2023 ASEE Annual Conference & Exposition

While working in teams with people from diverse backgrounds is expected of any engineering graduate, it is also challenging and requires students to develop intercultural skills, such as team communication skills. These skills are essential for building an effective and successful team. Higher education institutions can play an important role in helping engineering students to develop and grow interculturally by embedding intercultural learning activities into the curriculum. This full paper explores the impact of self-paced and online Portable intercultural modules (PIMs) on the intercultural learning goals of the students enrolled in a junior-level system thinking course. The PIM used in the class aims to improve learners’ teamwork and communication skills. The PIM contains five activities, including watching videos about cultural diversity and empathy, survey, quizzes, and exercise that applies learning towards intercultural collaboration. The students in the system thinking course were asked to complete the PIM and a reflection assignment. The research questions that we intend to answer for this study are: RQ1: What domains of intercultural competence, as defined by the AAC&U IKC Value rubric, are represented through PIM? RQ2: What communication challenges are shown while working in a diverse team? RQ3: What strategies did students learn from the PIM to overcome the communication challenges in teamwork? The data for the study were collected in the form of student reflections. The student reflections were analyzed using both deductive and inductive thematic analysis. The Association of American Colleges and Universities (AAC&U) Intercultural Knowledge and Competence (IKC) rubric was used to conduct deductive thematic analysis and answer RQ 1. The intent was to identify the domains of intercultural competence reflected in two reflection questions. For both, the reflection questions following domains of IKC rubrics were identified they are, verbal and non-verbal communication, empathy, cultural self-awareness, and openness. Further to answer the RQ2 and RQ 3, inductive thematic analysis was conducted for the second reflection question. The analysis helped to identify themes for challenges that students encountered while working and communicating with diverse team members. Analysis also helped to identify the themes for strategies that students learned from PIM to overcome challenges. The themes for challenges were: i) use of in-direct communication style, ii) interrupting the communication (overlapper pacing style) iii) use of non-verbal communication. Themes for the strategies were i) asking for clarification or using direct communication when someone uses indirect communication, ii) acting as a moderator and suggesting turn-taking when someone overlaps the communication, iii) using verbal communication for clarification and also researching gestures and non-verbal communication styles. Overall the results of the study indicated that the PIMs allowed the students to understand cultural differences in terms of communication styles and pacing. Also, it allowed them to reflect on the challenges and learn strategies when interacting with team members from diverse backgrounds.