The Effects of International Experiences and Outcomes on Maymester Students

1. Ashtin Balzer Purdue University Gender of Participants Neil Knobloch Purdue University • Results • Of the student participants in the pilot group, 12% were sophomores, 53% were juniors, 33% were seniors, and 2% were graduate students. Seventy percent were female and 30% were male. In 2010, the student participant population consisted of, 6% freshman, 25% sophomores, 32% juniors, 26% seniors and 10% graduate students. Thirty-six percent were male while 64% were female. • From a communication standpoint, in the pilot group 88% tried at least once to communicate in the native language.More significantly 95% felt that they improved their verbal communication skills while abroad. In 2010 these numbers altered slightly to 86% trying at least once to communicate in the native language and 98% believing that they improved their verbal communication skills. • Regarding social science outcomes, in the pilot group 100% of the students agreed that learning about people from different cultures is important in college education. Eighty-five percent believe that they became more open to interaction with those who are different from themselves. In 2010, 95% of the students agreed that learning about other cultures is important in college education and 91% believe that they became more open to interaction with those who are different from themselves. • Regarding cultural understanding outcomes, in the pilot group 92% feel that they were immersed in the culture where they were living, 100% agreed that they were flexible and open-minded. In 2010 89% felt immersed in the culture while 95% believe they were flexible and open-minded. • Although in the pilot group 100% agreed that they appreciated and understood the importance of agriculture in developing countries, only 68% wanted to explore a career involving global agriculture. These numbers changed in 2010 with 93% appreciating and understanding the importance of agriculture in developing countries, with 80% willing to explore a career involving global agriculture. • Conclusion • Undergraduate students agreed that Maymester study abroad experiences developed communication skills, social science principles, and cultural competence. • As faculty gain a greater understanding of the types of experiences and student outcomes, study abroad staff can assist faculty in providing undergraduates the types of experiences that will lead to positive growth. • Further study is needed to study the relationships between the types of experiences and outcomes, including a motivation tool for completing the post-test. • References • Ingram, P. D., Smith-Hollins, C., & Radhakrishna, R. (2009). Impact of yearlong 4-H Japanese internship experience on U.S. participants (abstract). Journal of International Agricultural and Extension Education, 16(1), 15. Available at: http://www.aiaee.org/jourarchive.html • Ricketts, K. G., & Morgan, C. (2009). Internationalizing leadership development: Important components within educational international leadership experiences. Journal of International Agricultural and Extension Education, 16(2), 21. Available at: http://www.aiaee.org/jourarchive.html • Dooley, K. E., & Rouse, L. A. (2009). Longitudinal impacts of a faculty abroad program: 1994-2007. Journal of International Agricultural and Extension Education, 16(3), 47. Available at: http://www.aiaee.org/jourarchive.html • Zhai, L., & Scheer, S. D. (2004). Global perspectives and attitudes towards cultural diversity among summer agricultural students at the Ohio State University. Journal of Agricultural Education, 45(2), 39-51.  Available at: http://pubs.aged.tamu.edu/jae//pdf/vol45/45-02-039.pdf<http://pubs.aged.tamu.edu/jae/pdf/vol45/45-02-039.pdf Top Ten Activities The Effects of International Experiences and Outcomes on Maymester Students Grades of Participants Introduction Studying abroad is an effective method to develop intercultural knowledge, communication skills, and global perspectives. Twenty-five percent of College of Agriculture students at Purdue University participate in a study abroad during their undergraduate experience and over 60% of incoming freshman stated they planned on participating in a study abroad program (Purdue University International Programs in Agriculture Annual Highlights 2007-08). As the IPIA Study Abroad Program continues to expand its capacity to serve students, it must also expand its capacity to assist faculty and staff to assess the impact that study abroad experiences have on students’ behavioral, cultural and attitudinal learning outcomes. A USDA International Science and Education Grant, Strategies to Extend the Integration and Assessment of International Education in Colleges of Agriculture by Jess Lowenberg-DeBoer, Dale Whittaker and Mark Russell, was funded to develop an assessment tool to measure the impact of study abroad programs. Purpose The purpose of this undergraduate research project is to describe activities learning activities of undergraduate students in the College of Agriculture who participated in a study abroad program in 2009 and 2010. Methods The questionnaire was developed, then reviewed by members of the Purdue College of Agriculture faculty (n = 20). The questionnaire was pilot-tested with undergraduate students participating in Maymester term study abroad programs (n = 42). The questionnaire was edited with minor revisions and then given in a first trial in both a pre- and post-test for the Maymester term of 2010 (n = 79, pretest; n = 45, post-test). Students were surveyed using an online questionnaire called the International Outcomes Assessment The questionnaire consisted of three sections: demographics, activities, and outcomes. The sections of the questionnaire helped assess students’ perceptions regarding the impact the study abroad experience had regarding three outcomes: communication, cultural understanding, and social science principles. Previous International Experience