This thesis explores the question “What is a model for teaching undergraduate intercultural communications courses in an international studies program?” Surveys of current practice in the teaching of intercultural communication inform the selection of a core curriculum. Kolb’s theory of experiential learning provides a framework for studying students’ experience as sojourners abroad. These theoretical foundations motivate a pedagogical model that maps the experiential learning cycle onto the process of intercultural adjustment. The model further provides guidelines instructors can use to select curriculum and sequence topics according to student needs as they progress in the development of intercultural knowledge, skills, and attitudes. A sample syllabus and a set of working hypotheses on the relationship between learning style and intercultural effectiveness are presented as appendices.


Education | International and Comparative Education | International and Intercultural Communication