This study used grounded theory to analyze focus group data of students participating in an experiential learning course developed in partnership with a local Latino-serving community agency. A central phenomenon, Learning for Advocacy, emerged from the data, describing a process through which students' personal encounters led to the development…

This quantitative study explored how campus environments affected the development of students' capacities to take others' perspectives seriously. Data were collected from over 10,000 students at 15 institutions using the Personal and Social Responsibility Inventory (PSRI) to examine the relationships between individual and institutional factors…

Interreligious education should support cultural and religious diversity in the classroom by inviting new perspectives. Four contexts are important in this regard, as follows: auto-interpretation of one's own religious tradition, auto-interpretation of foreign traditions, allo-interpretation of one's own religious tradition, and…

As interreligious educators we challenge our students to engage in hermeneutical self-reflection. In this article, I turn the tables, and engage in an exercise of reflective practice: I look back on my own pedagogy, consider my own religiously diverse classroom, and ask in what way the theoretical framework from which I approach interreligious…

This article presents recommendations regarding how to create welcoming and productively challenging classrooms for a diversity of students. These recommendations emerged during the pilot phase of a student--faculty pedagogical partnership programme in 2007 and remain relevant in 2017. To situate the recommendations, we evoke definitions of…

The Internet is a high-speed communication link incorporating computers, networks and users throughout the world via TCPLP (Transmission Control Protocol/Internet Protocol) which allows dissimilar systems to interoperate (Krol,1992). This article presents how Iowa students participating in the international Internet experience learned how to…

Although the number of international experience requirements (IER) for college students is growing, there is limited research on their impact. The authors present a four-year study of the impact on an IER at the University of Michigan's Penny W. Stamps School of Art and Design, comparing outcomes for required and non-required cohorts. Evaluation…

As the world becomes more interconnected, educators are faced with opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism (Wahlström, 2014) and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and Americans teachers perceive the assets and challenges of conducting…

Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at…

The general public, as well as scholars, employers, and college students themselves, expect universities to provide students with an education that prepares them to work in a diverse and international society. In response, many institutions have created mandatory diversity-related curriculum and/or courses. However, little to no research has been…

This classroom action research explores discipline-based inquiry and learner assessment of intercultural competence in a simulated "Moving Abroad" project that is part of an undergraduate English-language survey class required of all world language majors and minors at a large public university in the Southeast. The project tasks…

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst…

Host and international students evolve side-by side within the expanding internationalization of higher education. This study takes the complementary perspective of analysing 1,900 host and international students' experiences at a high-ranking research university in France. We analyse and compare the mobility, language practices and practices…

A computer-based simulation, Hazelton High at REST (HHR), with embedded performance-based assessments and Likert-type survey questions was created to assess preservice teacher recognition of racial and gender intolerant behaviors. The simulation was modeled after the Racial Ethical Sensitivity Test (REST), a reliable video-based assessment,…

Background: Global learning outcomes (GLOs) are increasingly emphasized within higher education because of the advantages they provide in navigating globalized contexts. The process of global learning may be understood through Mezirow's theory of transformational learning, in which presentation of dissonant information results in more open,…