Happy belated Thanksgiving to those of you who celebrate this holiday! As an interculturalist, it can be a bit difficult for me to reconcile celebrating a holiday that is related in some way to one group of people taking over another peoples’ land (that’s a conversation for another blog post). So I try to focus on what I am thankful for and how I can do my small part to help prevent such things from happening in the future.
I’ve been reflecting this Thanksgiving on all that I’m thankful for, not only in my personal life, but especially since leaving my steady international education job to begin True North Intercultural LLC, and the recent success of the Foundations of Intercultural Learning & Teaching professional development program.
This company started as an idea in the back of my mind while I was working as the Academic Director of Intercultural Learning with CIEE (Council on International Educational Exchange). I was developing intercultural curricula for CIEE’s study abroad programs and—more importantly, in my opinion—providing support and training to the resident staff around the world responsible for helping students make the most of these intercultural learning opportunities.
Inevitably, every time I presented on this work at conferences, several educators would approach me and excitedly ask if I could provide the same kind of training to faculty and staff at their school. While these institutions were not in a position to employ a full-time intercultural learning specialist, they understood that their faculty and staff could benefit from learning how to better facilitate intercultural learning. I recognized an important need, and eventually left CIEE to fill it.
Fast forward a year or so. True North Intercultural had become a reality, and I was enjoying providing support—through training, consulting, and coaching—to a number of institutions engaged in innovative, forward-thinking intercultural work.
Yet I recognized another need. I would often hear from educators who wanted to bring me to their campuses, but knew it was not yet a possibility for various reasons. This caused me to reflect back on a project I’d done at CIEE. In order to provide training and support to resident staff around the world, I created an online program that was focused on developing their own intercultural competence and their capacities to facilitate students’ intercultural learning. I will admit—I was initially quite skeptical that deep intercultural learning could happen online. However, I was forced to move past the question of “Can I facilitate intercultural learning online?” to “How can I facilitate intercultural learning online?” The six-week online cohort program was much more successful than I had suspected or even hoped, and I learned a great deal about how to facilitate intercultural learning online in the process.
Drawing on this experience, I decided to develop and offer an online program through True North Intercultural that would cater to individual educators who are eager to help their students bridge cultural differences and maximize intercultural learning experiences, but who don’t necessarily have the tools to do so most effectively. The intention was to reach educators who might not be able to attend in-person trainings, but also to take advantage of the ability to extend the learning over time so participants would have opportunities to integrate their learning into their lives and work during the program.
With more time to develop the program and a better understanding of what’s most effective in facilitating this type of learning online (as well as offline) with educators, I designed a more robust eight-week program and incorporated an element that I feel is critical in intercultural learning—all participants take the Intercultural Development Inventory (IDI) assessment and receive a one-on-one debrief with me so that they understand their personal intercultural strengths and developmental challenges.
I put the program out there in the world in fall 2017 and crossed my fingers that they would come. And—hallelujah—come they did! The first session of the program filled up before early bird registration even ended (the program is limited to 20 participants in order to create an effective learning community).
We had several participants teaching English as a second/foreign language around the world, faculty who teach other languages in the U.S., faculty from a wide variety of departments who take students abroad and/or work with students from diverse cultural backgrounds in the U.S., folks who work in international student services and study abroad, and a number of resident staff working with U.S. students around the world. I was (happily) surprised to find that many of the institutions who have hired me to do in-person trainings on their campus jumped at the opportunity to have their international staff participate in such a program.
How did it go?
The evaluations and feedback have been overwhelmingly positive. The most touching and humbling feedback I received came in the form of an email from a participant who said that the program had inspired him to reach out to a close family member he hadn’t spoken to in years as a result of a “political” disagreement. He wrote, “I started my side of the bridge and I’m happy to report, [the family member] responded positively. In this age of divisiveness, I’m so happy to say that it does look like it’s possible that people can build bridges. Thank you for teaching us how to build more bridges!” I’ll admit, knowing this program affected someone in that way got me a little choked up!
