Proposed Pre-departure Training for Peru Practicum

Cortney Copeland• Maritza Munzón
Monterey Institute of International Studies
IEM 8510 Design & Assessment• Dr. Meggan Madden
PROGRAM
DESIGN
PROPOSAL
5/8/2014
Peru Practicum Intercultural & Team
Competency Pre-Departure Training.
This Proposal includes program context, theory of change model,
logic model, and details of activities to be included in a pre-
departure training for Peru practicum 2015 participants.

PROGRAM DESIGN PROPOSAL
Page 1
Contents
OVERVIEW........................................................................................................................... 2
Project Name..........................................................................................................................................2
Stakeholders..............................................................................................................................................2
Timeframe...............................................................................................................................................2
SCOPE OF WORK ................................................................................................................ 2
Program Timeline......................................................................................................................................3
Design and Assessment Timeline............................................................................................................4
PROGRAM MODELS ............................................................................................................ 5
The Modeling Process..............................................................................................................................5
Context ....................................................................................................................................................6
Goals........................................................................................................................................................6
Principals .................................................................................................................................................6
Sources of Information..........................................................................................................................6
Theory of Change Model........................................................................................................................7
Assumptions.............................................................................................................................................7
Program Logic Model..............................................................................................................................8
Testing the Models....................................................................................................................................9
Testing Principals ...................................................................................................................................9
Testing with Stakeholders.....................................................................................................................9
Testing with External Reviewers.......................................................................................................10
Revisions ...............................................................................................................................................11
STRATEGY AND ACTIVITY DETAILS .................................................................................. 11
Strategy 1: Cultural Sensitivity Training ...........................................................................................11
Theoretical Basis .................................................................................................................................11
Workshop Group Activities...............................................................................................................11
Individual Activities.............................................................................................................................12
Outputs .................................................................................................................................................12
Strategy 2: Team Building...................................................................................................................13
Activity Details.....................................................................................................................................13
Outputs .................................................................................................................................................14
Strategy 3: Relevant Information.......................................................................................................14
Activity Details.....................................................................................................................................14
Outputs .................................................................................................................................................15
Implementation Timeline.......................................................................................................................16
REFERENCES ...................................................................................................................... 17

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P E R U P R A C T I C U M I N T E R C U L T U R A L & T E A M C O M P E T E N C Y P R E -
D E PA R T U R E T R A I N I N G .
OVERVIEW
Project Name
Peru Practicum Intercultural Sensitivity and Teambuilding Pre-departure Training; International Immersive
Learning Assessment Framework
Stakeholders
 Monterey Institute of International Studies: Development Practice and Policy program (MIIS DPP)
o Primary contact: Dr. Jeff Dayton-Johnson
 Andean Alliance for Sustainable Development (AASD)
o Primary contact: Adam Stieglitz
 MIIS Intercultural Competency Committee (MIIS ICC)
 Potential practicum participants (DPP graduate students)
 Practicum alumni
 Program Steering Committee
o Primary contact: Dr. Jeff Dayton-Johnson
o Steering committee includes members from MIIS DPP, AASD, local officials in Calca and Lares
Timeframe
To be implemented beginning in Fall 2015
SCOPE OF WORK
In January 2014 (J-term), MIIS DPP and AASD collaborated to offer a 3-week fieldwork practicum in Peru as
the middle portion of an academic yearlong program, occurring between Fall and Spring policy analysis classes.
Both parties plan to continue developing the yearlong model and its practicum component to provide field
experience in development policy. The model may be expanded to include students participating in the El
Salvador Practicum.
Our contribution to this process was originally conceptualized as designing an improved orientation for
practicum participants, and creating a framework for assessing the J-term practicum. However, our description
of the scope of work has changed to better reflect stakeholder perspectives. The table below compares early
ideas for the program design to their present iteration. The assessment mentioned is further addressed in the
assessment proposal for this program.

