It has long been established that human development depends on periods of discontinuityДЄnd dissonance, when new information or experience clashes with previously held mental Structural diversity, multicultural curricula, and collaborative learning practices. The data presented wereД¬ollected over multiple years in a first-year experience (FYE) program, characterized by Email: 2014 Taylor & FrancisД¬ollege years by presenting first-year studentsвЂ™ reflections on their intercultural learningДЄnd development, both inside and outside the classroom. To enhance practitionersвЂ™ understanding of intercultural competence development in the Of classroom knowledge in extra-curricular contexts. Perspectives on their intercultural learning experiences may contribute to instructorsвЂ™ДЄwareness of subtle elements of classroom climate, as well as ways to support the usage How, what, and when their intercultural learning happened may guide instructors inДesigning and implementing programs that facilitate intercultural outcomes. Learning about our classrooms is the students themselves. In this study, we work from the assumption that an important resource for faculty It is one thing to attend trainings or workshops related to inclusive pedagogy, and it isДЄnother to engage in and reflect on the day-to-day realities of designing, implementing,ДЄnd managing the complex dynamics of a classroom, including the interactions between (Johnson and Inoue 2003 Mayhew and Grunwald 2006 Pope and Mueller 2005 Report a lack of confidence or perceived capacity to effectively facilitate the process Support diversity-related interactions and outcomes in their classroom practice, they also Multiple research studies have found that while faculty generally report a willingness to Keywords: intercultural learning first-year students faculty intercultural competence holistic development Learning from the perspective of the student and discusses implications for both This article explores student intercultural Inside and outside of the classroom context. Knowledge sharing and awareness building, yet extended further by students both

Intercultural development may be initiated within the classroom through intentional The findings suggest that moments students note as critical to their Intercultural learning moments that were supported by pedagogical and curricularД¬omponents. Written reflections, this study provides faculty with studentsвЂ™ perspectives on Through the investigation of 115 first-year studentsвЂ™ (Received 16 July 2013 final version received 20 December 2013)ДЇaculty can play a critical role in supporting studentsвЂ™ intercultural development,Д«ut studies indicate that instructors report a lack of formal understanding about how University of Minnesota, Minneapolis, MN 55455, USA cAlabama State University, P.O. SE Minneapolis, MN 55455, USA bOrganizational Leadership and Policy Development, Postsecondary Teaching and Learning, University of Minnesota, 206 E Burton Hall, 178 PillsburyДr. Terms &Дownloaded by at 04:26 05 October 2014Д¬onditions of access and use can be found at ДЇirst-year studentsвЂ™ perspectives on intercultural learningДЄmy Leea*, Rhiannon D. Systematic supply, or distribution in any form to anyone is expressly forbidden. Substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, This article may be used for research, teaching, and private study purposes. Howsoever caused arising directly or indirectly in connection with, in relation to or arising Proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or Taylor and Francis shall not be liable for any losses, actions, claims,

Should not be relied upon and should be independently verified with primary sources Any opinionsДЄnd views expressed in this publication are the opinions and views of the authors,ДЄnd are not the views of or endorsed by Taylor & Francis. The accuracy, completeness, or suitability for any purpose of the Content. Our agents, and our licensors make no representations or warranties whatsoever as to вЂњContentвЂќ) contained in the publications on our platform. Taylor & Francis makes every effort to ensure the accuracy of all the information (the Students' perspectives on intercultural learning, Teaching in Higher Education, 19:5, 543-554, DOI: To cite this article: Amy Lee, Rhiannon D. Organizational Leadership and Policy Development, University ofДЄlabama State University, P.O.

Postsecondary Teaching and Learning, University of Minnesota,Дў06 E Burton Hall, 178 Pillsbury Dr. Publication details, including instructions for authors andДЄmy Lee, Rhiannon D. Office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered

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