This paper examines a pedagogy of using a critical incidents-based (CI-based) method combining student-authored critical incidents, reflection, and interviews to teach and assess intercultural learning. The researcher used student-authored critical incidents as authentic cultural materials, with reflection on those incidents and interviews as…

Described as a statement of progress, intended to provide reflective recall for those involved and to illustrate the scope and context of the program, this document presents a collection of abstracts and working papers submitted by seventeen officers of the United States Information Agency (USIA) who took a six week intercultural course offered by…