OIED FORMS:

• AOEP Proposal Form and Program Planning Information:

 AY13-14 Proposal submission deadline for early review and approval by mid-May 2013: 
 Early proposals are due, signed, to OIED by April 19, 2013.
 All other AY13-14 proposals are due, signed, to OIED by September 13, 2013 at the latest.

For more information about the process of planning, writing and submitting a proposal, please click on the link below:
- Submitting a Program Proposal
 

• Indemnification Agreements:
  - Pre-Program Travel
  - Independent Travel and Activities
  - Extended Stay
   
• Student Program Evaluations:
  - Evaluation Form

AOEP LEADER HANDBOOK:

•  AOEP Leader Handbook

RESOURCES FOR LEADING AND MANAGING INTERNATIONAL FACULTY-LED PROGRAMS:

• Forum on Education Abroad:
  - Standards of Good Practice for Short-Term Education Abroad Programs
   
• Program Management Resources in Nathalie's Office:
  - Hoffa, William, and Pearson, John (Eds.). NAFSA's Guide to Education for Advisors and Administrators. 2nd ed. 
    Washington, DC: NAFSA: Association of International Educators, 1997

RESOURCES FOR INTERCULTURAL COMMUNICATION, CROSS-CULTURAL TRAINING, THEORY, RESEARCH, AND EXERCISES:

• Embedded Education Abroad Faculty Toolkit:
  Support provided by Schreyer Institute for Teaching Excellence and the University Office of Global Programs
  at the Pennsylvania State University.
  This Toolkit offers a portfolio of tested and applicable strategies with the goal to improve instructional quality and the overall student experience in international faculty-led programs. The Toolkit  has been developed and organized around two primary focus areas: Global Citizenship and Academic Development. Recognizing that the international travel component can occur at any time during the course, tools have been developed and organized around three key phases of instruction: Pre-Departure, In-Country and Post-Study Abroad. The tools have been developed and further organized around five broad-ranging threads: Communication, Utilization of Technology, Primary and Secondary Research, Experiential Learning, and Culture and Identity. These threads have been chosen for their appropriateness to education abroad programming. Communication is inclusive of language learning and intercultural communication. Utilization of technology includes computer-assisted instruction as well as popular forms of on-line communication such as blogging. Primary or field research refers to collecting data in the international context through questionnaires, interviews, or forms of ethnographic inquiry. Experiential learning refers to those activities that involve experience and reflection, such as journaling. Culture and identity is inclusive of activities relating to cultural learning and identity development.
  Link: Education Abroad Faculty Toolkit
   
• NAFSA: Association of International Educators, Bibliography:
  The resources in this annotated bibliography compiled by Vija. G. Mendelson, Shyanmei Wang, and Katherine N. Yngve offer a solid foundation on a range of topics in the areas of intercultural training, intercultural communication theory, intercultural research and outcomes assessment, and recent research in the field including journals and online resources.
  NAFSA link: Bibliography on Intercultural Training, Theory and Research

• What's Up With Culture? NAFSA: Association of International Educators:
  This online resource guide for study abroad is organized around materials collected and developed over 30 years of offering cross-cultural training courses at the University of the Pacific, specifically the linked orientation and reentry courses of the School of International Studies (SIS). This material was developed to support and enhance a student's ability to make successful cultural adjustments both before going overseas and upon returning home from studying abroad. The focus is generally on the concept of culture and how it impacts one's ability to understand and function in a new and unfamiliar environment. It concentrates on the skills, attitudes, and behaviors which all study abroad students, regardless of their specific destination, will find useful.
  Link: What's Up With Culture?
   
• Culture Matters, Peace Corps
  Culture Matters', Peace Corps' cross-cultural training workbook, was developed to train new Peace Corps Volunteers to enter new cultures with understanding and respect. While this web-based version of Culture Matters is written as if addressed to a new volunteer, professors can easily adapt the language and activities to strenghten cultural understanding in their classrooms.
  Link: Culture Matters

• Maximizing Study Abroad Series by Michael Paige, et al.: 
  This series of guidebooks helps students, program leaders, and language instructors make the most of study abroad opportunities through strategies for language and culture learning and use.
  Link: http://www.carla.umn.edu/maxsa/guides.html
   
• Cultural Simulations for Education Abroad Training:
  - BARNGA: A Simulation Game on Cultural Clashes.
  Authors: Raja Thiagi Thiagarajan, Sivasailam Thiagarajan
  
  This is a well-known simulation game on cultural clashes. Participants experience the shock of realizing that despite their good intentions and the many similarities among them, people interpret things differently from one another in profound ways, especially people from differing cultures. Players learn that they must understand and reconcile these differences if they want to function effectively in a cross-cultural group. This game can be used in many organization settings in order to provide Training & Education on cultural differences.
  Link: http://www.nicholasbrealey.com/boston/barnga.html
  
  - ECOTONOS: A Multicultural Problem-Solving Simulation.
  Author: Dianne Hofner Saphiere
  A powerful and extremely adaptable simulation, Ecotonos breaks the usual stereotypes and barriers. Participants improve their skills and strategies for multicultural collaboration and teamwork. Ecotonos can be used multiple times with the same people by selecting a new problem and different variables, with each replay offering new and different cross-cultural perspectives. Eight to fifty (or even a thousand) participants form three groups and create their own cultures. Participants begin to work in their monocultural groups, then mix groups to continue the task multiculturally. The simulation and debriefing require a minimum of two hours.
  Link: http://www.culturaldetective.com/relatedproducts.html
  