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Initial Current Rationale for Change
Project Name Assessment-based
Improvement of
Orientation and
Evaluation
processes for the
MIIS/AASD Peru
Practicum.
Peru Practicum
Intercultural and Team
Competency Pre-
Departure Training
Team and Intercultural
Competency Skills
Assessment
--Current name better fits AASD’s conception of
project as one component of a larger pre-
departure program.
--2014 assessments still unavailable for review.
Design instead based on stakeholder input.
--2015 assessment design will focus on specific
skills targeted in pre-departure training rather
than on the general process
Design Goal A more thorough
orientation
program.
An interactive workshop-
style program to build
cultural awareness and
team dynamics
--Program addresses program constants rather
than project-specific components that will change
every year.
--Cultural awareness and team dynamics program
can stand alone or form part of larger orientation.
--Will be applicable as projects change.
Assessment
Goal
An assessment
framework
specifically
applicable to
Peru Practicum
Model
An assessment process
applicable to specific
skills potentially
important across multiple
MIIS immersive learning
programs
--MIIS does not have an assessment tool
specifically designed for immersive learning
experiences like the Peru Practicum.
--An assessment that addresses learning outcomes
through qualitative data and student work is
adaptable to the research project.
Program Timeline

Page 4
Design and Assessment Timeline
The items included in the timeline below are expectations for this project. An implementation plan including
specific and updated in September 2014. Compared to the present design proposal, the April plan will include
tasks and responsibilities for stakeholders as well as project designers, and will determine the specific tasks to
be accomplished by September, some of which have not been fully detailed in this proposal, specifically the
creation of video materials. The September plan will make final decisions about which selection of the identified
training materials, tools, and instruments to use, as well as the specific spaces and dates to be allocated. These
decisions have not yet been made in order to allow stakeholders and program designers to customize the pre-
departure training based on the composition of the participant group and the nature of their project.
In addition to developing the plans, expectations for this project include actively communicating stakeholders.
Communication is essential in the development staged and will therefore go beyond simple email exchanges;
arrangements for in-person meetings with those present in Monterey, and Skype calls with those in Peru.

Page 5
PROGRAM MODELS
The Modeling Process
Modeling is used to identify the desired impact of a program, and plan the steps needed to get there. The process
used in this design proposal is called the Logic Model Framework. It begins with identifying desired results, and then
works backward to determine the intermediate outcomes, strategies, and tasks necessary to attain those results. There
are two models in the following pages: the Theory of Change Model, which is an initial, basic model that captures
the fundamental goals and strategies of the program. Next is a more detailed Program Logic Model, which moves
through the strategies while tying specific activities to the tangible program outputs. The model then moves from the
tangible program outputs to the outcomes that are less easily measured. It ultimately culminates in the desired full
impact of the program, showing how each strategic activity contributes.

Page 6
Context
● Our program is part of a larger yearlong immersive learning model involving MIIS, AASD, and the local
governments in the Sacred Valley region of Peru, all of which have representatives on a recently-formed
steering committee and will be collaborating on future projects.
● 2014 was the first year in which the yearlong Peru Practicum model was implemented. As part of the
experimentation with this model, our work designing a pre-departure training aims to help determine if
such a model is feasible, effective, and ethical.
● While stakeholders are still in the process of developing a unified vision for the Peru Practicum, AASD
has expressed a desire to create, in partnership with MIIS, a comprehensive fieldwork training program
in coming years. Our pre-departure training is designed as a stand-alone program that can easily be
included as a module in the future, more all-encompassing training.
● The MIIS ICC is considering making intercultural training a pre-departure requirement for all
international immersive learning programs. This program can serve as an early and limited
implementation upon which to build.
Goals
● Pre-departure training addresses aspects of the practicum experience that can be improved from 2014.
● A Combination of strategies can work on its own but also fit into larger, more all-encompassing pre-
departure program
● Model adaptable to different projects and different scales
Principals
● Design with growth in mind to create a program amenable to incorporating within an all-encompassing
fieldwork preparation program.
● Use activities with a learning philosophy similar to the hands-on approach of AASD.
● Collaborate with and involve AASD as much as possible in designing and building the program.
● Design for a diverse group of students with different skills, experience levels, and needs.
Sources of Information
● First-hand experience: As alumni of the 2014 practicum, we have drawn on our experiences and the
reflections shared in participant group discussions to prioritize areas where the student experience can
be improved. These areas include preparation (weather, what to bring etc.), cultural awareness, and
the ability to work in a team context.
● Stakeholder meetings: In a meeting with the MIIS DPP program chair, the AASD-MIIS student liaison,
and two other practicum participants, we brainstormed goals for the new orientation. We created the
theory of change model below based on this material.
● Stakeholder and external review: The model was first reviewed by an AASD stakeholder in Peru, and
later was subjected to external review by an international education professional. Earlier models and
markups can be found in the appendices.
● Research studies: Assumptions 2-5 (below), while not directly evidence based, are informed by research
studies. Studies supporting these assumptions will be referenced in the next section of this document.

