An interdisciplinary approach to learning styles and teaching styles among Native Hawaiian and Pacific Islander students (NHPI) and Western teachers, this thesis suggests specific learning components necessary for academic success for Oceanic learners. This was accomplished by examining academic literature in the fields of anthropology, history, intercultural communication, linguistics, Teaching English to Speakers of Other Languages (TESOL), and Hawaiian studies. The thesis blends the current literature with qualitative research findings from questionnaire results of university students from the Pacific Islands and questionnaire results from Western university faculty. The results of this research provide insight to addressing tactile learning, natural environments, spirit/core wisdom, and awareness of the differences in communication styles for NHPI students in a U.S. university. The results also provide insight on two major themes that inhibit learning: first, that NHPI students face fear and a lack of confidence on a daily basis in the general class environment, and second, that their teachers also have a low regard of the NHPI student because of unmet expectations that are culturally relevant to Western education systems, but that are in direct contrast of Oceanic values. This thesis suggests that both teachers and students often miscommunicate by unknowing conflicting value systems.

Given economic and societal shifts towards globalization, the need to develop effective global leaders is well documented. This thesis explored the development of a prototype instrument for use in global leadership classes or training to assess and/or develop the competencies and decision-making abilities associated with effective global leadership. The format of the instrument was a hybrid of situational judgment tests (SJTs) and culture assimilators and its content was drawn from a real life critical incident as recounted by an expert global leader during an interview using cognitive task analysis techniques. The interview was part of qualitative research that investigated expert cognition displayed by exceptional global leaders. The thesis included a literature review of global leadership research to identify the general competencies, intercultural competencies, and cognitive proficiency of effective global leaders that would serve as a foundation for the domains to be assessed and developed. SJTs and culture assimilators were discussed as format examples for constructing the instrument. The process of creating and refining the tool was then reviewed, which included developing the questions and answers, conducting pre-tests, gathering feedback from subject matter experts, and conducting a content analysis to ensure global leadership and intercultural competencies were addressed. Data collected during the course of development were presented and discussed. Step-by-step instructions (that included potential improvements to the process experimented with to date) were included to guide others in future development. An abridged sample of the instrument was provided.

Although diversity on television has ebbed and flowed in recent years, many new shows have recently emerged that feature either predominantly black female casts, or that feature a black female in the lead role. Reality television often sends forth angry, physical images of African American women, while non-reality television tends to express alleged relationship and sexual values of African American females that are uncomfortable for many. Not everyone embraces these images. What are modern television images saying about African American women? Using the lens of critical race theory to view images of African American women aired on highly rated reality and non-reality television shows, this study examines and compares emerging negative stereotypes of African American women, and explores and identifies what historical negative stereotypes of black females continue to be perpetuated today via the small screen. Furthermore, in order to fill a gap in the current available research, this analysis also considers and exemplifies the frequency and definition of positive representations of African American women on reality and non-reality television.

This exploratory study examines the impact of intercultural training as part of an international corporate internship program in the United States for college graduates from Rwanda. This is a mixed-method study using quantitative and qualitative data collected before, at completion, and one year after the 3-month internship program. The report explores the design, methods, content, tools, assessments and experiential activities used during the intercultural training, which focused on educating both the Rwandan interns and their U.S. managers on some of the differences in culture and communication styles that impact effectiveness in the workplace. The purpose of this research is to discern which aspects of the intercultural training intervention the participants perceived as the most beneficial. In addition to providing a better understanding of challenges for African interns adapting to the U.S. corporate environment, this study hopes to provide insights and contribute to a framework of best practices for intercultural training for U.S. international corporate internships, which as part of the J-1 visa program created by the U.S. State Department to build international understanding and cultural exchange, as well as work opportunities.

This study explores potential implications of the Personal Leadership method for study abroad instructors and their students as emerging global leaders. This research documents and analyzes the experience of one cohort of Council of International Educational Exchange (CIEE) international educators as they gained a preliminary understanding of the Personal Leadership method across a five-month virtual blended learning course. Additionally, this research looks at CIEE's decision to incorporate Personal Leadership into their intercultural competency training program. Finally, this research examines the predicted global leadership development benefits Personal Leadership could provide students learning abroad, according to this cohort of international educators. This study employs qualitative methods in the case study of one CIEE instructor cohort. The researcher limited data collection to unstructured expert interviews, instructors' written discussion and polling data reported during the recorded course sessions, and a Likert-type scale exit survey. The findings from this study suggest that Personal Leadership offers a useful, process-based method for self-inquiry that significantly helps individuals develop affective qualities essential to be effective global leaders.

Critique, or "crit," is a central feature of instruction in art and design programs. Critique is an event in which students present their work and receive feedback from faculty, visiting professionals, and their classmates. Critique can be formative or summative. In formative critiques, the instructor intervenes in the creative process, reviews drafts of work, and makes recommendations for revision. In summative crits, the instructor evaluates a finished product for a grade. The goal of a summative critique is to evaluate and rate the quality of student work. However, success is not necessarily determined by student work alone. Critique also requires mastery of a number of communication and cultural competencies. Crits can be challenging for students of all cultural backgrounds but may be especially difficult for international students who are adapting to a new culture and academic environment. This study examined the difficulties that some Japanese students experience in summative crits often due to cultural differences and language problems. The purpose of this study was to investigate challenges experienced by Japanese international students and identify types of support that Japanese international students may need in order to be successful in crits. This study had three goals: (1) provide Japanese students with recommendations for success in crits; (2) help faculty learn international perspectives and contribute to their cultural sensitivity in the classroom; and (3) encourage greater institutional support for international students at American design schools. This research aims to contribute to a better understanding of the challenges and needs of international students in the U.S. design classroom.

This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.

More students at college and universities are taking advantage of the opportunity to study abroad. During their time overseas, many will confront culture shock. Upon their return, they may also encounter a difficult transition, resulting in reverse culture shock. This study explores the various long term effects of reverse culture shock among study abroad alumni at a land grant institution. The alumni in this sample represent a variety of study abroad programs as well as experiences with reentry shock. By contributing further evidence regarding the influence of reverse culture shock over an extended period, it can provide incentive for universities to increase the level of reentry support for their students. Furthermore, by assisting students through the challenges of their reentry, educators can enhance the level of cultural learning from the experience as well as contribute to the students’ personal development.

The State Department conducts exchange programs for thousands of participants each year to build mutual understanding between the citizens of the United States and other countries. At the beginning of each program, inbound exchange students participate in pre-departure orientations to prepare them for their experiences in the United States. It is vital that these pre-departure orientation programs lay the groundwork for mutual understanding by fostering intercultural sensitivity and developing intercultural competence. For this study, I explored best practices for facilitating intercultural learning online among international students and designed an interactive, facilitated, student-centered, and culturally adapted virtual pre-departure orientation that promotes intercultural learning online. Experts evaluated this course plan and their feedback resulted in lessons learned and recommendations for the development phase of instructional design for this course plan.

The primary emphasis in the field of expatriate adjustment has focused on the experiences of the person working overseas on assignment. Research that includes the experiences of the accompanying partner of the working expatriate frequently positions this person as an antecedent to the working partner's adjustment process. Understanding the adjustment process from the accompanying partner's perspective is underrepresented in the literature. In this qualitative research project eight expatriate couples were interviewed to examine in detail their experiences of adjusting overseas on assignment in order to identify the critical adjustment factors, the resources that are available to assist the adjustment process, and what personal characteristics aid a successful intercultural experience while living overseas. Recommendations are provided for both the employer and the accompanying partner to assist the adjustment process.