
against the Multicultural Personality Questionnaire. International Journal of Selection and Assessment,
12(3), 285-290.
Recommended Readings
Braskamp, L.A., Braskamp, D.C., & Engberg, M.E. (2013). Global Perspective Inventory (GPI): Its Purpose,
Construction, Potential Uses, and Psychometric Characteristics. Chicago: Global Perspectives Institute.
Retrieved from https://gpi.central.edu/index.cfm?myAction=Information.
Creswell, J. (2008). Educational Research. Planning, conducting and evaluation of quantitative and
qualitative research, Third edition. Upper Saddle River, NJ: Pearson
Deardorff, D., & Edwards, K. (2012). Framing and assessing students' intercultural competence in service
learning. In Clayton, Bringle, & Hatcher (Eds.) Research on Service Learning. Sterling, VA: Stylus.
Fantini,A. (2006). Assessment tools of intercultural communicative competence. Brattleboro, VT: Fantini.
Additional Resources
Intercultural Communication Institute. http://www.intercultural.org/tools.php
Intercultural Development Inventory. https://idiinventory.com/

Assessment Proposal
Page 2
APPENDIX C: SAMPLE IRB APPLICATION
IRB application Questions
1. Applicants
Principal Investigators
Cortney Copeland : MIIS Student
Maritza Munzón : MIIS Student
Faculty advisor: To be determined by June 1, 2014.
Advisor's Email
Advisor's Department or Program
Advisor's address
Advisor's signature
Please attach an email from your advisor acknowledging that he or she has reviewed and
approved your research plan. The email must be an exact duplicate (PDF, HTML, pict, or jpg
format) of the original email sent from your advisor’s institutional email address and must
contain this (or equivalent) wording:
I have reviewed this research plan and am satisfied that the proposed research design and
the measures proposed for the protection of human subjects are adequate. I certify that all of
the information contained in this proposal is truthful, to the best of my knowledge.
2. Type of application: New Application
3. Type of project: Independent study (500-level)
4. Principal investigator: Cortney Copeland
5. Email: ccopeland@miis.edu
6. Title or year of graduation: 2015
7. Department or Program: IEM/MPA
8. Address:
580 Jefferson St. # 6
Monterey, CA 93940
9. Co-PIs: Maritza Munzón
10. Project title: Assessment of Key Intercultural and Team Competency Skills for MIIS Immersive Learning
Participants
11. Start date: November 15th 2014
12. End date: March 15th 2015
13. External funding (grant or fellowship)?: None
14. Research question: Do MIIS J-term policy practicum students demonstrate changes in key intercultural
and team competency skills as a result of participating in the newly designed pre-departure training
that targets these skills?
15. Target demographic: Please see the “Sampling” section on page 8 of Assessment Proposal
16. Estimated number of subjects: Between 25 and 45

Assessment Proposal
Page 3
17. Subject types you will include
Check all that apply, in whole or in part, to your subject pool.
Children (17 years or younger)
Cognitively impaired persons
Prisoners
Pregnant women
Elected or appointed officials or candidates for public office
None of the groups listed above
If another targeted population, please describe.
18. Study location:
Monterey, CA. Survey is distributed online but subjects will be in Monterey at the time of survey
administration.
19. Cooperating institution: Monterey Institute of International Studies
20. Non-physiological data collection methods
Select all methods of data collection you will use to perform your research.
Survey: you will distribute an electronic or paper survey to subjects.
Please see the “Sampling & Logistics” section on pages 8-9 of the Assessment Proposal. The
“Maintaining Anonymity” section will be of particular relevance to this question.
Student Reflection Papers: We will collect student writing in response to given prompts.
21. Exposures
Will your subjects be exposed to any of the conditions or substances listed here? Check all
that apply.
Clinical drug research of any kind
Exposure to X-rays or microwaves
Use of devices not controlled by the FDA
Ingestion of substances that are outside of FDA food guidelines
None of the exposures listed here.
Other exposure, not listed above.
22. Exercise
Will you require your subjects to perform exercise, and at what level of exertion?
No exercise
Yes, mild exertion
Yes, moderate exertion
Yes, extreme exertion

