In the recent past many professional schools of education in the United States have embraced social justice as central to their mission in preparing teachers, counselors, and administrators to work in preK-16 settings. This article documents our initial inquiry guided by mindful wonderment into an effort to frame social justice as a collective collaboration involving support staff, faculty, and administrators within a graduate school of education. A series of focus groups made up of members of a school of education considered the commitment to social justice not only for its preK-16 candidates but also for transforming the environment and culture within the institution.
Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers
learners and instructors insights on where students are, where they wish to grow, and the success of treatment
outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter
cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.
As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The My classmates have listened, read, and stood beside me. These classmates are Dr.
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