Abstract
High-impact practices (HIPs) in higher education, such as global community engagement programs, enhance student learning and lead to increased levels of civic involvement among graduates. However, it is unknown if participation in a global community engagement/service-learning program affects the development of cultural competence. The purpose of this study was to determine if student and faculty participation in a two-week community engagement/service-learning program in Guatemala would result in intercultural development measured using the Intercultural Development Inventory (IDI) tool. Participants were recruited from a graduate physical therapy education program in the U.S. and completed a pre- and post-trip IDI. Data analysis revealed no statistically significant change in IDI scores after the global community engagement/service-learning program.
Keywords
community-based learning, global engagement, graduate education, high-impact practices
ORCID Identifiers
Jennifer Crystle: https://orcid.org/0000-0002-9242-8906
Megan W. Moran: https://orcid.org/0000-0003-1001-7378
Diana G. Venskus: https://orcid.org/0009-0005-9964-7449
DOI
10.5038/2577-509X.8.3.1343
Recommended Citation
Crystle, J., Moran, M. W., & Venskus, D. G. (2024). Using the Intercultural Development Inventory to measure intercultural development for a high-impact global community engagement program. Journal of Global Education and Research, 8(3), 194-203. https://www.doi.org/10.5038/2577-509X.8.3.1343
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Community-Based Learning Commons, Curriculum and Instruction Commons, Higher Education Commons, International and Comparative Education Commons, Physical Therapy Commons, Service Learning Commons