  - BAFA-BAFA: Simulation Training Systems.
  Author: Garry Shirts
  BaFa’ BaFa’ is a face-to-face learning simulation. It is intended to improve participants’ cultural competency by helping them understand the impact of culture on the behavior of people and organizations. Participants experience “culture shock” by traveling to and trying to interact with a culture in which the people have different values, different ways of behaving and different ways of solving problems. Two simulated cultures are created: an Alpha culture and a Beta culture. The director briefs the participants on the general purposes of the simulation and then assigns them membership in either the Alpha or Beta culture. Each group moves into its own area where members are taught the values, expectations and customs of their new culture.Once all of the members understand and feel comfortable with their new culture, each culture sends an observer to the other. The observers attempt to learn as much as possible about the values, norms and customs of the other culture without directly asking questions. After a fixed time, each observer returns to his or her respective culture and reports on what he or she observed. Based on the report of the observer, each group develops hypotheses about the most effective way to interact with the other culture. After the hypotheses have been formulated, the participants take turns visiting the other culture in small groups. After each visit, the visitors report their observations to their group. The group uses the data to test and improve their hypotheses.
  Link: http://simulationtrainingsystems.com/schools-charities/articles/History-of-BaFa-2.pdf
   
  - An Alien Among Us: A Diversity Game.
  Author: Richard B. Powers
  From a list of twelve candidates, players must select six to join the mission. The selection process involves acquiring information about the candidates and fully engages participants as they play against a group of experts who have all the candidate data. Players make their selections based on attributes that fall into nine categories: gender, age, religion, profession, health, nationality, reason for going, positive attributes, and negative attributes. In the process they discover that frequently their judgments are biased and influenced by stereotypes. Participants come to understand that differences and diversity are not synonymous with problems and difficulties but rather can enrich human experience. They discover that they have overlooked the benefits of the differences they were inclined to devalue.
  Link: http://isbndb.com/d/book/an_alien_among_us.html
  
  - Redundancia: A Foreign Language Simulation.
  Authors: Nipporica Associates
  Requires 10 minutes to conduct and about 30 minutes to debrief. Participants experience speaking a language nonfluently: how it affects one's ability to stay focused and connected with the listener, and one's feelings of competence and confidence. Participants also experience listening to second language speakers: their own tendencies to help or to become distracted. Observers note the speaker's nonverbal communication.
  Link:  http://www.culturaldetective.com/relatedproducts.html

• ASU Library Global Travel Trunk Collection:
  Books and other materials have been catalogued into world country and region Trunks that are available for check-out by students and/or program leaders.
  Link: http://library.appstate.edu/imc/globaltravel/index.html
  

• Cross-Cultural and Intercultural Communication Resources Available in Nathalie's Office:
  - Bennett, M. Basic Concepts of Intercultural Communication: Selected Readings. Boston, MA: Intercultural Press, 1998.
  This resource will serve as a text in both introductory and advanced courses in intercultural communication as well as other courses concerned with cross-cultural understanding and multiculturalism.
  
  - Storti, C. Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference. Yarmouth, ME: Intercultural Press, 1994.
  Storti uses a series of dialogues to illustrate cultural differences in social settings, the workplace, and the
  world of business. He concludes with seven “lessons” that can be learned from reading and digesting the
  dialogues, also giving readers instructions on how to create their own dialogues for training purposes.
  
  - Storti, C. Figuring Foreigners Out: A Practical Guide. Yarmouth, ME: Intercultural Press, 1999.
  In this guide, Storti highlights many of the cultural differences that lead to misunderstandings and conflicts
  in intercultural exchanges, considering both the visible and invisible dimensions of culture as well as the
  cause-and-effect relationship between the two. He first reviews four “building blocks” of culture: concept of
  self, personal versus societal responsibility, concept of time, and locus of control, before moving on to a
  discussion of communication styles, culture in the workplace, and the stages of cultural awareness. Using a
  workbook format, Storti succinctly explains each topic via an exercise that concludes with a brief test of the
  reader’s new knowledge.
  
  - Storti, C. The Art of Crossing Cultures. 2nd Edition. Yarmouth, ME: Intercultural Press, 2007.
  Storti’s book on crossing cultures aims to ease the transition for those heading overseas to live or work. He
  draws from many literary works to illustrate some of the challenges of cultural adjustment and highlights
  some necessary steps to achieving successful intercultural interactions, including: anticipating differences,
  managing expectations, dealing with cross-cultural misunderstandings, and more. In addition, his model of
  intercultural interaction clearly lays out a cycle of how to assess communication breakdowns, enabling the
  reader to better understand and thereby prevent future incidents.
  
  - Seelye, H.N. Experiential Activities for Intercultural Learning. Vol. 1. Yarmouth, ME: Intercultural Press, 1996.
  Seelye’s collection of experiential activities offers a valuable resource for trainers and facilitators, with each
  activity detailed in terms of its objectives, time requirements, materials needed, appropriate settings, etc. A
  good reference for anyone involved in cross-cultural training for sojourners preparing to study, work, or live
  abroad, this book includes case studies, critical incidents, diversity exercises, simulations, and role-playing
  activities.
  
  - Stringer, D.M. and Cassiday, P.A. 52 Activities for Exploring Values Differences. Yarmouth, ME: Intercultural Press, 2003.
  The authors have written and adapted sound, ready-to-use activities for settings where the exploration of values differences is beneficial: the classroom, international team development workshops, conflict management and others. The activities cover a broad spectrum for the varied needs of trainers and teachers: those who like hands-on, practical but low-risk activities; those who prefer experiential activities; and those who learn best if they can reflect on ideas.

FACULTY-DEVELOPMENT WORKSHOPS OFFERED AT APPALACHIAN:

For workshop opportunities, please check back here for updates.

• November 4, 2011: Global Service-Learning and Community-Based Research