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

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]

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?

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

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)

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

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?

Participants -Domestic: Mostly female, White -International: Mostly male, all Chinese

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

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

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

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

Crossing Borders: Promoting International and Domestic Students’ Intercultural Competence Through Shared Cultural Experiences November 23, 2014 Lilly International.

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