The following are a few additional comments from participants:
“This program combines a vast gamut of all aspects of intercultural teaching and learning and it is all well-contained and structured in 8 modules that slowly but surely progress as the learning deepens and evolves.”
“This is my first experience taking an online course and it was surprisingly interactive. I appreciated that Tara’s lectures were detailed, involved an experiential component and were brief enough to complete in 10-20 mins. I appreciated the reflective writing exercises, the videos and the mindfulness teaching the most.”
“I really appreciated the materials used, and the flexible nature of the timing involved. Also, I think a lot of people could benefit from this, and especially the IDI.”
“Thank you so much! Overall the course was very well done and informative!! I will definitely recommend it! Great job!”
I am so thankful to the educators who chose to undertake this learning journey with me, as well as the countless educators I engage with regularly who are committed to furthering intercultural understanding (which includes you if you’re reading this!). I am also grateful for the privilege I have that has allowed me to follow my own path and impact the world in my own small, but hopefully positive, way by supporting, helping, and inspiring fellow educators.
I’m excited to announce that, as a result of the demand and positive response to this program, two sessions of Foundations of Intercultural Learning & Teaching will be offered this spring. If you’d like to learn to better understand and navigate cultural differences, facilitate others’ intercultural learning, and be a more effective and inspired educator, consider joining me on this journey!
For more information about the program, including upcoming dates and registration information, click here.
I’d love to hear what you are grateful for (whether you celebrate U.S. Thanksgiving or not)! Please share in the comments section below.
Have you ever wondered how you can better help your students navigate cultural differences (at home or abroad)? I’ve been asked this question by many educators, and my answer often surprises them.
Without hesitation, I would encourage you to first focus not on your students’ learning, but on your own intercultural development. Research and my own experience both strongly suggest that an educator’s degree of intercultural competence impacts how they help students learn through intercultural experiences.
The Intercultural Development Continuum
Before I explain why it’s so important to first focus on yourself, let’s explore what intercultural development entails. Intercultural competence can be defined as the ability to communicate and act appropriately and effectively across cultural differences. Effectively means we achieve what we set out to achieve. Appropriately means we do so in such a way that any other parties involved feel respected.
Intercultural development (which I use interchangeably with ‘intercultural learning’) involves developing one’s intercultural competence. The Intercultural Development Continuum (IDC) (Hammer, 2009, 2012; based on M. Bennett 1986, 1993) portrays this process as a developmental continuum, consisting of five worldviews. These worldviews represent increasingly complex ways of experiencing cultural difference.
In the monocultural worldviews of Denial and Polarization, people view the world primarily through their own cultural lens, typically without even realizing they have a cultural lens at all. People in Denial don’t experience much cultural difference, often due to lack of exposure. The Polarization worldview can take two forms—Defense or Reversal—both of which experience cultural differences in a dichotomous “us” and “them” way. People in Defense tend to take an uncritical view of their own cultural practices and an overly critical stance toward other cultural practices; they oftentimes find cultural differences threatening. Those in Reversal also view cultural differences in terms of “us” and “them,” but tend to be overly critical of their own culture(s) and uncritically accepting of other cultural practices.
Minimization is a transitionary worldview between the monocultural and intercultural worldviews. People in Minimization tend to focus on cultural commonalities and universal values and principles and don’t typically recognize or appreciate deeper cultural differences. They may experience and value some superficial cultural differences, but assume that “deep down” we are all the same.
At the intercultural end of the spectrum are the Acceptance and Adaptation worldviews. In Acceptance, people comprehend cultural differences at a deeper level. They recognize both cultural differences and similarities, and tend to be very curious about and seek out opportunities to experience other cultures. People in Adaptation not only recognize and appreciate such differences, but are able to adapt their behavior and shift their perspectives to other cultural contexts in appropriate and authentic ways.
[For more information about the IDC and corresponding IDI assessment tool (Hammer & Bennett, 1998; Hammer, 2009), click here.]
