Intentionally Integrating ICC into the University Curriculum

Theme Description:

When considering the need to integrate intercultural competence (ICC) into the university curriculum our research reflects on the dynamic nature of the higher education environment today. College students desire learning opportunities that are relevant, experiential, and applied to future career goals. In addition, students demand learning in multiple modalities and understand that they can bridge distance with virtual options for collaboration with other students, faculty, and employers; thereby creating an increased demand to improve their ICC. This project will explore current barriers and challenges to experiencing ICC in university settings, the willingness for faculty to adapt to changing conditions prompted by teaching students from other cultures, how ICC needs vary for the freshman experience, degree specific undergraduate courses, and graduate programs, what professional learning university faculty need to effectively engage students and to build a cross-cultural community, what new technology solutions can improve ICC, and finally, to propose new perspectives on university curriculum design to incorporate best practices to develop ICC.

Leader Bio:

Dr. Allison J. Bailey is the Director for Faculty & Staff Development at the University of Louisiana Monroe. She has developed and taught courses in communication, geosciences, and education on ground, online, and abroad. Most recently, she served as the Project Director and PI on a multi-million US Department of Education GEARUP grant which served a diverse population of students in Nebraska to provide early college curriculum and college readiness programming. She is an invited speaker at the 2023 National Council for Community and Education Partnerships annual conference in San Francisco on the topics of student voice and instructional practice related to student success. In 2021, she concluded a three year Environmental Protection Agency funded project for community based science education programs. In 2022, she received the University System of Georgia eHero eFaculty Award for creating online learning environments that promoted student access and success. In addition, she traveled to Uzbekistan in 2022 to facilitate STEM professional development for teachers and administrators and taught study abroad for a semester in Berlin in 2014 on environmental communication to broaden American student perspectives on environmental conservation and urban development. In 2018, she was one of 16 faculty to receive the NSF Trelis Award for Women in Geosciences and was a receipient of the Carolyn Merry NSF Subaward to create a professional development program for early career faculty in STEM. Her publications reflect her diverse interests in environmental communication, language acquistion, and the scholarship of teaching. Always an advocate for improving the student experience and for incorporating multi-lingual and multi-cultural practices into the university curriculum, she mentors faculty to experiment with instructional practices to improve student achievement.

Dr. Allison J. Bailey

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Further Reading:

