Browsing by Author "Cotrupi, Catherine"
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- Confronting the "Ugly American" Stereotype: A Study of the Acculturation of Peace Corps VolunteersCotrupi, Catherine (Virginia Tech, 2011-05-02)In this study I examine the processes of assimilation and acculturation of Peace Corps Volunteers (PCVs) abroad and their potential confrontations with the "Ugly American" stereotype. PCVs consciously and unconsciously decide how to fit in overseas based on their identity and personal methods self presentation. If met with adversity based on being subjected to the Ugly American stereotype, they resist urges to either fight to defend one's identity or shed the associated idiosyncrasies and blend in to the foreign culture. PCVs must maintain a sense of self and purpose while on their assignment. By interviewing a small sample of Returned Peace Corps Volunteers (RPCVs) I gain insight into the potential hardships encountered during their first few months in the service. I also use literature from both critical and instructional sources on the topics to supplement my inquiry. These critique and demonstrate the various methods RPCVs use to acclimate and find a reasonable balance for themselves in their positions. The goals of this paper are to increase awareness and understanding of the difficulties and hardships faced by those who joined the Peace Corps with the aim of spreading knowledge abroad, not only in their areas of specialization, but about Americans in general.
- Learning Experiences for empowerment, resilience, and engagementCotrupi, Catherine; Davis, Jessica; Case, Mary (Virginia Tech, 2017-11-28)Presentation addresses the intentional and evolving work of VT Engage, Virginia Tech’s service learning and civic engagement center. Utilizing a discussion regarding the differences between “traditional” service learning and “critical” service learning, attendees are encouraged to consider the goals and outcomes associated with direct community engagement through the curriculum. An exploration of the importance of community-identified need, authentic community partnership, the awareness of self and civic identity, resources for responsible action grounded in scholarship and opportunities for collaboration will be presented as a springboard for further discussion on pedagogies that advance the human condition.
- Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challengesMathieson, Danny; Cotrupi, Catherine; Schilling, Malle; Grohs, Jake (Wiley, 2023-03)Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success.