Assessment Proposal
Page 4
23. Physiological data collection, non-invasive
Check all that apply
Physical sensors on or near the body
Sensory acuity testing
Weight measurements
No non-invasive measurements
Other non-invasive method? Please supply a brief description.
24. Physiological data collection, bodily materials
Deciduous teeth or dental plaque
External secretions
Saliva, urine, or blood samples
Nail or hair clippings
None of the above
Other materials? Please describe the samples you will collect.
25. Will data be collected anonymously?
Anonymous: collected in such a way that it can NEVER be connected to individual persons, and even you
won't know which participant provided which data.
Yes, data will be collected anonymously as detailed in the “Sampling and Logistics” portion of the
Assessment Proposal
26. Will data be collected confidentially?
Confidential: You will protect your subjects' identifying information from access by anyone besides yourself,
your co-PIs, and/or your faculty advisor.
No person apart from the subjects themselves will know the subjects’ identifying information. Subjects
will identify themselves by a code, as described on pages 8-9 of the Assessment Proposal.
27. Will identifiers be removed?
No identifiers other than a code will be included in the data. The code will not include any identifying
information.
28. Will you take video recordings or photos?
No.
29. Will you make voice recordings?
No.

Assessment Proposal
Page 5
30. Personal records
Will you use personal (non-public) records as sources of data? Choose as many options as apply:
Health care records
Educational records
Drug & alcohol records
Psychiatric records
Psychiatric records
No personal non-public records
Other non-public personal records? Describe here.
31. Deception
Will your research require you to deceive your subjects to get the data you want?
No, our research will not require deception.
32. Civil liability
No. The information they are sharing is largely self-assessment of their own skills and competencies at
working in an intercultural team. They will not be directly sharing information about other people, nor
will they be disclosing sensitive information.
33. Criminal liability
No. They are only being asked to fill out a survey about themselves and their experience of the
program, in addition to writing short reflection papers. They will not be asked to do anything illegal or
potentially harmful.
34. Financial or employment risk
No. They are not disclosing any information that could, if traced back to them, jeopardize their
employment or finances. The fact that they have participated in the study will not be shared beyond
the group of people involved in the study. They are not being asked to disclose any information about
employers or potential employers. They are not being asked to disclose any financial information.
35. Social risk
No. Participating in research surveys and evaluations is a common practice at MIIS since many students
and faculty survey students for their research, and since all courses have a required course evaluation.
Students participating in the survey, although they do disclose their general experience of having
worked with their team, are not asked to evaluate specific team members and are not prompted to
disclose negative experiences. Their responses are kept anonymous.
36. Stress
How would you describe the effects of your data collection on your subjects?
A potentially stressful experience
Not at all stressful

Assessment Proposal
Page 6
Because the survey takes time and effort, it may cause some level of stress since students have many
other things to do. We have tried to mitigate this by piloting the survey, ensuring that the questions
make sense, and by eliminating extraneous or vague questions.
37. Protections for vulnerable populations
If you will use subjects from any group that the federal government identifies as "vulnerable" populations
(children, pregnant women, prisoners, cognitively impaired persons), describe the special protections you
will employ. (If no vulnerable subjects, put "N/A.")
N/A
38. Plan to ensure confidentiality
Unless participants explicitly waive their right to privacy, all work with human subjects is presumed to be
confidential. Please describe as specifically as possible what measures you will take to ensure that your data
are not accessible to anyone besides you (and your advisor, if you are a student).
Responses to the survey are automatically entered into a spreadsheet in a password-protected Google
Drive account. The data responses are only available to the primary investigators, who are the only two
parties who have access to the shared Google folder in which the data is stored. Once all responses
are gathered, the data will be downloaded as a CSV file, removed from the Google Drive, and saved
on a password-protected laptop computer belonging to one of the PI’s.
For reflection papers, students will be asked to sign a consent form allowing phrases from their papers
to be quoted and shared in the research results. Reflection papers will be anonymously identified by
codes, using the same method as used to identify surveys. Students who do not wish their paper to be
quoted will include an additional letter in their code to communicate that information. Papers will be
submitted via email and stored on a password-protected laptop computer.
39. Risk analysis
What immediate or long-term risks might participation in your research entail for your subjects? Think
carefully about not only possible physical risks, but also psychological, legal, financial, or social
consequences that could result from either participating or from accidental disclosure of such participation.
The sharing of negative results from the study, should there be findings that students have low levels of
competence or should their textual data describe negative experiences, could cause students some
psychological stress. Students who read the results, if the results are not positive, may feel disappointed,
criticized, or insulted. Any students who recognize their own words quoted may be uncomfortable with
the fact that they have been shared, or with the analysis accompanying them, even if the student has
consented and if the quote is anonymous.
Consideration will be taken when writing up and presenting results to avoid a taking a tone that is
critical of or insulting to students.
Recruiting procedure
All students potentially participating in the Peru J-term program (and, if expanded, the El Salvador
practicum) will be sent an initial email to announce the assessment. The email will be drafted by the PI’s
but sent by the student liaisons for the program. The PI’s will later visit the related Fall class to give a
short informational announcement about the assessment. To distribute the survey, an email with a link to

