DEPARTMENTAL STUDY ABROAD PROGRAMS, PURDUE UNIVERSITY INSTRUCTIONS FOR COMPLETING THE PROPOSAL FORM

A complete proposal for a Purdue Departmental Study Abroad program consists of the following parts:o proposal form with all blanks filled; the form is a writeable pdf documento detailed description of the program being offered, including the number of hours in the classroom and a

description of any service learning projects;o completed Intercultural Learning Worksheet

o preliminary itinerary;o preliminary budget.

The program leader is the person who will actually travel with the students to the planned destination(s). S/he needs tosubmit the proposal and secure the signatures of the head of the department sponsoring the program and the dean of thecorresponding college. If the program is cross-listed or if a program offers courses from more than one academicdepartment, separate proposal forms must be signed by each department head and by each dean, if it involvedmore than one college.

After department heads and deans have signed the form, the entire proposal (form + description + itinerary + budget)should be forwarded to Study Abroad electronically via DocuSign, or paper copies may be sent campus mail ATT:Departmental Programs, 105 Young Hall.

Proposals must arrive at the Study Abroad office according to the following schedule (before 5:00 p.m. on these days):

period of program proposal due January – April 15 July May – August 1 November

September – December 1 March

The title of the program should reflect the primary content of the program. This title will be submitted to the Office of theRegistrar, appear on the Study Abroad website and on students’ transcripts. The Study Abroad Schedule Deputy reservesthe right to alter the title to meet Purdue Office of the Registrar guidelines.

List the city and country where the program will take place. If more than one city and/or country will be visited, list alllocations in the preliminary itinerary on a separate page.

The leader must follow all required procedures within the academic department to obtain approval for the program. It isup to the leader to determine if a departmental or college curriculum committee (or the equivalent) needs to approve thenumber of credits, the departmental course number and the course title assigned to the program and used for the postingof credits and grades to participants’ transcripts.

The signature of the department head confirms that s/he has read the complete proposal and supports this study abroadprogram. If the sponsoring department requires approval of the program by a curriculum committee or the equivalent, s/heconfirms that the department’s course number and title have been approved by this committee.

The signature of the college dean confirms that s/he has read the complete proposal and supports this study abroadprogram. If the sponsoring college requires approval of the program by a curriculum committee or the equivalent, s/heconfirms that the college’s or department’s course number and title have been approved by this committee.

As soon as the program is approved, that is, as soon as all parties sign the Proposal Form, one copy will be returned tothe leader, signifying that the program has been approved. The leader should then refer to the Nuts & Bolts Manual tocomplete all required administrative steps.

NOTE: Only complete proposals will be considered by the Director of Study Abroad. After the signatures of the department heads and college deans have been secured, send the proposal for further routing:

Electronically: via DocuSignDocuSign routing instructions

or paper copies may be mailed toStudy Abroad

ATT: Departmental Programs 105 Young Hall

Departmental Student Abroad ProgramPurdue University Proposal Form

Purdue department sponsoring this program?

Program leader, the person actually going abroad:

telephone number: email address:

email address:

email address:

email address:

No Yes

Leaders will need to work with the Study Abroad Schedule Deputy to reserve rooms. Room reservation needs (this will be documented on the student’s registration):

Dates of on campus instruction: Classroom times:

Days students must be in class (i.e. MWF): Preferred building:

Program Administration

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Program Information

Program Title:

Audience: undergraduate students only graduate students only undergraduate and graduate students

Where will the program take place?

Is this country currently under a Travel Advisory of "Level 2 - Exercise Increased Caution - Contains Areas With Higher Security Risk" or higher form the US Department of State?

Source: https://travel.state.gov/content/travel/en/traveladvisories/traveladvisories.html

____ No ____Yes (If yes, your submission of the given form pledges that you will take necessary steps.)

Is this country currently on the U.S. Department of the Treasury’s Office of Foreign Assets Control (OFAC) sanctions list? Source: https://www.treasury.gov/resource-center/sanctions/Programs/Pages/Programs.aspx

____ No ____Yes (If yes, your submission of the given form pledges that you will take necessary steps.)

Location: Please list cities and country

Program history: first -time pr ogram repeat program; list previous SA number assigned:

Duration: winter break embedded in spring semester spring break summer fall

date of departure from the U.S.: date of return to the U.S.:

Will participants be required to attend class before or after the program dates on Purdue campus (not including pre-departure mtgs)?

