<p>Internationalization of higher education is a collaborative
responsibility academic and non-academic programs share to facilitate the integration
of various student populations within the broader culture of the university. My
dissertation project links First Year Writing (FYW) classes of domestic and
international students to promote and evaluate their intercultural competence
development. My research questions explore the use of reflective writing as a
genre for formative assessment in the writing classroom and investigate the
data it provides about students’ continuous learning. My research methodology
combines qualitative analysis of reflective writing and quantitative analysis
of intercultural competence development. Participants come from four sections
of FYW courses spanning two semesters – Spring 2016 and Fall 2017. I collected reflective
writing data from four embedded reflective journals and a final reflective
essay assigned to students in each section. Using a grounded scheme, I applied
thematic coding analysis of reflective writing and traced frequencies of codes.
I also mapped students’ reflections onto the Developmental Model of
Intercultural Sensitivity (DMIS; Bennett, 1993). Results from both coding
methods contextualize and interpret students’ development in both intercultural
competence and writing skills. I also share pedagogical, assessment, and
administrative implications for more effective teaching of reflective writing
and better continuous assessment of intercultural competence skills within the
context of the linked course model curriculum. </p>
<p> </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12606071 |
| Date | 27 July 2020 |
| Creators | Hadi Banat (9024011) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/Assessing_Intercultural_Competence_in_Writing_Programs_through_Linked_Courses/12606071 |
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