Assessment Proposal
Page 7
the survey will be sent to all students, again by the student liaisons. For the second round of the survey,
participants will be given time at the end of the pre-departure training to complete it (again via a link
sent to their email). The third round of the survey will be distributed via email.
Reminder emails will be sent to encourage response if not all students respond within the designated
time frame.
40. What subjects will do
What will subjects be asked to do in your study? How long will their participation last? How many parts
will there be to their involvement?
Students will be asked to complete a survey three times over the course of approximately 2.5 months.
It is the same survey each time, with the exception that the first survey will be two questions shorter (it
will not include questions 29 and 30 about the pre-departure training). The survey is 30 questions long,
and consists of 20 Likert-type questions and 10 open-ended questions.
Additionally, students will be asked to write two one-page reflection papers over the course of
approximately 1.5 months. The topic will be the student’s idea of which skills are important for their
field project, their level of preparedness, and how their experience may impact their future.
Attach copies of all tests, questionnaires, or other materials you will use for collecting data to the end of this
application; see question 50
41. Consent
Please indicate how you will obtain your subjects' consent. Informed consent is required from ALL human
subjects. A signed written form is normally expected as evidence that informed consent has been obtained,
but the IRB will consider arguments for using oral consent. If your subjects are unable to give legal consent
themselves (i.e., they are younger than 18 or cognitively impaired), you must get both written consent from
a guardian and oral assent from the subject.
Attach a copy of your consent form or text, your script for obtaining oral consent, or both the written
consent form for guardians and the script for obtaining oral assent to the end of this application; see
question 48.
A paragraph at the beginning of the online survey acknowledges that by filling out the survey, they are
consenting to having the data analyzed and the results shared for purposes of improving the program.
That paragraph is included with the attached copy of the survey questions.
42. Benefits to participants
What benefits, if any, might participants get from your research?
Participants will have the opportunity to process and reflect on their learning experience, which can
deepen learning and memory. They will know that they have contributed to improving the program (this
is stated in the introductory paragraph to the survey). They will also have access to the results of the
assessment, which can provide an additional learning opportunity, and a chance to see a report of any
positive changes in skill levels (a potentially affirming or encouraging experience). If all students
complete the surveys, the group will be provided a small incentive such as candies.

Assessment Proposal
Page 8
43. Benefits to discipline or society
This assessment measures the effectiveness of a new pre-departure training program for students
traveling abroad for a practicum in international development. It will serve as a tool to help improve
such training programs, and, if they are effective, promote them. The assessment will therefore contribute
to the discussion of best practices in international and immersive learning. It will provide important
information to the field of international education by contributing to the body of work regarding
intercultural competence. The approach of assessing both team competence and intercultural
competence is a new approach, and may provide useful insight to MIIS as an institution. Teamwork skills
are vital for graduates who will likely work in teams during their career. Assessing how to cultivate such
skills will help MIIS to do so, better preparing its graduates for the workforce and helping contribute
strong, capable professionals to important international fields such as international development and
international education.
Additionally, practicum students who are interculturally competent and skilled at working in professional
teams will hopefully create a positive impression on the communities they visit in the destination country,
and provide useful services to the social change organizations working there. Improving pre-departure
training for international practicum programs will hopefully improve the impact of the programs
themselves, for students, for partner organizations, and for the communities.
44. Status report (required for all renewals and extensions)
Attach a status report of the project to date, including:
• The number of subjects accrued
none
• A summary of adverse events and any unanticipated problems involving risks to subjects or others and
withdrawal of subjects from the research or complaints about the research since the last review
none
• A summary of any relevant amendments or modifications to the research since the last review
none
• Any other relevant information, especially information about risks associated with the research
none
• A copy of the current informed consent document and any newly proposed consent document
45. Research protocol (required for all projects)
See Assessment Proposal
46. NIH certificate or equivalent (required for all projects)
Attach the certificate you earned by completing NIH's training course in research with human subjects
(http://phrp.nihtraining.com/users/login.php) or documentation of equivalent training.