The Relationship between Educators’ Intercultural Competence and Student Learning
Educators who want to help students develop along this continuum should ideally be at or beyond the worldview they are hoping to help their learners get to. After all, how can anyone help others experience something in a more complex way than they themselves are experiencing it?
I’ve noticed there tends to be an assumption that educators (especially those with international experience) are sufficiently interculturally competent to help students successfully navigate and maximize the learning opportunities inherent in intercultural experiences. But just as the research now clearly demonstrates that international experience alone doesn’t lead to intercultural development for students (Vande Berg et al., 2012), the same is true for educators.
While research that looks specifically at the relationship between educators’ intercultural competence and their students’ learning is limited, there is evidence that we are often not as interculturally competent as we think we are, and that educators’ own intercultural competence impacts their capacity to facilitate students’ intercultural learning (Goode, 2007/08; Ziegler, 2006). Several studies using the Intercultural Development Inventory (IDI)—which assesses intercultural competency along the IDC—have found that many educators involved with international education are in Minimization, a worldview that is “not optimal” for facilitating students’ intercultural learning (Goode, 2007/08; Ziegler, 2006). Ziegler explains how the approach educators in Minimization take compares to that of educators in Acceptance and Adaptation:
“(…) People who function in an acceptance/adaptation worldview spend their energy conceptualizing, assessing, and facilitating their students’ intercultural development needs. They focus on coordinating a rigorous academic program, blending culture learning with other content areas, and guiding students along in their intercultural learning experience.
In other words, educators in Minimization may be capable of teaching about culture and cultural differences, but they are not as effective at helping students develop their intercultural competence.
I have worked with educators all along the Intercultural Development Continuum and seen firsthand their tendency to approach intercultural learning as Ziegler explains above. I have also witnessed amazing personal and professional growth through intercultural coaching and training. As educators begin to experience cultural differences in a more complex way themselves, they also start to respond to students and support their learning in a more holistic and deeper way. They learn to empathize with students and colleagues in ways they hadn’t been able to before.
Focusing on developing our own intercultural competence not only helps us facilitate others’ intercultural learning, but it also helps us bridge the gap between ourselves and those we work with. People often ask me, “How do you convince students of the importance of intercultural learning?” The answer is that I focus on bridging, not convincing. That is, I try to employ the skills of Adaptation, striving to appreciate and see from the students’ perspectives and adapt my behavior to meet them where they are (in other words, practicing intercultural competence). By doing this, we model intercultural competence for our students.
Where to Start
At the organizational level, the first critical step is for institutions to recognize that fostering intercultural development requires more than including such words in a mission statement, sending more students abroad, bringing more international students in, or increasing the diversity of the student body. It begins with nurturing the intercultural development of the faculty and staff who are interacting with students both inside and outside the classroom.
The first important step for individual educators is to take the Intercultural Development Inventory (IDI) or another reliable intercultural assessment (the IDI is my preferred assessment when the goal is development) to become more aware of their own strengths and challenges when navigating cultural differences. In order to get your IDI results, you must participate in an individual debrief with a Qualified Administrator. The next step is to use that information to formulate a plan for developing your intercultural competence, and then to put it into practice, ideally with the support of ongoing intercultural coaching and/or training.
Until now, the best options (in my opinion) for educators interested in developing their intercultural competence were the following:
However, now there is another option! In an effort to make this type of professional development more accessible, I created the innovative, eight-week online program, “Foundations of Intercultural Learning & Teaching.” The program, which includes the IDI assessment and an individual debrief, is an eight-week facilitated online training to help participants better understand and navigate cultural differences, facilitate others’ intercultural learning, and be more effective and inspired educators. Click here to learn more.
I’d love to hear more about your intercultural learning journey, or what your institution is doing to support the intercultural development of faculty and staff! Please share in the comments section below.
References & Relevant Resources
Anderson, C.L., Lorenz, K., & White, M. (2016). Instructor influence on student intercultural gains and learning during instructor-led, short-term study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XXVIII, 1-23.
