Presentation Information
[SS-17-01]From Elective to Compulsory: Large-Scale Implementation of Intercultural Collaborative Learning and an Examination of Student Learning Outcomes and Challenges
*Kazuko Suematsu1, *Denka Yanagi1, *Shizuki Saruta1, *Junna Minato1 (1. Tohoku University)
Keywords:
Intercultural Collaborative Learning,Intercultural Education,Student Learning Outcome,Teaching and Learning
受講者に求められる 事前の知識・経験等
特になし
受講者が受講前に取り組む 事前課題等
特になし
概要
This session presents a university-wide implementation of intercultural collaborative learning (ICL), mandated under MEXT’s “Project for Promoting Social Impact,” targeting approximately 3,000 first-year undergraduate students, including international students. The session is structured around two main pillars: (1) sharing the challenges encountered and insights gained in implementing ICL for all students, and (2) examining student learning outcomes. It provides an overview of the entire process from design and preparation to implementation and evaluation, with a particular focus on identifying practical issues and responses that emerged in delivering ICL to a diverse student population regardless of their prior interest in or experience with intercultural learning. By extending beyond the conventional focus on self-selected participants, this study highlights both the potential and the limitations of implementing ICL in a required format that includes students who are not necessarily interested in intercultural exchange or study abroad, thereby offering a more comprehensive understanding of its educational significance.Specifically, the session will outline key operational aspects of introducing ICL as a required course, including the articulation of learning objectives and outcomes, course design, the establishment of collaborative structures among faculty and staff, and the training and deployment of facilitators. It will also address challenges that emerged during implementation, such as operational constraints associated with scaling, variations in student engagement, and the consistency of learning experiences, along with corresponding responses and improvements. Furthermore, based on survey results collected using an ICL rubric, the session will report on changes in students’ attitudes and their perceptions of cultural differences. Through these analyses, the session will identify key considerations across the stages of program design, implementation, and evaluation, and offer practical implications for faculty and staff considering large-scale implementation or full integration of ICL.
特になし
受講者が受講前に取り組む 事前課題等
特になし
概要
This session presents a university-wide implementation of intercultural collaborative learning (ICL), mandated under MEXT’s “Project for Promoting Social Impact,” targeting approximately 3,000 first-year undergraduate students, including international students. The session is structured around two main pillars: (1) sharing the challenges encountered and insights gained in implementing ICL for all students, and (2) examining student learning outcomes. It provides an overview of the entire process from design and preparation to implementation and evaluation, with a particular focus on identifying practical issues and responses that emerged in delivering ICL to a diverse student population regardless of their prior interest in or experience with intercultural learning. By extending beyond the conventional focus on self-selected participants, this study highlights both the potential and the limitations of implementing ICL in a required format that includes students who are not necessarily interested in intercultural exchange or study abroad, thereby offering a more comprehensive understanding of its educational significance.Specifically, the session will outline key operational aspects of introducing ICL as a required course, including the articulation of learning objectives and outcomes, course design, the establishment of collaborative structures among faculty and staff, and the training and deployment of facilitators. It will also address challenges that emerged during implementation, such as operational constraints associated with scaling, variations in student engagement, and the consistency of learning experiences, along with corresponding responses and improvements. Furthermore, based on survey results collected using an ICL rubric, the session will report on changes in students’ attitudes and their perceptions of cultural differences. Through these analyses, the session will identify key considerations across the stages of program design, implementation, and evaluation, and offer practical implications for faculty and staff considering large-scale implementation or full integration of ICL.