Assessment Proposal
Page 9
47. Consent materials (required for all projects except those using surveys, restricted databases, or
secondary sources)
Attach a copy of your text for obtaining written informed consent, your script for obtaining oral consent
or assent, or both (as appropriate for your project).
See question 49 below.
48. Survey (required for all surveys)
Please attach an exact final copy of the survey you will use. Your survey should include the following consent
statement:
You have been asked to complete this survey as part of a research project conducted by [NAME OF PI], a
student
[FACULTY/STAFF MEMBER] at Middlebury College. The research project is called [NAME OF PROJECT]
and is designed to [PURPOSE OF RESEARCH]. Your responses are entirely voluntary, and you may refuse
to complete any part or all of this survey. This survey is designed to be anonymous, meaning that there
should be no way to connect your responses with you. Toward that end, please do not sign your name to
the survey or include any information in your responses that makes it easy to identify you. By completing
and submitting the survey, you affirm that you are at least 18 years old and that you give your consent for
[PI] to use your answers in [his/her] research. If you have any questions about this research before or after
you complete the survey, please contact [PI and PI CONTACT INFO]. If you have any concerns or questions
about your rights as a participant in this research, please contact the Chair of the Middlebury College
Institutional Review Board, Michael Sheridan, at 802‐443‐5582 or msherida@middlebury.edu.
49. Interview/Questionnaire (required for all projects that are not surveys or research in restricted
databases/secondary sources)
Attach exact final copies of any written materials you will use to obtain data from your
subjects. If you will use more than one instrument, please combine them into a single document for upload.
50. Institutional permissions (required if your research will take place away from your
home institution)
If you will perform your research through an organization other than your home institution, please attach
an exact duplicate (PDF, HTML, pict, or jpg format) of the original letter or email of permission or support
from the institution where you will do the work.
Examples: If you are a Middlebury student and plan to work with children in the local schools, attach a
letter or email from each school. If you will conduct research on the Middlebury campus during the Language
School session, attach a letter or email from the director of the appropriate school(s). If you will work at a
hospital, on another campus, with an NGO, in a company office, etc., you need this documentation.
N/A

Assessment Proposal
Page 10
51. Grant proposal (required if your project will be funded by an external sponsor)
N/A
52. Other documents
Attach any other documents needed to help the IRB understand what you intend to do and how you intend
to do it.
If you have more than one additional document to attach, please combine them into a single document for
upload.
53. Survey certification (required for surveys only)
I am familiar with the Middlebury College Policy on Protection of Human Subjects and will comply with all
of its ethical requirements. I certify that my research will include no other mechanism for data collection
beyond the anonymous survey attached to this application. I certify that all other information in this
application is truthful, and that I will inform the IRB if I make significant changes to the proposed study.
I have read this certification and, by submitting this application, agree to abide by its terms.
54. Submission certification (required for all other types of data collection)
I am familiar with the Middlebury College Policy on Protection of Human Subjects and will comply with all
of its ethical requirements. I certify that my research will include no other mechanism for data collection
beyond the methods described in, and the materials attached to, this application. I certify that all other
information in this application is truthful, and that I will inform the IRB if I make significant changes to the
proposed study.
I have read this certification and, by submitting this application, agree to abide by its terms.

Assessment Proposal
Page 11
APPENDIX D: REFLECTION PROMPTS
Reflection 1: To be completed upon finishing pre-departure training.
Please describe the skills, attitudes, knowledge, and/or preparation you think will be most useful to you while
in Peru. In what ways might you apply them? In what ways do you think you may be challenged to grow as an
international professional?
Reflection 2: To be completed upon returning to Monterey.
Please describe the skills, attitudes, knowledge, and/or preparation that were most useful to you while in Peru.
In what ways did you apply them? In what ways were you challenged to grow as an international professional?

