First-year students' perspectives on intercultural learning

Abstract

Faculty can play a critical role in supporting students' intercultural development, but studies indicate that instructors report a lack of formal understanding about how to maximize this opportunity. Through the investigation of 115 first-year students' written reflections, this study provides faculty with students' perspectives on intercultural learning moments that were supported by pedagogical and curricular components. The findings suggest that moments students note as critical to their intercultural development may be initiated within the classroom through intentional knowledge sharing and awareness building, yet extended further by students both inside and outside of the classroom context. This article explores student intercultural learning from the perspective of the student and discusses implications for both classroom and campus culture.

Keywords:

• intercultural learning
• first-year students
• faculty
• intercultural competence
• holistic development

Notes

1. The last sentence of the paragraph (italicized) has been referenced as an illustration in our monograph ‘Engaging Diversity in Undergraduate Classrooms’ (Lee et al. 2012, 35).

2. Italicized portion cites Lee et al. (2012, 81).

3. Italicized portion cites Lee et al. (2012, 31).