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<p>In today’s global environment, agricultural students need the skills to thrive among a
workforce made up of individuals with diverse experiences and perspectives. One promising way
to prepare students is through the development of intercultural competence (IC). This thesis
addresses several different methods of developing IC in undergraduate students. Chapter 2
addresses incorporation of intercultural interventions into a short-term study abroad program
coupled with and a follow-up semester-long on-campus companion course to specifically target
empathy development. The study found that overall students did not increase significantly on the
IDI, but did show positive growth in empathy development throughout the semester. Chapter 3
describes differences in IC of students completing intercultural learning (ICL) assignments
throughout a face-to-face introductory animal agriculture course compared with students not
completing ICL assignments. The intervention group showed significant increase according to the
IDI and increased on average 9.46 points. In addition, the intervention group increased
significantly more than the control group (87.54 ± 2.09 vs. 94.76 ± 1.67) (p <0.004; df=1; f=13.23).
</p>
<p>Studies described in Chapter 4 build on those of methods followed a similar approach to
the methods discussed in Chapter 3 but examine the impact of including reflection based ICL
assignments using global animal agriculture as a medium. Notably, the course also occurred in an
emergency remote learning setting during the COVID-19 pandemic. Results from the study
discussed in Chapter 4 showed that the intervention group increased significantly more than the
control group (86.75 ± 2.11 vs. 95.29 ± 2.35; p < 0.004). In addition, the intervention group also
showed positive results in developing the specific skill of empathy throughout the semester.
</p>
<p>The last study discussed in this thesis (Chapter 5) details the process of creating and
validating a scale to specifically measure the competence levels in level of undergraduates’ essential skills in undergraduates. Cronbach’s alpha was reported for each skillset that was being
evaluated and deemed acceptable.</p></div></div></div><div><div><div>
<p>Each of the studies discussed was designed to fill gaps in the literature regarding skill
development in animal science undergraduate students. The development of such skills, and IC in
particular, is necessary for all students whether they pursue careers with as possible the opportunity
to develop these skills, not just those who participate in international elements. As such,
developing validate means to provide students opportunities to hone such skills is necessary to
student future success. Toward this end, the studies described here seek to measure the efficacy
embedding intercultural learning into undergraduate agricultural curriculum at providing such
opportunities.
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| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/14515134 |
| Date | 05 May 2021 |
| Creators | Jacey Lynn Wickenhauser (10725384) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/Development_of_Intercultural_Competence_Through_Embedded_Course_Curriculum/14515134 |
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