Assessment Proposal
Page 12
APPENDIX E: SURVEY INSTRUMENTS
Thank you for sharing your thoughts and experiences with us. This survey will be used to help
improve how we prepare students for international immersive learning programs. It is part of our long-
term goal to improve student learning outcomes, while improving impacts for our international community
partners.
You have been asked to complete this survey as part of a research project conducted by Cortney
Copeland and Maritza Munzón, students at the Monterey Institute of International Studies. The research
project is called Assessment of Key Team and Intercultural Competence Skills and is designed to evaluate
the effectiveness of the pre-departure training for the J-term practicum programs in Peru and El Salvador.
Your responses are entirely voluntary, and you may refuse to complete any part or all of this survey. This
survey is designed to be anonymous, meaning that there should be no way to connect your responses
with you. Toward that end, please do not sign your name to the survey or include any information in your
responses that makes it easy to identify you. By completing and submitting the survey, you affirm that you
are at least 18 years old and that you give your consent for Cortney Copeland and Maritza Munzón to use
your answers in their research. If you have any questions about this research before or after you complete
the survey, please contact ccopeland@miis.edu. If you have any concerns or questions about your rights
as a participant in this research, please contact the Chair of the Middlebury College Institutional Review
Board, Michael Sheridan, at 802‐443‐5582 or msherida@middlebury.edu.
You will be asked to complete this survey a total of three times in the next several weeks. No
personally identifying information will be connected to your survey responses. None of your survey
responses will impact your grades for your immersive learning or related classes. Please answer all
questions to the best of your ability. We appreciate the time and energy you are putting in to improving
immersive learning at MIIS. Your input is important.
Anonymity Code - Please create a five-part code to identify your survey. You should create the same code
every time you take this survey.
Example: N152T2
Character 1: The third letter of your mother’s first name. Please enter a capital letter. If you have two mothers
or two fathers, use the name that comes first in alphabetical order.
Character 2: The number of four-legged pets you have ever had. Example: Somebody who has only ever had
an aquarium full of fish would enter “0” since fish do not have four legs. Somebody who has 10 horses would
enter “10”.
Character 3: The number of cars you have ever owned. Yes it counts if somebody else bought the car for you.
Character 4: If you generally prefer drinking coffee, enter “C”. If you generally prefer drinking tea, enter “T”.
If you generally prefer both equally, enter “B”. Please enter a capital letter.
Character 5: The number of countries you have lived in for two months or longer. Example: If you spent your
childhood in Japan, moved to the US, and then spent a college semester studying in Argentina, you would enter
“3”.

Assessment Proposal
Page 13
Section 1: Strengths, working styles, and values
1. I can describe to my colleagues what my working style is like. (Ex: “I like to tackle something right away and
reflect later,” or “I do my best work when I’m by myself first thing in the morning”).
Strongly agree Somewhat agree Neither agree nor
disagree
Somewhat disagree Strongly disagree
How important is the ability to describe your working style to your peers?
Very important Somewhat important Not important at all
2. I can articulate to my colleagues the strengths and skills I contribute to our team.
disagree
How important is the ability to describe the strengths and skills you contribute to your team?
3. I can describe what my colleagues’ working styles are like.
disagree
How important is it to know the working styles of your colleagues?
4. I can describe how each of my colleagues contributes to our team.
disagree
How important is it to know how your colleagues contribute to your team?
5. I can discuss personal values with my colleagues, whether or not we share the same ones.
disagree

Assessment Proposal
Page 14
How important is the ability to discuss personal values within your team?
6. I can discuss professional values with my colleagues, whether or not we share the same ones.
disagree
How important is the ability to discuss professional values within your team?
7. In working with your team, how important has it been to discuss each other’s values?
Do values play a role in your interactions with your team? Do they affect your team’s work? Please share your
thoughts and experiences.

Assessment Proposal
Page 15
8. How important has understanding your own and your colleagues’ values been while working in the destination
country? How important is it to understand the values of the people you interact with outside of your team? Please
share your thoughts and experiences.
9. How have activities related to your J-term project impacted your understanding of your strengths, working
styles, or values? Those of your teammates? Such activities might include, (among other things), class work, J-
term related social events, individual and group pre-departure training activities, meetings, and in-country
experiences.
Section 2: Purpose and performance
10. My colleagues and I can describe the goals of our project in such a way that we all agree.
disagree
How important is it for your team to agree on how to describe project goals?

