scholarly journals Integration of Capstone Design Experience with the International Exchange Program

2020 ◽  
Author(s):  
Juan Ordonez ◽  
Jose Vargas ◽  
Chiang Shih ◽  
Necesio Costa
2006 ◽  
Vol 43 (2-3) ◽  
pp. 193-197 ◽  
Author(s):  
Nancy F. Cincotta ◽  
Nicole Tokatlian ◽  
Jane Miller

Author(s):  
Susan Oguro ◽  
Angela Giovanangeli

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.


2018 ◽  
Vol 10 (10) ◽  
pp. 3368 ◽  
Author(s):  
Kanoeʻulalani Morishige ◽  
Pelika Andrade ◽  
Puaʻala Pascua ◽  
Kanoelani Steward ◽  
Emily Cadiz ◽  
...  

Within the realm of multifaceted biocultural approaches to restoring resource abundance, it is increasingly clear that resource-management strategies must account for equitable outcomes rooted in an understanding that biological and social-ecological systems are one. Here, we present a case study of the Nā Kilo ʻĀina Program (NKA)—one approach to confront today’s complex social, cultural, and biological management challenges through the lens of biocultural monitoring, community engagement, and capacity building. Through a series of initiatives, including Huli ʻIa, Pilinakai, Annual Nohona Camps, and Kūkaʻi Laulaha International Exchange Program, NKA aims to empower communities to strengthen reciprocal pilina (relationships) between people and place, and to better understand the realistic social, cultural, and ecological needs to support ʻāina momona, a state of thriving, abundant and productive people and places. After 10 years of implementation, NKA has established partnerships with communities, state/federal agencies, and local schools across the Hawaiian Islands to address broader social and cultural behavior changes needed to improve resource management. Ultimately, NKA creates a platform to innovate local management strategies and provides key contributions to guiding broader indigenous-driven approaches to conservation that restore and support resilient social-ecological systems.


1999 ◽  
Vol 88 (1) ◽  
pp. 19-22 ◽  
Author(s):  
John A. Marin ◽  
James E. Armstrong ◽  
James L. Kays

Author(s):  
Jane Jackson

Abstract The number of Chinese students who are joining international exchange programs has increased significantly in recent years, with the majority enrolling in English-medium courses in the host country. To better understand how to prepare and support their learning, the present study investigated the developmental trajectories of 149 students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of questionnaire surveys, in-depth interviews, and document analysis (e.g., study plans, responses to email prompts), this mixed methods inquiry tracked their evolving attitudes, motivation, and depth of investment in language and intercultural learning. As well as individual differences, the findings brought to light environmental factors that led to differing outcomes. While some participants developed more self-efficacy in English and meaningful intercultural friendships, others found it difficult to overcome language and cultural barriers, suggesting the need for interventions to bolster language enhancement and intercultural engagement.


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