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Using the IDI to Measure the Impact of Saint Mary’s College Study Abroad Programs

Using the IDI to Measure the Impact of Saint Mary’s College Study Abroad Programs. Elaine Meyer-Lee Saint Mary’s College NAFSA 2006 meyerlee@saintmarys.edu http://www.saintmarys.edu/~cwil/php/intercultural.learning/IILOutcomes.php. Study Abroad at Saint Mary’s College

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Using the IDI to Measure the Impact of Saint Mary’s College Study Abroad Programs

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  1. Using the IDI to Measure the Impact of Saint Mary’s College Study Abroad Programs Elaine Meyer-Lee Saint Mary’s College NAFSA 2006 meyerlee@saintmarys.edu http://www.saintmarys.edu/~cwil/php/intercultural.learning/IILOutcomes.php

  2. Study Abroad at Saint Mary’s College • Catholic Women’s Liberal Art (about 1600 students) • 20% of students study abroad • 8 semester options • 9 short-term options Assessment Methods/Design • Longitudinal Research Design • Pre-test/Post-test (some grad follow-up) • Procedures – 70% response rate so far • Control Group • 30 First-year students • Focus Group • Study Abroad Re-entry Course • Written reflection and Kolb’s LSI

  3. Slide Available Online:http://www.coe.int/T/E/North-South_Centre/Programmes/3_Global_Education/c_GENE/GENE%20Web-page%20-%20(3)%20Hesse%20article.asp

  4. IDI Worldview Profile: Pre-Abroad

  5. Significant findings from Pre-Post Match Data (n=60) • Growth in Acceptance/Adaptation Scale on post test (0.01 level on paired T-tests) • Correlations: • Change in Minimization Scale-Universalism Cluster was correlated with specific program (0.05 level, see box plots and graph) • Students on programs with more cultural immersion (4/5 vs. 3 on Engle & Engle’s scale) showed LESS growth in resolution on the Reversal Scale on average (0.01 level on paired T-tests) • Students with more previous experience abroad showed more growth in resolution on Reversal Scale on average (0.05 level) • Students with more years in college showed more growth in resolution on the Encapsulated Marginality Scale (0.05 level)

  6. Box plot of Change in Minimization Scale by Program

  7. Issues from Preliminary Results • Given low Minimization scores (3rd scale) • Catholic beliefs ….We’re all God’s children (universalism), or • Underlying common humanity (similarity) • Does the IDI truly measure a developmental process? • Is it legitimate to use an overall developmental score instead of subscales?

  8. Intercultural Development Inventory: Standardized instrument Ability to compare study abroad program outcomes with domestic intercultural programs Intercultural Development Inventory: Requires qualifying training to administer Highly proprietary Labor- and cost-intensive for large scale use Benefits to Study Abroad Assessment & Challenges to Institutional Research

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