This study investigated how a Multi-Layered Autobiography Project impacts the intercultural competence for undergraduate students, many of whom were aspiring teacher candidates in the United States. For purposes of this project, the concept of “culture” was adapted from West and Turner’s (2018) definition: the norms, behaviors, standards, values, etc. shared by a group of people, and passed along to later generations. Investigators deemed that “culture” was composed of numerous microcultures among a smaller group of human beings (with their own language, communication strategies, behavior rules, and expectations), who are bonded together by similar experiences, values, characteristics, organization membership, location, or histories. Based on prior research findings, the results were expected to support the position that cultural self-knowledge is a necessary step to increasing intercultural competence. The Multi-Layered Autobiography Project was implemented in an undergraduate general education course, Human Relations in a Multicultural Society, at a medium-sized public university in the Midwest region of the United States. The project fostered development of: (1) knowledge, (2) experience, (3) coaching or mentoring, and (4) selfreflection. The assignments in the Multi-Layered Autobiography Project included: an interview with a family elder, a personal diversity story, a cultural partnership interview, a service learning experience at a culturally diverse organization, and an autobiography paper. Investigators used the Intercultural Development Inventory (IDI) Version 3, as a tool for quantitative data analysis because of its reliability and validity. The analysis of pre- and post-instruction data gathered from undergraduate students enrolled in the semester-long course indicated a statistically significant improvement in participants’ intercultural competence, according to scores for their Developmental Orientation and Cultural Disengagement.

For students participating in study abroad programs in seemingly familiar environs, ongoing cultural mentoring is critically important. This study looks at intercultural development using both the Intercultural Development Inventory (IDI) and qualitative analysis of reflective writing assignments. U.S. participants in a semester-long faculty-led program in Australia experienced significant intercultural growth as measured by the IDI. Four writing prompts were analyzed in terms of how well they correlated with student IDI Developmental Orientation (DO) scores. Written reflection reveals how students write about intercultural issues at different developmental stages. Some writing prompts were found to facilitate intercultural development, allowing students to ‘write beyond’ their DO scores. While sojourners effectively wrote about cross-cultural issues pertaining to the host environment, more ethnocentric thinking was revealed when asked to reflect on cultural conflicts in their home community. The findings illustrate that significant intercultural growth is achievable in a culturally and linguistically similar host country, and that carefully designed reflective writing prompts can both illustrate and facilitate meaningful intercultural growth.

The study was conducted to assess the intercultural learning gains of the undergraduate design students enrolled in avirtual exchange program. The students from a US university and an from an University in Mexico were participants of the study. Students from both the univerisities formed teams and they were required to solve a common design problem. The students also took a pre-post IDI assessment. The results of the study showed that there was decrese in the DO scores of the students from pre to post test. Students were at 87.45 ( Minimization at the pre) and post DO was at Polarization - Reversal 83.31. The study concluded that it is important to conduct a well thought out curriclum for the students focussed on intercultural learning.

The study investigated the impact of the pre-departure training on the intercultural learning gains of the students. The study was conducted in the Japanese context. The study used Kirkpatricks Evaluation Model to assess the intercultural learning gains of the students. The study used IDI assessment pre and post, showcase portfolios and Surveys to assess the intercultural learning gains of the students. The students were grouped into two categories transfer focussed and non-transfer focussed. The results of the study indicated that students in the transfer focussed group and non-transfer focussed indicated a significant increase in the intercultural learning. Students in both the groups moved from Polarization to the center of Minimization. But students in transfer focussed grouped showed higher level of intercultural learning gains than non-transfer students. Also 50% of the transfer students showed increase in Critical Behavior based on the portfolio analysis. Overall the study concludes that students KirkPatricks evaluation model can be used in the designing pre-training for study abroad. The study also illustrates that mindful training can lead to increase in intercultural training and achieve the study abroad learning outcomes.

The study was conducted in the context of family studies. Participants of the study are the undergraduate students enrolled in a family studies program. The study used a control group and an experiment group. Students in the control (n=39, Fall 2018) did not participate in a service learning (SL) project. Students in the ex[eriment group (n=45, Spring 2019), participated in a SL project. The results of the study revealed that students in the control group did show some increase in their ICL but the growth was not statistically significant. Where as students in the experiment group showed a statistically significant increase in the ICL. Also, students in the experiment group participated in five different SL activities, students who participated in the SL project that focussed on adults showed a significant increase in the ICL. Overall the study shows the impact of SL projects.