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Theory of Change Model
Assumptions
1. The Peru Practicum will continue in January 2015 and will once again focus on development policy.
2. Increased attention to cultural awareness and team cohesion will reduce student stress and improve
student psychological health while in the field.
3. Psychologically healthy students will be more engaged in their learning and do higher-quality work.
4. Narratives, visuals, and discussions with past participants will better portray life in Peru than previous
protocol-type materials.
5. Students are more likely to retain information if it is presented in a vivid, engaging manner such as
through narratives, visuals, and discussions.
6. A short orientation can contribute to cultural awareness and team-building skills.

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Program Logic Model

Page 9
Testing the Models
Testing Principals
Using the SMART and FIT principles to test our program logic model generated discussions about whether the
goals of the pre-departure training are appropriate and feasible in the overall context of the practicum, and
helped better articulate goals that are closely related enough to the training to be considered an outcome of
it. Many of the questions posed by stakeholders addressed both sets of principles. Some examples of questions
that arose during testing include:
● How much time is available for the training?
● What can we realistically achieve in that time?
● How do we prioritize and use our time to best prepare students for an experience that no training can
prepare them for 100%?
● What activities, specifically, are we using to advance our strategies?
The answers to these questions shape how many activities to include, which modules from the online cultural
resources to select, and the reflections/assignments we ask students to complete. Additionally, such questions
begin to address who we will have to collaborate with, including the people who run the orientation and MIIS
facilities management. We will continue addressing them as we develop our training materials and plan to
implement the training by the end of Fall 2014.
Testing with Stakeholders
Working with stakeholders early on and testing models multiple times has resulted in a series of changes as well
as the list of principles (page 5) that will continue to guide our work. We have met with the head of MIIS DPP,
the outgoing and incoming Peru Practicum student liaisons (also former participants), and a cofounder of AASD.
Testing has enabled us to frame our project in its full context and therefore base our goals and principles on
those shared by stakeholders.
SMART Principles FIT Principles
Specific
Measurable
Achievable
Relevant
Time-bound
Frequency
Intensity
Time

