The study measured the long-term impact of the study abroad program on students in speech and audiology at a Midwestern university. The students were recruited from the pool of students who participated in the study abroad program from 2015 to 2019. The students were contacted via email, messages, etc. A total of 40 students participated in the study abroad program from 2015 through 2019. Of 40 students, 36 agreed to participate in this current study. The pre-post IDI scores were retrieved, and students took an IDI to evaluate the long-term impact of studying abroad on intercultural competence. Also, they completed an open-response questionnaire that helped to understand the reasons that led to the long-term impact of the study abroad program. The paired sample t-test was conducted, and the results indicated a significant difference between pre-study abroad IDI and long-term IDI scores. Still, there was no significant difference between post- study abroad IDI and long-term IDI scores. The study also demonstrated a significant impact of diverse clinical experience on long-term study abroad (linear regression was conducted). Further, a qualitative analysis was conducted on the student responses. The themes that emerged were Increased self- and awareness of other cultures, Increased curiosity and openness, Enhanced competence in clinical work, and Lifelong learning. The overall study demonstrated the effectiveness of the study abroad program on long-term intercultural competence learning gains.

The intent of the study was to understand how students enrolled in translation and intercultural communication course at a Spanish University develop intercultural competence (IC). The sample size for the study was 14 first-year students. The study used a mixed-method approach. Therefore, students were required to complete the IDI assessment and were interviewed (the results of the pre-interview are not discussed in the article). After completing the IDI assessment and interview, all 14 students participated in a semester-long course and a semester-long study abroad. After completing the course and studying abroad, students took the Post IDI Assessment and were again interviewed. The results of the pre-post IDI have descriptively analyzed the results demonstrated that there was an increase in DO scores by 4.45 points. In the pretest 29% (Polarization), 57% (Minimization) and 14% (Acceptance) but for the posttest 22% (Polarization), 64% (Minimization) and 14% (Acceptance). One student exceptionally demonstrated an increase of 28.38 points and moved from Minimization to Acceptance. The results of the thematic analysis revealed that: students found training and IDI assessment valuable in helping them develop IC. They found the training very useful when they were in a study abroad program as they could apply the disciplinary knowledge to applied situations. The majority of students also agreed that the course helped them to reflect on their past intercultural experiences, and they found the course very useful.

The aim of the study was to understand the impact of Project based service learning on critical thinking, ICL, and cognitive diversity of Engineering students enrolled in the EPICS program. The CAT instrument was used to assess the critical thinking of students, Herman Brain Dominance Instrument was used to measure cognitive diversity and IDI was used to measure the ICL. Students from the South Dakota School of Mines and Technology and Purdue University participated in the study. The results of the ICL demonstrated that students who were in the EPICS programs for more than 3 semesters demonstrated a significant gain in DO scores than the traditional engineering and first-year engineering students in EPICS. The study demonstrated the effectiveness of project-based service learning in helping students to develop IC skills.

The intent of the study was to understand the use of CAM pedagogy to help business management students develop intercultural sensitivity. The study used a pre-post IDI survey to assess intercultural sensitivity. A Pre-survey was conducted, followed by 4 sessions on intercultural training; each session lasted for 2.25 hours. Students were engaged in an active learning environment where they were given case studies and were encouraged to identify solutions to navigate the intercultural issues. 22 students participated in a study, and there was no control group. Upon completion of the intervention, post-IDI was conducted. The results of the IDI were analyzed using paired sample t-test. There was a statistically significant increase in the DO scores of the students. Students moved from polarization to minimization after the intervention. Further, a regression analysis was conducted, and the results demonstrated that DO would tend to increase if students participated in more intercultural sessions using CAM. Further semi-structured interviews were conducted to understand the role of CAM in helping students to develop intercultural sensitivity (what led to an increase or decrease in DO). Students were interviewed at the start of the intervention and at the end of the intervention. The data was analyzed using a deductive thematic analysis. The pre-defined themes of Resistance, Confusion, and Empowerment was used to understand the student responses. The results of the study demonstrated in the first interview session out of 20 students, 18 students were in either resistance or confusion themes. But after the intervention, 17 students moved to empowerment, and 2 students were in resistance and 1 in confusion. Overall, the study confirmed the effectiveness of CAM in imparting intercultural learning to students.

The study focused to understand how students in a STEM LLC develop intercultural competence. Students were supposed to take a leadership seminar class where they were taught and engaged in various activities pertaining to intercultural learning. Data were collected for four cohorts of students that is for 2013, 2014, 2017, and 2018. Students in 2013 took an IDI at the start of their first semester and the end of their first semester. For 2014, 2017, and 2018 students did take a pre-post IDI but were also required to answer two reflection questions based on their intercultural learning experiences. The pre-post IDI results were analyzed using descriptive statistics. Students in 2013 demonstrated a marginal decline in their DO scores and they remained in polarization but after 2014, 2017, and 2018 the DO scores increased. Students on the intercultural continuum moved from polarization to minimization in the post-tests. Since the students in 2013 and 2014 demonstrated almost similar results and the increase of DO was not much larger, therefore the results for both the cohorts were grouped. Similarly, the results for 2017 and 2018 were grouped. ANOVA was conducted between the pre-scores of (2013,2014) and with post-scores of (2017,2018) and there was a significant difference in the DO. Another important point to note in this study was the change in the curriculum by the instructor. For understanding the effectiveness of the curriculum, the written reflections for 2014 students were scored based on the VALUE rubrics and it was found that students demonstrated a shallow understanding of the cultures. Therefore changes were made to the curriculum and the seminar course. Further data were collected to assess the impact of the new curriculum, The results for 2017 and 2018 were analyzed using the thematic analysis based on the VALUE rubric, the results of the study demonstrated that students did demonstrate a level 3 understanding of empathy, communication, self-awareness, and openness.