The purpose of this study was to examine the impact of a study abroad experience on levels of ethnocultural empathy and global-mindedness. Now more than ever, universities are being asked to provide concrete evidence about the effectiveness and outcomes of studying abroad. Participation in study abroad programs has continued to substantially increase over the past decade, resulting in a higher demand of such international programs at universities (IIE, 2004). A sample of 76 university students completed the following measures: demographics questionnaire, Scale of Ethnocultural Empathy, and Global-Mindedness Scale. It was hypothesized that students who study abroad would exhibit higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. It was also expected that participants with previous experience abroad would have higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. Results indicated that levels of ethnocultural empathy and global-mindedness did not differ based on the study abroad, diversity class, or control group, but that scores on both measures increased from the pre- to post-test for both the diversity class and the control group. Results for the study abroad group remained the same between the pre- and post-test for both measures. Despite the fact that this study had no significant findings, it has provided groundwork for future research regarding study abroad experiences, ethnocultural empathy, and global-mindedness. / Department of Counseling Psychology and Guidance Services

This study aims to investigate Turkish teachers&rsquo / opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo / attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo / positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo / awareness of other cultures and people for intellectual development, and to improve learners&rsquo / communicative competence.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Craig S. Cashwell; submitted to the School of Education. Includes bibliographical references (p. 160-194).

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: p. 299-323.

Thesis (M.A.)--University of Waikato, 2007. / Includes bibliographical references (p. 67-73)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 47-51).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves ).

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Douglas A. Archbald, School of Education. Includes bibliographical references.

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2005. / Bibliography: p. 329-355.

Thesis (Ph. D.)-- Stockholm University, 2005. / Includes bibliographical references.