Bennett, M.J. (1986). Towards ethnorelativism: A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10(2), 179-196.
Bennett, M.J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Yarmouth, ME: Intercultural Press.
Goode, M. L. (2007-2008). The role of faculty study abroad directors: A case study. Frontiers: The Interdisciplinary Journal of Study Abroad, XV, 149-172.
Hammer, M. R. & Bennett, M. J. (1998). The Intercultural Development Inventory (IDI) manual. Portland, OR: Intercultural Communication Institute.
Hammer, M. R. (2009). The Intercultural Development Inventory (IDI): An approach for assessing and building intercultural competence. In M. A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations (pp. 245-261). Thousand Oaks, CA: Sage Publications.
Hammer, M. R. (2012). The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R. M. Paige & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (pp. 115-136). Sterling, VA: Stylus.
Harvey, T.A. (2013). Facilitating intercultural development during study abroad: A case study of CIEE’s Seminar on Living and Learning Abroad. Unpublished dissertation, University of Minnesota, Minneapolis, MN.
Vande Berg, M., Paige, R. M., & Lou, K. H. (Eds.). (2012). Student learning abroad: What our students are learning, what they're not, and what we can do about it. Sterling, VA: Stylus.
Ziegler, N. J. (2006). Culture learning in study abroad from the perspective of on-site staff in France and Senegal. Unpublished dissertation, University of Minnesota, Minneapolis.
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Every year around this time, I am contacted by several people interested in applying to the Fellows Program at the Summer Institute for Intercultural Communication (SIIC) who want to ask me about my experience in the program.
My intention with this blog post is to share some insider information about the SIIC Fellows Program experience. The opinions expressed here are primarily my own, but I also gathered input from several other past Fellows and from Janet Bennett, Executive Director of the Intercultural Communication Institute (ICI), the organization that sponsors SIIC.
I don’t present this as an “unbiased” review, as any interculturalist knows we all have biases. So here are mine, up front and center:
I was first a Fellow (although we were called “Interns” back then) in 2008. I attended SIIC as a “Returning Fellow” (or “Rintern” in the SIIC vernacular) in 2010 and 2013. In 2015, I attended as a regular participant (i.e. not a Rintern), and in 2016 I joined the faculty.
My experiences with SIIC – and specifically the Fellows Program – have greatly impacted my personal and professional development. So much so, in fact, that after my first Fellows experience, I set my sights on becoming a faculty member before turning 40 (mission accomplished – yay!) because I so admired the work of the faculty there and wanted to be able to help others learn and grow in the way they have done for me.
That being said, I recognize that the SIIC Fellows Program is not for everyone. So I try here to provide a realistic overview of what the program entails, the potential benefits, and who may and may not enjoy the experience. It’s a longer post than usual, but will hopefully be helpful to those considering the program (or even those just curious to learn more about SIIC).
First of all, what in the world is SIIC?
SIIC (pronounced like “sick”) is a multi-week professional development opportunity sponsored by the Intercultural Communication Institute (ICI) and hosted at Reed College in Portland, Oregon, every July. Unlike a typical conference, where participants move from one 60-90 minute session to the next, SIIC is focused on deep learning in small group workshops.
Workshops are either three or five days in duration, with a few one-day workshops offered over the weekends in between the longer sessions. Participants can sign up for only one workshop per session, but can attend multiple sessions back-to-back.
Although it’s called the Summer Institute for Intercultural Communication, SIIC is not just for people in the intercultural communication field. Workshops cover a wide variety of topics related to learning across cultures – including social justice, race and reconciliation, diversity and inclusion, leadership, intercultural coaching, mindfulness, team building, emotional intelligence, training design and facilitation, identity development, and a host of other topics.
SIIC regularly attracts attendees from education, human resources, government, the corporate world, NGOs, counseling professions, and more. Anyone who works with people will probably find a workshop at SIIC that can help them do so more effectively.