Page 10
Stakeholder MIIS DPP AASD Student Liaisons
Perspective Institutional and pedagogical
perspective
Growing nonprofit organization
as education partner
Program participants
and alumni
Contextual
information
contributed
Practicum is unique in being
available to first-year
graduate students. The
resultant participant group is
uncommonly diverse in
fieldwork experience levels,
Spanish language abilities,
and familiarity with
developing regions.
Describe the potential future
development of the practicum
model, encouraging us to think
beyond the immediate project to
the larger vision of an all-
encompassing fieldwork
preparation program.
Expressed the array of
student needs in
regards to training and
information, in addition
to providing information
about the resources and
practices that have
been used previously or
could potentially be
incorporated.
Testing with External Reviewers
Early testing with stakeholders allowed us to approach the external review process knowing our goals and
principles, in addition to which resources and constraints will influence program implementation. The following is
a summary of which contextual information allowed our reviewer to help move our program model toward
being SMART and FIT.
Contextual information Feedback given Principle met
Yearlong learning model and its
stakeholders
Need to articulate desired
results in a way that reflects a
vision for the future rather than
a reaction to the past
Making outcomes/impact more
relevant by better incorporating
stakeholders’ visions
Plans to use informal social
mixers as a means to
communicate information
Suggestions for semi-structured
activities such as pulling a
discussion topic out of a hat
Bringing the social mixer activity
to the desired level of intensity.
Time available: both during and
after semester
Need to clarify which activities
happen throughout the semester
and which happen on an
assigned workshop day
Planning the time and frequency
of activities.
We will design an assessment of
the practicum in addition to
designing a pre-departure
training
Can include open-ended and
Likert-type surveys in addition to
reflection and self-assessment in
the training. Then repeat and
compare after the practicum for
assessment purposes.
Making outcomes measurable
through assessment-minded
outputs.

Page 11
Revisions
● We reduced the number of strategies from 5 to 3, instead incorporating some ideas as other parts of
the model. For example, “involve past participants and AASD” has moved from a strategy to a resource,
and we have also established such involvement as a guiding principle in the project.
● We have changed the phrasing of our desired long-term outcome to incorporate the learning outcomes
desired by stakeholders in addition to our own perception that participants need more preparation in
intercultural competency and team dynamics.
● We have added more detail regarding the outputs of planned activities. For example, we will use a
short survey as a tool for assessing participants’ thoughts and feelings about teamwork. Before testing
the models, the output for teambuilding only included the actual construction of the teams and had no
component to measure what participants actually knew or thought about team dynamics.
STRATEGY AND ACTIVITY DETAILS
Strategy 1: Cultural Sensitivity Training
Theoretical Basis
Kriegl (2000) lists “cultural sensitivity” as the skill rated highest in importance by current expatriates surveyed
to rank skills necessary for success in working internationally, while Sprietzer, McCall & Mahoney (1997) include
both “sensitivity to cultural differences” and “being culturally adventurous” as traits predictive of expatriate
success. In terms of actually undergoing the process of cultural adjustment, Savicki, Cooley, and Donnelly (2008)
find that “the ability to stay engaged, to focus on problematic situations rather than ignore them, and the ability
to find the ‘silver lining’ were related to socio-cultural adjustment” for study abroad students (p. 16). Discussing
critical incident cases and discussing cultural differences from a cultural learning perspective in the pre-
departure training will cultivate this focus and engagement while hopefully sensitizing participants to
characteristics of their own culture and the cultures they will encounter.
Workshop Group Activities
ICEBERG MODEL
Culture has been compared to an iceberg, because some aspects of culture are directly observable on the
surface while many others are “submerged,” and can only be imagined or intuited. Like an iceberg, the part of
culture that is visible (observable behavior) is only a small part of a much bigger whole (which includes values,
beliefs, and other such intangible sensibilities). Using the What’s Up with Culture template (Appendix D), students
will work in small groups1 to identify features that can vary across cultures, and place such features on the
visible or submerged parts of an iceberg diagram. Student groups will share their iceberg diagrams with the
larger group to share and discuss their results.
CRITICAL INCIDENT CASE EXAMPLE
Small groups will each be given a brief written scenario of a critical incident (a situation in which cultural
differences make interactions problematic or difficult to understand). Students will discuss which aspects of
culture are at play in the incident and how to address them. Time permitting, student groups will role-play their
1 For all small group activities, students should be in the groups that they will be working with during the J-term
project.

