PROPOSAL
5/8/2014
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 ............................................................................................................................................... 10
STRATEGY AND ACTIVITY DETAILS .................................................................................. 11
Strategy 1: Cultural Sensitivity Training ........................................................................................... 11
Theoretical Basis ................................................................................................................................. 11
Workshop Group Activities............................................................................................................... 11
Individual Activities ............................................................................................................................. 11
Outputs ................................................................................................................................................. 12
Strategy 2: Team Building ................................................................................................................... 12
Theoretical Basis ................................................................................................................................. 12
Activity Details..................................................................................................................................... 12
Outputs ................................................................................................................................................. 13
Strategy 3: Relevant Information ....................................................................................................... 13
Theoretical Basis ................................................................................................................................. 13
Activity Details..................................................................................................................................... 14
Outputs ................................................................................................................................................. 15
Implementation Timeline ....................................................................................................................... 16
Page 1
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.
Page 2
Initial
Current
Assessment-based
Improvement of
Orientation and
Evaluation
processes for the
MIIS/AASD Peru
Practicum.
Peru Practicum
Intercultural and Team
Competency PreDeparture Training
Design Goal
A more thorough
orientation
program.
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
Project Name
Program Timeline
Page 3
Page 4
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 5
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 predeparture 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.
Page 6
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.
Page 7
Page 8
FIT Principles
Specific
Measurable
Achievable
Relevant
Time-bound
Frequency
Intensity
Time
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.
Stakeholder
MIIS DPP
AASD
Student Liaisons
Perspective
Program participants
and alumni
Contextual
information
contributed
Page 9
developing regions.
could potentially be
incorporated.
Feedback given
Principle met
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.
Page 10
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 ( - 1 page) reflection on what
it reveals about observing and interpreting culture
For all small group activities, students should be in the groups that they will be working with during the J-term
project.
1
Page 11
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 12
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 teams 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
Student 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
member have completed the task the whole group will reconvene to reflect on the difficulties faced and how
issues were resolved.
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
(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 persons 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.
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 well 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.
Page 14
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 15
Implementation Timeline
Spring 2014
Summer
2014
Fall 2014
Winter 2014
Page 16