Intercultural pedagogy: A faculty learning cohort

Amy M Lee, Robert Poch, Ann Smith, Margaret Delehanty Kelly, Hannah Leopold

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


The purpose of this article is to describe and reflect on a pilot faculty learning cohort that was designed to improve the frequency and the quality of cross-national and cross-cultural student interactions in the participants’ undergraduate courses. The cohort offered a space where faculty could gain insight on the experience of international students (IS) and non-native English speakers (NNES), develop knowledge about best practices and relevant research, and explore and test tools to promote inclusion and interactions. The cohort focused on cross-national interactions because strong and consistent data indicate that international and domestic students seek more purposeful and substantive interactions, both in and out of the classroom, but lack the confidence and structure to engage in them.

Original languageEnglish (US)
Article number177
JournalEducation Sciences
Issue number4
StatePublished - Dec 2018

Bibliographical note

Funding Information:
At the University of Minnesota, a fee is charged to international undergraduate students with the expressed purpose of supporting their ‘success and satisfaction’. The money is distributed as grants to faculty and staff who propose projects that meet criteria relevant to the fee’s purpose. In the case of this pilot, directors from two campus entities (Center for Educational Innovation and Global Programs and Strategy Alliance.) were awarded the grant funding. The award provided modest professional development funds for the participants, the purchase of a book for participants, and allocation of time/workscope for Lee and Smith who were appointed to design, develop, and administer the faculty development cohort and coaching programs.


  • Diversity
  • Faculty development
  • Intercultural pedagogy
  • International students
  • Undergraduate teaching

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