Re-Imagining Intercultural Pedagogies Lab

This Lab is now closed. The lab ran from October 2022 – January 2023. Here are materials and notes from the lab.

Participants

Lab participants included representatives from the University of New Hampshire, Colorado School of Mines, Georgia Tech, and Wesleyan University.

Inquiry Phase (October 2022)

During the inquiry phase (October 2022), we collectively asked the following questions:

• How can we implement a pedagogical or learning approach to our work in institutions that value results?
• How can we incorporate diversity, equity, and inclusion into our intercultural programs and learning opportunities?
• What does it mean to also make our work evidence-based or ground our work in assessment?
• How can we infuse an intercultural approach across institutions/organizations?

Intercultural Design Phase (November 2022)

During the Intercultural Design phase, participants engaged with three leading trainers in intercultural learning and pedagogy, in order to think about the design and implementation of intercultural pedagogy. Trainers discussed innovations in virtual exchange, evidence-based design, and developmental approaches to intercultural learning.

Mini-Training: “Intercultural Learning for Innovation” with Dr. Andrea Thomas
Tuesday, Nov 15, 2022 12 – 1 pm Eastern

Mini-Training: Evidence-Based Design for Intercultural Learning with Dr. Nadine Binder
Thursday, Nov. 17, 2022 8:30am – 9:30 am Eastern

Mini-Training with Dr. Tara Harvey: Intercultural Learning for Transformative Learning Experiences
Thursday, Dec. 8, 2022  12 – 1 pm Eastern

Framing and Stakeholder Engagement Phase (December 2022)

In this phase, participants worked with GlobalEd to outline a project to implement. Projects included:

• A survey tool for use in a leadership retreat with international students
• A survey/assessment for use in a global minor
• Survey/assessments for faculty-led programs abroad

Implementation Phase (January 2022)

In this phase, participants wrapped up the lab experience and completed projects.

Pedagogies, Models, And Resources

• Asset or Strengths Based Intercultural Pedagogy
  • TODOS Sounding Board Resources and Webinars
• Active Listening
  • MIT resource on active listening
  • Positive Psychology resource
  • London School of International Communication Resources
• Intercultural Pedagogy, Amy Lee
  • Teaching Intercultural Pedagogy (Book)
  • Amy Lee’s publications
• Intercultural Praxis Model, Kathryn Sorrells
  • Intercultural Praxis model exercise
  • Applications of the Intercultural Praxis Model
• Intercultural Story Circles
  • Building Resilience through the Development of Intercultural Competence: Story Circles
  • Manual for Developing Intercultural Competencies: Story Circles
  • Cornell University’s Intercultural Story Circles Workshops
• Pyramid Model of Intercultural Competence, Darla Deardorff
• De-colonizing the University
  • Critical Internationalization Studies Network Bibliography
  • Critical Internationalization Studies Network Masterclass Handbook
  • Critical Internationalization Studies Network Masterclasses
• Cultural Humility
  • Yeager, K. A., & Bauer-Wu, S. (2013). Cultural humility: essential foundation for clinical researchers. Applied nursing research : ANR, 26(4), 251–256
• Unconscious Bias
  • Harvard Implicit Bias Test
• Autobiographies and Writing/Reflection tools
  • Autobiography of Intercultural Encounters (Council of Europe)
• Case Studies
  • Case Studies in Intercultural Communication (Università della Svizzera italiana, Switzerland)

Cultural Humility

Cultural Humility is a concept that emerged in contrast to cultural competence. Whereas cultural competence can sometimes refer to expertise, cultural humility is focused on listening, understanding, receiving, and giving of yourself. These are powerful concepts and a significant re-framing of intercultural communication. Emerging from social work, nursing, and healthcare, cultural humility focuses on giving care to others while being humble and receptive of difference. 

San Francisco State University Associate Professor of Health Education Vivian ChavezLinks to an external site., physician and consultant Melanie TervalonLinks to an external site., and UC Davis nursing professor Jann Murray-García Links to an external site.describe the three core commitments of cultural humility as:

• Lifelong learning and critical self-reflection
• Recognizing and challenging power imbalances for successful partnerships
• Institutional accountability

This 7-minute video describes the theory and practice of Cultural Humility:

Evidence-Based Design Process

Dr. Nadine Binder, our guest mini-trainer, is an expert in using evidence-based design for intercultural learning programs. Evidence-based design is a process of weaving together pedagogical design, program design, and assessment into a holistic framework. We highly recommend reading Chapter 4 of Dr. Binder’s dissertation, “Evidence-Based Design: Designing an Intercultural Competence Course for Undergraduate Students.”

We also recommend the article by Walter G. Stephan, “Designing Intercultural Education and Training Programs: An Evidence Based Approach” (2013)

Although evidence-based design is usually associated with some of the older, more traditional approaches to intercultural pedagogy, it can be integrated with the Intercultural Praxis Model, Cultural Humility, and DEI models, as well.

Intercultural Centers, Groups, And Networks

• • World Council on Global and Intercultural Competence
  • Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR), Purdue University
  • Intercultural Learning Hub (CILMAR)
  • Institute for Developing Across Differences (IDD)
  • True North Intercultural

Research And Research Summaries On Intercultural Communication, Learning, And Pedagogy

coming soon

Intercultural Pedagogy And Virtual Exchange

Virtual Exchange, COIL, and Intercultural Learning (Tara Harvey)

Ward, H.H. (2016). Internationalization in Action. Washington, DC: American Council on Education. https://www.acenet.edu/Documents/Connecting-Classrooms-Using-Online-Technology-to-Deliver-Global-Learning.pdf

Eren, Ö. (2021). Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education. Computer Assisted Language Learning. DOI: 10.1080/09588221.2021.1916538

Lab Trainers

Tara Harvey, TrueNorth Intercultural

Nadine Binder, Institute for Developing Across Differences

Andrea Thomas, Center for Intercultural Learning, Mentorship, Assessment, and Research (CILMAR)