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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

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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

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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?

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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

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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)

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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

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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?

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

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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

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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

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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

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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