Assessment Proposal
Page 16
11. I am confident that my colleagues are committed to the decisions we agree upon as a team.
disagree
How important is it that your colleagues are committed to team decisions?
12. My team has the ability to handle disharmony.
disagree
How important is the ability to handle disharmony in your team?
13. My team can function productively when things do not go as planned or expected.
disagree
How important is the ability of a team to function when things do not go as planned or expected?
14. My team acts with a sense of responsibility toward the organization with which we are working.
disagree
How important is it that your team is responsible to your partner organization?
15. My team acts with a sense of responsibility toward the community we are visiting.
disagree
How important is it that your team is responsible to the community you are visiting?

Assessment Proposal
Page 17
16. Please share your thoughts/experiences regarding the establishment of and commitment to goals within your
team. What has your team done and discussed throughout this process?
17. How have activities related to your J-term project impacted your team’s ability to function? Such activities
might include, (among other things), class work, J-term related social events, individual and group pre-departure
training activities, team meetings, and in-country experiences.
Section 3: Culture and communication
18. I usually know what my colleagues are working on.
disagree
How important is it to know what your colleagues are working on?

Assessment Proposal
Page 18
19. I can get constructive feedback from my colleagues.
disagree
How important is the ability to get constructive feedback from your colleagues?
20. I can give constructive feedback to my colleagues.
disagree
How important is the ability to give feedback to your colleagues?
21. I am confident in my ability to interact and communicate in culturally appropriate ways with the local people
in my team’s destination country.
disagree
How important is it to know the culture and language of people from another country before interacting with
them?
22. I am confident in my ability to adapt my behavior according to different cultural contexts.
disagree
How important is it to adapt one’s behavior according to cultural context?
23. I can shift how I view a situation based on how other people might see it.
disagree
How important is the ability to see a situation from other people’s perspectives?

Assessment Proposal
Page 19
24. I feel prepared to live, work and function effectively in another culture.
disagree
How important is your level of preparation before being immersed in another culture?
25. Going out of my way to understand cultural differences enhances my own learning experience.
disagree
How important is it to make a conscious effort to learn about cultural differences?
26. When people in your team do or say things that don’t make sense to you, how do you feel and what do you
do?
27. When people in the community you’re visiting do or say things that don’t make sense to you, how do you feel
and what do you do?

Assessment Proposal
Page 20
28. How have activities related to your J-term project impacted how you interact with your teammates? How have
they impacted how you might interact or how you did interact with other people in your destination country? Such
activities might include, (among other things), class work, J-term related social events, individual and group pre-
departure training activities, team meetings, and in-country experiences.
29. Which pre-departure activities have been the most useful to you and your team?

Assessment Proposal
Page 21
30. What can we do to make the collection of pre-departure activities better? Please share your thoughts on what
should be included or left out, and how these things should be done.

Assessment Proposal
Page 22
APPENDIX F: SAMPLE RECRUITMENT EMAIL
Hi _________________________
We are working to improve the Team Peru program by creating a new pre-departure training. We
know you’ve answered a number of questions already, and shared a number of stories about your experience
(we have too!). However, your response to a short survey will be extremely helpful to us as we seek to
improve the program.
This is not another satisfaction survey or group share – we are asking for your participation in our
research. We are conducting an assessment of whether our new program helps build team and intercultural
competencies for student participants.
Your response to a survey on team and intercultural skills will give us useful data for our study. As
many of you know, forming a strong professional field team significantly contributes to the student learning
experience. It also impacts the quality of the contributions we make as partners with the Andean Alliance and
the communities of the Sacred Valley.
Please look for an email in the next few days from Team Peru student liaisons, with a link to the
survey. You will have one week from the time the survey opens to complete it. This is a time series survey,
and you will be asked to complete it three times in the next several weeks. Thank you for your participation!
Sincerely,
Cortney Copeland
Maritza Munzón

Assessment Proposal
Page 23
APPENDIX G: NIH CERTIFICATE

Assessment Proposal for Pre-Departure Training

Recommended

Recommended

More Related Content

What's hot

What's hot (10)

Similar to Assessment Proposal for Pre-Departure Training

Similar to Assessment Proposal for Pre-Departure Training (20)

More from Cortney Copeland

More from Cortney Copeland (8)

Recently uploaded

Recently uploaded (20)

Assessment Proposal for Pre-Departure Training