Our project’s first publication is forthcoming in the edited collection, Teaching and Studying Transnational Composition (ed. Horner and Donahue, 2020).
Publications currently in development focus on pilot semester results, methodological design, and curricular approach.
“Developing Intercultural Competence in First-Year Writing.” Council of Writing Program Administrators Conference, Baltimore, MD. July 2019
At this conference, we share preliminary findings from a CWPA-funded, data-driven study of an approach to first-year writing that uses linked courses to increase intercultural competence in both mainstream and second-language students. Our project develops evidence-based, inexpensive interventions to internationalize writing programs, focusing on intercultural competence development and transfer of writing skills.
“Assessing the Effectiveness of an Intercultural Competence-Focused Writing Curriculum,” International Society of Language Studies, Waterloo, ON, Canada. June 2018
This presentation focused on the assessment philosophy and instruments embedded in our study, and included case studies of two study participants.
“Cultivating Intercultural Competence through Paired Freshman Composition Sections: Theory, Pedagogy and Assessment,” Symposium on Second Language Writing, Vancover, BC, Canada. August 2018.
At SSLW, our team presented the writing curriculum and discussed how it meets the academic and social needs of both international and domestic students. This presentation included case studies of two participants.
“Developing Intercultural Competence through First-Year Composition,” Purdue Linguistics, Literature, and Second Language Studies Conference, West Lafayette, IN. March 2018
The presentation introduced our curriculum design and linked-course approach to first-year writing.
“Developing and Assessing Intercultural Competence in Linked Sections of First Year Writing,” Scaling Up: Institute on Intercultural Learning and Mentoring, West Lafayette, IN. February 2018.
At the Scaling Up Institute, we discussed how our project initially developed and our proposed model for assessing intercultural competence via reflective writing.