Multilingual students learning English face changes in developing intercultural communicative competence outside the classroom. This Classroom Exploration, informed by frameworks of intercultural communicative competence, willingness to communicate, and cultural adaptation, explores the use of reflection comics in a service-learning course for…

Undergraduate science/engineering students are being encouraged to engage in inquiry- or design-based learning with global dimensions. However, outcomes of longer versus short overseas engagements have been predominantly anecdotal. In light of the high cost associated with longer engagements, a comparative assessment for short and long stays is…

Increasing international enrollments at U.S. universities and the benefits of cross-cultural interactions among domestic and international populations are well known and documented. Intentional, collaborative projects among diverse undergraduate students allow educators to examine intercultural competence and sensitivity development. This study…

Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

A major focus of Intensive English Programs (IEPs) in most universities in the United States (U.S.) is English for Academic Purposes (EAP), which prepares English language learners for undergraduate and graduate study, delivered or facilitated in English across scholarly and professional settings. The same EAP approach may also be successfully…

Despite recent calls, research on ISL has focused almost exclusively on learning outcomes for global North students. We know comparatively less about how ISL programs may impact the knowledge and perceptions of student participants from host countries in the global South. We examine learning outcomes for Kenyan students who interact with visiting…

For international service-learning to thrive, it must document student learning outcomes that accrue to participants. The approaches to international service-learning assessment must be compelling to a variety of stakeholders. Recent large-scale projects in study abroad learning outcomes assessment--including the Georgia Learning Outcomes of…

This article describes an international service-learning project in Bolivia undertaken by faculty and students from Widener University. The authors examine characteristics of the student group, trip preparation, and lessons learned from the experience. The article discusses the American cultural biases that emphasize personal comfort and…

This study examined the civic outcomes of the Sustained Dialogue model. Qualitative interviews investigated the perceived impacts of dialogue experience on post-graduate civic life, generating an inventory of 29 dialogue civic outcomes across five domains: 1) cognitions, 2) behaviors, 3) attitudes 4) skills, and 5) hopes and plans for the future.…

The Project entitled -ISM (N.) is the first national education and video documentary project focused on college students and diversity, putting the cameras in student hands and enabling them to tell their own stories about diversity. The project links community service and student video diaries to foster student reflection on diversity issues. A…