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The paper introduces conceptual foundations from the literature, defines intercultural engagement as effective and appropriate interaction with linguistically and culturally different others, and argues for practice-oriented environments prior to professional intercultural settings. It reviews approaches to foster engagement and highlights assessment using appropriate measures, supported by TLTC project examples and occasional paper context.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-and-assessment-of-intercultural-engagement-occasional-paper-no-32/582380/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-and-assessment-of-intercultural-engagement-occasional-paper-no-32/582380.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main goal of intercultural engagement described in the paper?","Question",{"text":63,"@type":64},"The goal is to help students understand how values and culture drive decisions and to build flexibility for working with others who have different values.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper define intercultural engagement?",{"text":68,"@type":64},"It defines intercultural engagement as the ability and insight to effectively and appropriately interact with others who are linguistically and culturally different.",{"name":70,"@type":61,"acceptedAnswer":71},"What dimensions make up intercultural engagement?",{"text":72,"@type":64},"The paper identifies three dimensions, focusing on a mindset (knowledge) and a skillset (skills) that include relationship building, listening, empathy, and communication across linguistic and cultural boundaries.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582380,1792191731,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","DEVELOPMENT AND ASSESSMENT OF INTERCULTURAL ENGAGEMENT  \nStephanie M. Kusano  \nAmy J. Conger  \nMary C. Wright  \nStudents will travel to the U.S./Mexico border to witness, experience, record, and reflect on the repercussions of U.S. immigration and border enforcement policy. The objective of the course is to understand the nuances of this immigration and our responses by observing the day-to-day activities that constitute the minutiae of a policy’s impact on both the people who migrate and the people who enforce the policy, and to use this understanding to help reshape immigration policies, social service agencies’rules, and humanitarian responses to current policies.1  \nThe Food, Land, And Society Field Course will be an intensive course that immerses students in various aspects of the food system from farms to retail businesses (both locally and in Cuba) . The interactions and collaborations with community members should make students more sensitive toward the needs and aspirations of those who put food on their tables and will instill in them a sense of responsibility toward their community.2  \nThe Architecture mobile classroom proposes to teach the buildings ofthe world through local and regional exemplars found right in our midst. Students will draw from and add to a digital network of existing documents and new research findings, publicly accessible as a digital exhibition of interpenetrating global and local architecture. This digital repository will constitute anew kind of architectural text, one that uses local buildings as portals to global architectural knowledge.3  \nThese three examples represent Transforming Learning for the Third Century (TLTC) projects that seek to promote students’ intercultural  \n1 Sherrie Kossoudji,“Contested Borders and Immigration Enforcement: Policy on the Ground.” TLTC Quick Wins & Discovery Grant, funded 2015.  \n2 Catherine Badgley and Ivette Perfecto,“Student Engagement with the Local and Global Food System.” TLTC Quick Wins Grant, funded 2013.  \n3 Anca Trandafirescu and Claire Zimmerman,“ON SITE: Teaching Architecture in the Mobile Classroom.” TLTC Quick Wins & Discovery Grant, funded 2015.  \nStephanie M. Kusano is a TLTC Post-Doctoral Research Associate at the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. She has a Ph.D. in Engineering Education. Amy J. Congeris the Assistant Vice Provost for Global and Engaged Education. She has a Ph.D. from the Center for the Study of Higher and Postsecondary Education. Mary C. Wright is Director of Assessment and an Associate Research Scientist at CRLT. She has a Ph.D. in Sociology.  \nEngaged Learning:  \nTransforming Learning for a Third Century  \nNo. 1  \nCenter for Research on Learning and Teaching  \nOccasional Paper No. 32  \nengagement. This engaged learning goal is focused on fostering students’ understanding of the role of values and culture in driving decisions, and supporting students as they develop the flexibility to work with others who have different values. More so than any previous generation, it is important for the University of Michigan to offer students opportunities to practice communicating and working with others from many different cultures and background experiences in intelligent, productive, and respectful ways.  \nAligned with previous TLTC Occasional Papers, this paper begins with a discussion of what intercultural engagement means and how it is conceptualized in the literature, followed by a discussion of the importance of this goal for student development. A summary of different approaches to promote intercultural engagement will then be offered. This paper concludes with an examination of how to assess these skills with an emphasis on choosing appropriate measures.  \nDefining Intercultural Engagement  \nTo better prepare U-M students before they enter an intercultural professional world, we must support and create environments where students can practice intercultural engagement. Simply ","cbCaifvzbsvLeTN1","https://ap.wps.com/l/cbCaifvzbsvLeTN1","pdf",1408555,12,"English","# Engaged Learning\n## Transforming Learning for a Third Century\n## Defining Intercultural Engagement\n## Dimensions of Intercultural Engagement","[{\"question\":\"What is the main goal of intercultural engagement described in the paper?\",\"answer\":\"The goal is to help students understand how values and culture drive decisions and to build flexibility for working with others who have different values.\"},{\"question\":\"How does the paper define intercultural engagement?\",\"answer\":\"It defines intercultural engagement as the ability and insight to effectively and appropriately interact with others who are linguistically and culturally different.\"},{\"question\":\"What dimensions make up intercultural engagement?\",\"answer\":\"The paper identifies three dimensions, focusing on a mindset (knowledge) and a skillset (skills) that include relationship building, listening, empathy, and communication across linguistic and cultural boundaries.\"}]","DEVELOPMENT AND ASSESSMENT OF INTERCULTURAL ENGAGEMENT - Occasional Paper No. 32 | PDF",1792043165]