Secondary program leader:(in compliance with univeristy policies)

Business manager in charge of th e program’s budget: Teaching/research assistant, if applicable: (in compliance with univeristy policies)

Program Administration

Who will be making all or most of the arrangements for this program? Mark all that apply.

The program leader and other staff at Purdue will be organizing ALL of the arrangements for this program.

Please list other staff members here:

Name of other staff member working on this program:

telephone: email address:

Name of other staff member working on this program:

telephone: email address:

A travel agency will be making arrangements for this program.

Name of travel agency; tentative information is OK:

Name of primary contact person at this agency:

telephone: email address:

types of arrangements this agency will make; mark all that apply:

travel U.S. airport transfer housing some or all meals classroom space local transportation

The program leader will work with the following partner university to provide services for this program.

Name of partner university:

Name of primary contact at this university:

telephone: email address:

types of arrangements:

U.S. airport transfer housing some or all meals classroom space local transportation

The program leader will work with a “provider” agency to provide services for this program.NOTE: Any contracts with a provider agency must be signed by Purdue University and copies of contracts submitted to theStudy Abroad Office.

Name of agency:

Name of primary contact person at this agency:

telephone: email address:

types of arrangements:

travel U.S. airport transfer housing some or all meals classroom space local transportation2

Crisis Management Plan (at least one option must be selected):

I pledge to work with a provider agency who will handle crisis management issues– information belowI am working with a local university that has pledged to have a contact person available to attend to student emergencies ifleader is incapacitated (information below).

The following person from sponsoring College/Department will be poised to depart the US within 24 hours to offer in country assistance in an emergency situation ____________________________________.Other (please explain)

Course Details

The study abroad office needs the following information to post correct information to the Purdue University schedule of classes and to post credits and grades for the participants after the program has been completed. A course number with the subject code “SA” will be assigned to the program by the study abroad schedule deputy and this number will be added to the list of course offerings for the appropriate term. Leaders do not post grades for these courses in the usual manner; please read the manual about grades.

Undergraduate credit available: Please provide information about each department course number which should be posted to participants’ transcripts after the program has been completed.

Total number of UG credits student will earn on program: Fixed credit = Variable credit = to

Subject Course# Title # Credit hours

Graduate credit available: Program leaders must provide the study abroad office with an explanation of the program requirements, making it clear that the graduate student participants have more rigorous requirements than the undergraduates in the same program. This statement is required by the Purdue University Graduate School.

Please provide information about each department course number which should be posted to participants’ transcripts after the program has been completed.

Total number of GR credits student will earn on program: Fixed credit = Variable credit = to

Subject Course# Title # Credit hours

Embedded program: Speak to Paula Memmer (765.494.3894) before choosing this option.

Department code: number: number of credit hours:

Learning Outcomes: Intercultural Knowledge and Effectiveness

As a supplement to the syllabus or program description, please list the intercultural learning activities (formal and/or co-curricular) which you will include in this short-term program, and describe how you will assess their effectiveness. Please use the attached Intercultural Learning Worksheet for Purdue-specific intercultural learning objectives & assessment ideas.

Questions regarding teaching and assessing intercultural learning as it pertains to your proposed program topic may also be directed to Katherine Yngve, Intercultural Learning Specialist kyngve@purdue.edu.

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Purdue Intercultural Learning Worksheet

Name of Program Leader: __________________________________College or Dept.: _________________________ Program Title: _____________________________________________________________________________________

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As of 2012, the Faculty Senate-approved Purdue Undergraduate Core Curriculum includes “Intercultural

Effectiveness” as a required embedded outcome for all students. Yet, only rarely does intercultural effectiveness happen

simply by virtue of time spent abroad (cf. Citron, 2003; Vande Berg, Connor-Linton & Paige, 2009). According to data

collected after 2015 & 2016 short-term programs, Purdue study abroad students “find it easy” to be curious and

to practice openness but they struggle with the higher-order skills of effective cross-cultural bridge building.

While our students often improve in terms of confidence to travel more and motivation to “get better” at cross-

cultural communication (and usually declare these to be “transformative” outcomes), rarely do they improve in

the skills of leadership & teamwork defined in the Core Curriculum goals; e.g. self-awareness, empathy,

comfort with difference, communication-style flexibility, active listening &/or ability to shift perspectives.

