First-year students' perspectives on intercultural learning

Amy Lee, Rhiannon D. Williams, Marta A. Shaw, Yiyun Jie

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


Faculty can play a critical role in supporting students' intercultural development, but studies indicate that instructors report a lack of formal understanding about how to maximize this opportunity. Through the investigation of 115 first-year students' written reflections, this study provides faculty with students' perspectives on intercultural learning moments that were supported by pedagogical and curricular components. The findings suggest that moments students note as critical to their intercultural development may be initiated within the classroom through intentional knowledge sharing and awareness building, yet extended further by students both inside and outside of the classroom context. This article explores student intercultural learning from the perspective of the student and discusses implications for both classroom and campus culture.

Original languageEnglish (US)
Pages (from-to)543-554
Number of pages12
JournalTeaching in Higher Education
Issue number5
StatePublished - Jul 2014


  • faculty
  • first-year students
  • holistic development
  • intercultural competence
  • intercultural learning


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