  • Ainsworth (Bailey), A.J. (2010) The communication process: impact of ethnocentrism and communication apprehension of foreign language student competence. Dissertation: Argosy University Atlanta 
  • Al Khateeb, A., & Hassan, M. (2022). Telecollaboration and intercultural communicative competence: Revealing students’ experiential insights in Saudi Arabia and the US. World Journal of English Language, 12(8), 1-20. 
  • Belz, J. A. (2007). The development of intercultural communicative competence in telecollaborative partnerships. In R. O’Dowd (Ed.), Online intercultural exchange: An introduction for foreign language teachers (pp. 127–166). Clevedon, England: Multilingual Matters.
  • Bennett, M. (2017) Development model of intercultural sensitivity. In Kim, Y (Ed) International encyclopedia of intercultural communication. Wiley 
  • Bennett, M. (2010). Creating an interculturally competent campus to educate global citizens. Proceedings of the Universidad 2010 7th International Congress on Higher Education, The University for a Better World, Feb. 10, 2010, Havana, Cuba.
  • Crose, B. (2011). Internationalization of the higher education classroom: Strategies to facilitate intercultural learning and academic success. International Journal of Teaching and Learning in Higher Education, 23(3), 388-395. 
  • Deardorff, D.K. (2019). Manual for Developing Intercultural Competencies: Story Circles. London: Routledge 
  • Dimitrov, N., & Haque, A. (2020). Intercultural teaching competence in the disciplines: teaching strategies for intercultural learning. In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications (pp. 332-355). IGI Global.
  • Dimitrov, N. & Haque, A. (2016) Intercultural teaching competence: A multi-disciplinary model for instructor reflection, Intercultural   Education, 27(5), 437-456, DOI: 10.1080/14675986.2016.1240502
  • Dunworth, K., Grimshaw, J., Iwaniec, J. & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education, 26(6), 790-805. 
  • Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52-61. 
  • Guo, P., Saab, N., Post, L.S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102. 1-13. 
  • Gutiérrez-Santiuste, E., & Ritacco-Real, M. (2023). Intercultural communicative competence in higher education through telecollaboration: Typology and development. Education and Information Technologies, 1-28
  • Gopal, A. (2011). Internationalization of Higher Education: Preparing Faculty to Teach Cross-Culturally. International Journal of Teaching and Learning in Higher Education, 23, 3, 373-381. 
  • Gunther, C. B. (2020). Addressing Unconscious Bias, Power, and Privilege to Increase Cultural Competence Skills in Healthcare Faculty: Intersecting Critical Race Theory and the Pyramid Model for Intercultural Competence (Doctoral dissertation, University of South Carolina).
  • Intercultural Competence. (2020). Developing Intercultural Competence-Part 1. YouTube. Retrieved June 14, 2023, from https://www.youtube.com/watch?v=ZDrzfnQ0vPE. 
  • Iseminger, S. & McClure, M. (2020) Gauging Faculty and Staff Intercultural Competence Development.  NACTA Journal, 65. 
  • Islam, M. S., & Stamp, K. (2020). A reflection on future directions: Global international and intercultural competencies in higher education. Research in Comparative and International Education, 15(1), 69-75.
  • Joseph, E. M., Massimo, V., Silvia, M., Marieta, S. P., Staci, K., & Andrew, W. (2021). A telecollaboration project on giving online peer feedback: Implementing a multilateral virtual exchange during a pandemic. Journal of Language and Education, 7(4), 66-82.
  • Kupka, B., Everett, A., & Wildermuth, S. (2007). The rainbow model of intercultural communication competence: A review and extension of existing research. Intercultural Communication Studies, 16(2), 18-36.
  • Lantz-Deaton, C. (2017). Internationalisation and the development of students’ intercultural competence. Teaching in Higher Education, 22(5), 532–550.
  • Lee, J., & Song, J. (2019). Developing intercultural competence through study abroad, telecollaboration, and on-campus language study. Language Learning & Technology, 23(3), 178-198. 
  • Lustig, M. W. & Koester, J. (2010). Intercultural competence: Interpersonal communication across cultures (6th ed.). Boston: Pearson.
  • Neuliep, J. W., & McCroskey, J. C. (1997). The development of a U. S. and generalized ethnocentrism scale. Communication Research Reports, 14, 385-398.   
  • Neuliep, J. W., & McCroskey, J. C. (1997). The development of intercultural and interethnic communication apprehension scales. Communication Research Reports, 14, 385-398
  • O’Dowd, R. (2011). Intercultural communicative competence through telecollaboration. The 
  • Routledge handbook of language and intercultural communication (pp.340–356). New 
  • York, NY: Routledge. 
  • Orsini-Jones, M., & Lee, F. (2018). Intercultural Communicative Competence for Global Citizenship: Identifying cyberpragmatic rules of engagement in telecollaboration. Springer.
  • Ohio Department of Education. (2017). Ohio intercultural reflection activities for learners: NCSSFL-ACTFL Intercultural Can-Do Statements 2017.   
  • Pareja de Vicente, D., Alcalá del Olmo-Fernández, M. J., Santos-Villalba, M. J., & Leiva-Olivencia, J. J. (2021). A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain). Education Sciences, 11(2), 74.
  • Peifer, J. S., & Taasoobshirazi, G. (2022). Heightened cognitive empathy through ethnic identity and intercultural competence for individuals with historically marginalized identities. International Journal on Social and Education Sciences (IJonSES), 4(2), 290-306.
  • Porto, M., Golubeva, I., & Byram, M. (2023). Channeling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project. Language Teaching Research, 27(2), 276-298.
  • Toscu, S., & Erten, İ. H. (2020). Developing intercultural communicative competence by the means of telecollaboration. Education and Information Technologies, 25, 4517-4534.
  • Zhang, X. (2010). Developing students’ intercultural communication competences in western etiquette teaching. English Language Teaching, 3(4), 224-227. 

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