transcript
- Slide 1
- 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 kcwyse@gmail.com Middletown, OH
kcwyse@gmail.com Wicklivb@MiamiOH.edu Abbi Hoerst, B.A. Research
Assistant Wright State University Dayton, OH
hoerstar@miamioh.edu
- 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