Page 12
scenario and potential ways to respond in those circumstances. This activity is designed to build upon the What’s
Up with Culture exercise 1.3.2. “In the Mind of the Beholder,” which students will have completed individually
before the pre-departure training. In this activity, students are presented with mini-scenarios and asked to
consider how people from different cultures would interpret them. Examples of critical incidents and prompts
from exercise 1.3.2. can be found in Appendices E and F. We will work with stakeholders to draft critical
incident scenarios based on Peruvian culture.
Individual Activities
“NACIREMA” READING AND REFLECTION
Students read a fictional article describing Nacirema (“American” written backwards) body-care rituals from
the perspective of a foreign anthropologist. They then write and submit a brief (½ - 1 page) reflection on what
it reveals about observing and interpreting culture
SELECTED “WHATS UP WITH CULTURE” MODULES
 Module 1.1.: “If You are Going Abroad Soon.” In this activity, students provide open-ended responses
to questions about their expectations and concerns about going abroad.
 Module 1.3.2.: “In the Mind of the Beholder.” In this two-part exercise, students first read descriptions of
eight behaviors and write down their immediate response to or interpretation of that behavior in terms
of their own cultural values, beliefs, or perceptions. In the second part of the activity, students are given
descriptions of different cultural values and asked to imagine how the same eight behaviors would be
perceived or interpreted by people with the values described.
 Other modules or additional individual activities to be determined in Fall 2014, based on the
composition of the participant group. We expect to ask students to complete four activities total on their
own time during the course of the Fall 2014 semester.
Outputs
COMPLETION RATE OF INDIVIDUAL ACTIVITIES
Students will be required to submit their responses to each of the assigned individual activities before the
beginning of pre-departure training (likely to occur within several days of the last day of the Fall 2014
semester).
WORKSHOP ATTENDANCE
Attendance at the workshop activities will be recorded to verify that all participants attend
KEY-TAKEAWAYS DOCUMENT
During the pre-departure training workshop, students will be allocated time after each activity for discussion of
both the topics that arose in the activity, and the usefulness of the activity itself. A Google Drive document will
be used to record key takeaways throughout the course of the workshop day, and will be shared with all
participating students.

Page 13
Strategy 2: Team Building
Theoretical Basis
The “Ability to bring out the best in people” has been identified as a trait that predicts effectiveness of
expatriates working in management outside of their host culture (Spreitzer, McCall & Mahoney 1997). We are
extrapolating this finding to assume that students who learn to emphasize the strengths of themselves and their
team members are more likely to have a successful and positive fieldwork experience. Additionally, Kriegl
(2000) lists both interpersonal skills and adaptive leadership in the top four qualities that contribute to success
of people working abroad. Our activities are intended to facilitate discussion and decision making to help
cultivate interpersonal skills.
Activity Details
Identifying Strengths
The team-building strategy of our program will begin with individuals reflecting on what they believe are the
strengths, skills, and qualities they can contribute to a group. They will create a list of their strengths and then
take turns describing their strengths to the other members in their group. Students who have completed any of
the aptitude or personality assessments offered through the Career Services office at MIIS will be encouraged
ahead of time to bring in their results, though students who have not completed such an assessment are not
required to do so. After discussing their strengths, students will then be guided in a reflection to consider how
certain strengths may be useful in the context of their impending fieldwork project, sharing these reflections with
the entire body of participants.
MISSION STATEMENT ACTIVITY
After each team member has established the individual strengths of its member they will collaborate on a shot
mission statement for the group, one paragraph long. This statement should have a shared sense of why they
are participating in the practicum, what they wish to accomplish and how. This activity will allow students to
negotiate and establish the team’s purpose, establishing a social contract and allowing them to begin thinking
about the work ahead as a common goal.
ROLE-PLAYING
Small groups will be given written-up scenarios of challenges that may arise while working in a fieldwork team
abroad. They will discuss the scenario and plan a skit to act out how they might address and resolve it, presenting
the skit to their peers. For example, students may be prompted to role-play a skit in which one member of a
field team wishes to have more time away from his/her group mates to spend time interacting with people in
the community, but the other team members wish to remain together to focus working on their research
SICK-DAY SIMULATION
Students will be given a group task comprised of smaller components that each individual will be in charge of
completing given their respective role in the group. One person from each team however, will be asked to sit
out of the exercise. Facilitators will strategically choose which person will sit out of each group, preferably no
two teams will have the same ‘role’ missing. From the four teams the individual acting “sick” will leave the room
if possible so they cannot assist their team members or be aware of what is going on. After, the remaining team
members have completed the task the whole group will reconvene to reflect on the difficulties faced and how
issues were resolved.

