Crossing Borders: Promoting International and Domestic Students’ Intercultural Competence Through...
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Crossing Borders: Promoting International and Domestic Students’ Intercultural Competence Through Shared Cultural Experiences November 23, 2014 Lilly International Conference on College Teaching
Crossing Borders: Promoting International and Domestic Students’ Intercultural Competence Through Shared Cultural Experiences November 23, 2014 Lilly International
Crossing Borders: Promoting International and Domestic Students
Intercultural Competence Through Shared Cultural Experiences
November 23, 2014 Lilly International Conference on College
Teaching
Slide 2
Virginia B. Wickline, Ph.D.K.C. Wyse, M.A. Assistant Professor
Instructor Department of PsychologyEnglish Language Learning (ELL)
Miami University Middletown [email protected] Middletown, OH
[email protected][email protected] Abbi Hoerst, B.A. Research
Assistant Wright State University Dayton, OH
[email protected]
Slide 3
Food for Thought What are the good and bad (or hard) things
about creating intercultural dialogues? Why is it important for
students to discuss their own and others cultures?
Slide 4
Who Is Changing Cultures? 819,000 internationals come to U.S.A.
annually 7.2% of college enrollment (Open Doors Report, Institute
of International Education, 2014) $18 billion added to U.S. economy
(Institute of International Education, 2011; NAFSA, 2011) Over
280,000 Americans study abroad (Institute of International
Education, 2014) Changing landscape of the classroom Changing
pedagogy for increased global learning
Slide 5
Intercultural Competence (ICC) Process model of intercultural
competence (Deardorff, 2006) ICC = Knowledge, skill, attitudes
Increasing effectiveness & appropriateness Increasing ICC for
all students through interactive activities & reflection
(Gloria, Rieckman, & Rush, 2000) Americans in particular often
have a hard time seeing and describing their own culture(s) and
ethnicity (Gloria et al., 2000; Helms, 1993; Phinney, 1989; Rowe,
Bennett, & Atkinson, 1994)
Slide 6
Project Goal Evaluate a very short-term, service-learning
project grouping American & international students Psychology
Across Cultures classes English Language Learning (ELL) classes
Large group events Intercultural activities & dialogues
Slide 7
Research Questions Does Crossing Borders encourage
intercultural interactions and competencies for domestic and
international students? What are the benefits and difficulties of
implementing a program like this?
Slide 8
Participants -Domestic: Mostly female, White -International:
Mostly male, all Chinese
Slide 9
Case Study: Project Design Four, 2-hour large events with small
group dialogues At least 2 psychology, 2 international students
Events Whats in Name? Discussion prompts: Cultural values Chinese
Moon Festival Discussion prompts: Family & traditions
Slide 10
Slide 11
Case Study: Project Design Four, 2-hour large events with small
group dialogues At least 2 psychology, 2 international students
Events Findlay Market Scavenger Hunt Discussion prompts: Cultural
adjustment, campus culture, student-designed questions
Slide 12
Slide 13
Case Study: Project Design Four, 2-hour large events with small
group dialogues At least 2 psychology, 2 international students
Events Catered lunch & team- building exercises Discussion
prompts: Food, student-designed questions
Slide 14
Results: Impact Ratings International Students Psychology
Students MSD Range MSD Range Awareness of international students
issues during cultural adjustment 4.40.633-54.30.773-5 Ability to
interact with people from other cultures 4.27*.464-54.83*.384-5
Comfort when interacting with people from other cultures
4.20.573-54.56.514-5 Understanding of other cultures beliefs &
behaviors 4.07*.802-54.78*.434-5 Understanding of your own cultural
context (beliefs, behaviors, etc.) 3.93*.802-54.72*.464-5 Note.
*p