The purpose of this worksheet is to help all Purdue program leaders use backwards design and formative

assessment to get higher-order intercultural effectiveness outcomes more reliably than “rarely.”

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1. Begin here:

A. First, please take a moment to review the components of the Purdue intercultural competence rubric.

B. Second, pick the single square on the rubric which (a) comes closest to aligning with your course content &/or

planned co-curricular activities and (b) will stretch (but not stress out) the majority of your students. (NOTE:

Purdue leaders’ experience suggests that even first-time travelers can attain level two or three on at least one

rubric skill in a week’s time.)

C. Third, using the verbiage from that square and the table below, articulate a goal statement for this year’s program.

Goal Statement: I would like percent of my students this year to reach the target indicated below:

EXAMPLE

Knowledge Cultural self- awareness

Level Two: Recognizes new perspectives about own cultural rules and biases.

Elements of the Rubric Proficiency Level Target (please summarize verbiage from rubric)

Curiosity

Openness

Communication

Intercultural Empathy

Cultural Self-Awareness

Worldview Frameworks

2. Research indicates that multiple Core Curriculum Embedded Outcomes correlate to study or work abroad.

You may review rubrics for said outcomes here and indicate your interest in designing learning outcomes around

them below; after program approval, CILMAR will contact you to provide assistance specific to these domains.

Civic Engagement

Creative Thinking

Critical Thinking

Ethical Reasoning

Global Citizenship

Integrative Learning

Leadership & Teamwork

None of these related competencies

3. If there is an assessment tool which you regularly use for measuring students’ development of intercultural skills

& you’d like to use it again with this program, please list it below. Otherwise, please move on to item #4. Note that a

number of exciting new assessment instruments were added to the next page of this worksheet as of July 2018.

I regularly use this/these assessment instrument(s):

Purdue Intercultural Learning Worksheet

Name of Program Leader: __________________________________College or Dept.: _________________________ Program Title: _____________________________________________________________________________________

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4. If you have no preferred instrument yet, please choose one instrument from any one section below (A, B, or C)

which aligns with your chosen intercultural effectiveness target. If circumstances permit, a better research design

would include an instrument from two different groupings. (One each from Group A + Group B or A + C, etc.)

[A] Formative Instruments: Usually given once, at beginning of program. Designed to be used primarily for feedback

(instructor-to-student or peer-to-peer), or to identify learning needs and adjust teaching appropriately. Some of these, but

not all, are also validated for pre/post survey usage as well; these are indicated below with the designation {P/P}.

Intercultural Attitudes, Skills & Knowledge Survey {P/P} ALL SIX elements of the rubric

Curiosity & Exploration Index {P/P} Curiosity

Food Attitude & Behavior Survey or

Attitudinal & Behavioral Openness Scale {P/P} Openness

Communication Flexibility Scale (English) or

Cohen’s (Foreign) Language-Learning Strategies Inventory or

Intercultural Conflict Style Inventory [$11/student]

Communication (Verbal)

Effective Listening, Teamwork & Leadership Inventory {P/P} Communication (Non-Verbal)

Abridged Scale of Ethno-Cultural Empathy {P/P} or

On-line version of Toronto Empathy Questionnaire {P/P}

Intercultural Empathy

Intercultural Stress Intensity Index or

On-line VARK Learning Style Inventory or

Tolerance for Ambiguity Scale (Herman et al; p. 63)

Self-Awareness

Cultural Values Mapping Exercise

On-line Linking Values to Behavior Quiz

Worldview Frameworks

[B] Summative Evaluation: Usually used once, at end of program. Download item by clicking on the title.

AAC&U Rubric (used to rate competence as demonstrated

through an final essay, reflection or project)

Any or all elements of the rubric

Journal-Blog Rubric (used to review adaptation over time) Communication, Worldview, Adaptation

ACTFL Performance Descriptors Rubric or

NCSSFL-ACTFL Global Can-Do Benchmarks or

Sign Language Performance Rubric

Communication (Foreign Language) or

Communication (Sign Language)

Ruben’s Behavioral Inventory or

Yngve’s Behavioral Rubric

Empathy, Openness (Respect for Others),

Communication, Tolerance for Ambiguity

Critical Reflection Rubric Openness, Self-Awareness, Empathy, Communication

[C] Recommended Pre/Post Surveys: Download or read about item by clicking on title. Use of the BEVI, IDI or IES

requires a trained administrator. Consult with CILMAR after program approval for information or logistical assistance.