Page 14
Outputs
SURVEY
Students will complete a survey in which they express their levels of agreement or disagreement with statements
about group work, with the aim of assessing whether they feel positive/confident or negative/uncertain about
working in a group. Results from pre-practicum surveys will be compared to results collected following the
practicum.
REFLECTION
Students’ expectations about what their team experience may be like will be included as a component in a brief
self-assessment reflection paper students write after completing the pre-departure training
Strategy 3: Relevant Information
Theoretical Basis
During the 2014 practicum, there were a number of situations in which participants claimed to have not been
told something that had in fact been presented or included in orientation materials. We have inferred, therefore,
that there was a low level of comprehension, and propose increasing comprehension through the use of stories
and visuals. Storytelling or narrative has been shown to increase both reading and listening comprehension in a
variety of contexts, including with adults of various literacy levels reading health information brochures
(Michielutte et al. 1992), and in occupational safety training in the mining industry (Cullen 2008). As Cullen
(2008) states, because listeners can vicariously experience the circumstances and emotions present in a story
and place themselves into it, “storytellers can elicit the fear, confusion, or heightened awareness common to
disaster stories without ever placing the learners in danger. This situation greatly increases the likelihood the
listeners will remember both the story and the lessons it taught” (p. 4-5). Visuals as well have been found to
increase comprehension in several studies of health education materials (Houts et al., 2006; Michielutte et
al.1992; )
It is our hope that after learning from stories and visuals, practicum participants will better recall important
information about preparing for and completing their practicum assignment in Peru, and additionally will have
clear and realistic expectations regarding the conditions there. Knowing basic information about life in Peru
and having an idea of what life there will be like may increase what Kim (2001) calls “functional fitness,” or
the match between a person’s learned thoughts and behaviors and the thoughts and behaviors required by a
new cultural context. According to Kim, “The psychological health of strangers is directly associated with their
ability to communicate and their functional fitness in the host environment” (p. 63). We are therefore changing
the mode of delivery of information to improve comprehension, thereby building a stronger foundation of
knowledge that can contribute to participants’ functional fitness in the field environment.
Activity Details
REQUIRED INFORMATION SESSION
A 1-hour session during the workshop day to review basic logistical information that all participants will need
to know (this information should have been discussed to some degree during classroom hours over the course of
the semester). Topics will include, but are not limited to: Trip duration and expected costs, logistics (where and
when people meet in Peru or on the way there), schedule of the J-term project and when students are allowed
to travel, documents needed prior to departure and how to fill them out, and an overview of academic and
financial aid information specific to the trip.

