This research considers the value of an embedded intercultural experience and if it is critical to the development of intercultural knowledge and awareness. Undergraduate students＇ obtainment of intercultural knowled...This research considers the value of an embedded intercultural experience and if it is critical to the development of intercultural knowledge and awareness. Undergraduate students＇ obtainment of intercultural knowledge and awareness were tested under three conditions： （1） students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills （no travel component）; （2） students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills （including an embedded one-week travel component）; and （3） students in a course not specifically designed to develop intercultural self-awareness and intercultural related critical thinking skills （including an embedded one-week travel component）. The initial findings suggest that, on average, students who enrolled in courses with the intention of building intercultural competence experienced a positive change in intercultural learning, while students in the course not specifically designed to develop intercultural learning, on average, experienced no change in intercultural learning as measured by the intercultural development inventory （IDI）. The results support other findings indicating that immersion in another culture only may not create an opportunity for intercultural learning. This finding reinforces the need for intentional learning opportunities before, during, and after a study-away immersion. However, the omission of an embedded experiential learning opportunity may not lessen intercultural learning.展开更多
文摘This research considers the value of an embedded intercultural experience and if it is critical to the development of intercultural knowledge and awareness. Undergraduate students＇ obtainment of intercultural knowledge and awareness were tested under three conditions： （1） students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills （no travel component）; （2） students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills （including an embedded one-week travel component）; and （3） students in a course not specifically designed to develop intercultural self-awareness and intercultural related critical thinking skills （including an embedded one-week travel component）. The initial findings suggest that, on average, students who enrolled in courses with the intention of building intercultural competence experienced a positive change in intercultural learning, while students in the course not specifically designed to develop intercultural learning, on average, experienced no change in intercultural learning as measured by the intercultural development inventory （IDI）. The results support other findings indicating that immersion in another culture only may not create an opportunity for intercultural learning. This finding reinforces the need for intentional learning opportunities before, during, and after a study-away immersion. However, the omission of an embedded experiential learning opportunity may not lessen intercultural learning.