M-GUDS PAS CQS Global Learning Scale BEVI (free due

to site license) IDI

[$22/student]

IES

[$20/student]

Curiosity

Openness

Communication

Intercultural Empathy

Cultural Self-Awareness

Worldview

Purdue Intercultural Learning Worksheet

Name of Program Leader: __________________________________College or Dept.: _________________________ Program Title: _____________________________________________________________________________________

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5. Finally, review the following program leader requirements and sign or initial the statement below.

A) Each primary program leader or team is required to participate in one consultation with a pedagogy/assessment

staff person in the Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR). This

consultation must occur sometime between receiving word of program approval and the first orientation meeting or

pre-departure class for participating students.

The purpose of this consultation is to review, strategize about and/or revise the initial intercultural learning plan

contained within this document as well as to co-formulate an action plan for well-supported, simple and useful

assessment of students’ intercultural development. Katherine Yngve, CILMAR’s Associate Director for Assessment

will inform primary program leaders how to sign up for a consultation after program approval has been obtained.

B) After completion of every program (meaning students’ submission of final assignment), each program’s

leadership team is required to submit a brief assessment report which includes analysis of data about the

students’ intercultural learning and a brief reflection on the students’ learning process.

A Qualtrics link to the report form will be shared with each batch of instructors just prior to Winter Break, Spring

Break or the end of Spring semester. Better-practice findings from these reports will be shared with faculty leaders no

later than the end of fall semester.

Deadlines for submission of the report (absent extenuating circumstances) follow:

Winter Break programs = February 1st

Spring Break programs = May 1st

Maymester programs = June 15th

Summer programs (other than Maymester) = August 5th

Statement: I have read & understand my assessment role as a Study Abroad Program Leader:

(Initials or Signature)

Cited Research:

Citron, J.L. (2003), US Students Abroad: Host Culture Integration or Third Culture Formation? In Grunzweig, W. &

Rinehart, N. (Eds.), Rockin’ in Red Square: Critical Approaches to International Education in the Age of

Cyberculture, LIT Verlag: Munster.

Vande Berg, Connor-Linton & Paige (2009); The Georgetown Project: Interventions for Student Learning Abroad:

http://files.eric.ed.gov/fulltext/EJ883690.pdf

Program Leader Signature

Program Leader Name:

I agree to the following: • To read and follow the instructions published in the Nuts & Bolts Manual for Departmental Study Abroad Programs• To work closely with my business manager to prepare and monitor the program’s budget• To post complete information about my program to the Study Abroad website and make changes when they occur• To refrain from publishing the cost of the program until the Purdue Treasurer’s Office approves the Rate Request• To inform the Purdue Study Abroad Office immediately if the program is cancelled• To accept responsibility for participant enrollment, registration and payment of fees, including non-Purdue students• To inform all participants of their own requirements and responsibilities• To attend the required Program Leader Orientation scheduled by the Study Abroad Office; time and location TBA• To schedule a pre-departure meeting for all participants and invite a representative of the Study Abroad Office to attend• To ensure participants complete all mandatory study abroad forms• To submit a final itinerary and an emergency procedures form at least two weeks before the start of the program• To submit a departmental program grade report to the Study Abroad Office

Signature: date:

Approval Signatures

Department Head

As department head, I have read the proposal, including the preliminary budget, and I confirm my department supports this study abroad program and accepts financial responsibility for its budget. Further, I confirm that the course number and title have been approved by the department’s curriculum committee or the equivalent, if this is required.

Department: Printed Name of Department Head:

Signature of Department Head: date:

Use a separate page for each department.

College Dean

As college dean, I have read the proposal, including the preliminary budget, and I confirm that my college supports this study abroad program. Further, I confirm that the course number and title have been approved by the sponsoring department’s curriculum committee or the equivalent, if this is required.

College: Printed Name of College Dean:

Signature of College Dean: date:

Return approval form and complete proposal including preliminary budget to Study Abroad via routing options listed on instruction page.

Director of Study Abroad

Brian D. Harley: date:

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CROSS-LISTED COURSES MUST HAVE THE APPROVAL OF EACH DEPARTMENT INVOLVED.