Page 15
INFORMATION MEETING
These meetings will be framed as social gatherings, such as mixers and happy hours, to create a space where
participants can begin to get to know each other in a non-formal space and also have time to discuss topics
beyond the scope of the basic information given during class. They will be structured through activities and/or
facilitation.
 Storytelling: Sharing of stories, either in person or written by past participants, with allocated time for
Q & A.
 Forums for sensitive topics: Optional small-group discussions to provide relevant information for diverse
participants. For example, discussing concerns particularly relevant to women, LGBT students, or
traveling parents. To be determined in Fall 2014 based on participant group needs.
 Topic from a Hat: In the context of a happy hour/pizza night type event, 2015 participants will meet
with the past participants from 2014 and pull pre-written discussion topics or questions from a hat to
help facilitate conversation. These topics will be organized by the orientation leaders with input from
the participants. For example, a topic could include “What medical care and assistance is available in
the community where we’ll be staying?”
 Trivia: This activity will be the final informal meeting and will include questions that will be intercultural,
fun, and based on the all the information given prior. Questions can be provided in multimedia format
(visual, audio, etc. depending on available facilities). Food and prizes provided as incentives to
participate.
INFORMATION SCAVENGER HUNT
Students complete an internet scavenger hunt prior to the pre-departure workshop, which guides them through
information about the AASD, the Sacred Valley, and the communities where students will be staying. Students
will need to visit AASD’s website, the MIIS Team Peru webpage, and the Team Peru Facebook page. This activity
can serve as a study guide for the functional fitness quiz. Additionally, participants will be asked to find two
social initiatives or programs currently ongoing on Peru, and two relevant government policies. Other specific
items on the scavenger hunt will be determined upon learning the specific nature of the 2015 J-term project.
They will share their results during the workshop training.
Outputs
FUNCTIONAL FITNESS QUIZ
At the end of the training workshop, students will have to complete a quiz (not for academic credit) on
information related to basic functioning in Peru and the Sacred Valley. Such information includes: the local
currency, exchange rate, food cost, what the weather may be like, what is the toilet situation, as well as some
trip-specific logistics and information. After taking the quiz individually, students will go over the quiz together
as a group with the orientation leaders to ensure that they all know the correct information.
ATTENDANCE RATES AT OPTIONAL EVENTS
Each of the optional informal events will have a sign-in sheet so that we can know how many students attended
each one as well as how many students attended more than one.
INFORMATION GUIDE
As students discuss their information scavenger hunt results at the workshop, they will create a shared document
with all of resources and important information they have found

Page 16
Implementation Timeline
Spring 2014
•Design pre-departure orientation trainning
•Design assesment tools to be used for pre-departure training
•Institutional Rreview Board Proposal
Summer
2014
•Create a 'next steps' plan for implementation orientation
•Create Role-playing activities
•Narratives and visuals will be gathered and sorted from past participants for
the compilation of pre-departure information
•Update AASD and Team Peru websites
Fall 2014
•Establish deadline and requirement for practicum participation
•Specify additional required online modules based on participating group
•individual online assigments will be completed throughout fall class
•Informational meeting will be scattered throughout the semster
•Secure date and space for predeparture workshop (preferably end of
November)
•Establish meeting day and time in Cusco Peru
Winter 2014
•Implement pre-departure worshop (immediatly after the semester ends)
• Meet in Cusco Peru to begin practicum

Page 17
REFERENCES
Cullen, E.T. (2008). Tell me a story: Using stories to improve occupational safety training. Professional
Safety July 2008 57(3), 20-27. Centers for Disease Control and Prevention: Office of Mine
Safety and Health Research.
Houts, P.S., Doak, C.C., Doak, L.G., & Loscalzo, M.J. (2006). The role of pictures in improving health
communication: A review of research on attention, comprehension, recall, and adherence.
Patient Education and Counseling 61, 173-190.
Kim, Y.Y. (2001). The process of cross-cultural adaptation. In Becoming Intercultural, 45-70. Thousand
Oaks: Sage.
Kriegl, U. (2000). International hospitality management: Identifying important skills and effective
training. Cornell Hotel and Restaurant Administration Quarterly, 64-71.
Michielutte, R., Bahnson, J., Dignan, M.B., & Schroeder, E.M. (1992) The use of illustrations and
narrative text style to improve readability of a health education brochure. Journal of Cancer
Education 7(3), 251-260.
Savicki, V., Cooley, E., & Donnelly, R. (2008). Acculturative stress, appraisal, coping, and intercultural
adjustment. In Savicki (Ed.) Developing Intercultural Competency and Transformation, 173-192.
Sterling: Stylus.
Spreitzer, G.M., McCall, M.W., & Mahoney, J.D. (1997). Early identification of international executive
potential. Journal of Applied Psychology 82, 6-29.

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