SIIC is sometimes (affectionately) likened to summer camp for adults. Compared to most professional events, it is quite informal; shorts are common, even among faculty (some co-facilitators are known for wearing matching T-shirts).
The majority of participants stay in the dorms on campus. While the thought of eating cafeteria food and sharing a communal bathroom might not excite everyone (or anyone?), I do strongly encourage people that want to make the most of the experience to stay on campus (Fellows must). If you don’t, you may miss out on the full community experience of SIIC. Several nights each week, there are optional (free) evening sessions, followed by a wine-and-cheese social. And the food – proudly locally grown in the Portland area – is the best you’ll probably ever eat on a college campus.
All of this is to say that SIIC is not your average professional development experience. It may push you outside of your comfort zone in unexpected ways. And you’ll likely be better because of it.
For more information about SIIC, visit http://intercultural.org/siic.html.
Okay, so what’s the Fellows Program?
The ICI staff is relatively small, and SIIC is a big undertaking. Therefore, every year ICI selects as many as 30 Fellows to help make SIIC a success. In return, Fellows receive a significant tuition discount and an amazing learning experience.
Fellows arrive on campus approximately one week before SIIC officially begins. They first participate in a multi-day training that focuses on working together effectively as a multicultural team. They learn a methodology known as Personal Leadership, from Fellows coordinator Gordon Watanabe. Watanabe, along with colleagues Barbara Schaetti and Sheila Ramsey (both faculty at SIIC as well), developed the Personal Leadership methodology specifically for and because of the SIIC Fellows Program (for more about Personal Leadership, visit http://www.plseminars.com/). Through the Personal Leadership training, Fellows learn how to put into practice their intercultural knowledge.
After going through the training, Fellows then help the ICI staff and SIIC faculty with a multitude of tasks to ensure everything runs smoothly. Fellows are each assigned to assist faculty in a specific workshop. That means Fellows have an opportunity to attend one workshop each session and engage on a deeper level with the faculty leading that workshop. Fellows also enjoy an off-campus dinner with the faculty at the beginning and end of the program.
Fellows are expected to stay through the first two sessions of SIIC (and thus assist in two three- or five-day workshops).
What exactly do Fellows do?
Fellows engage in a wide variety of tasks prior to and during SIIC. Before SIIC even begins, Fellows help with the following tasks:
Once SIIC begins, Fellows not only assist faculty during the workshops, but also fulfill a variety of jobs during their free time. These tasks are assigned during the first week and Fellows have some choice in the matter, although the expectation is that Fellows will do whatever is needed of them to help SIIC run smoothly. The following are some examples of responsibilities Fellows might have:
How do Fellows assist the faculty?
This can vary widely depending on the faculty members and how many Fellows are assigned to a given workshop. Fellows and faculty meet prior to the start of each workshop and discuss what faculty need and expect from their Fellows.
For the most part, Fellows attend the workshop and participate as everyone else does. But they are also there to support the faculty in whatever ways needed – which could mean bringing materials to the room, getting extra photocopies when needed, going for technical support, taking and sharing out good notes, etc. Some faculty debrief with their Fellows at the end of each day, reviewing the feedback forms as a group and discussing how the day went.
Each week, there is a designated day when faculty eat lunch with the Fellows assisting in their workshop, which provides a great opportunity to get to know one another better. Most faculty are very giving and see this as an opportunity to help their Fellows learn and grow in their career.
What are the benefits of participating in the Fellows Program?
Take a look at the list of faculty: http://intercultural.org/siic-workshop-information.html. With 17+ years of experience in the field and a small handful of publications, I’m a total rookie among these names (but please don’t let that keep you from signing up for one of my workshops!). If you’ve explored literature in intercultural communication, diversity and inclusion, social justice, or similar areas, you’ve certainly come across many of these names – Janet Bennett, Michael Paige (my fabulous PhD advisor), Donna Stringer, John (Jack) Condon, Nagesh Rao, Stella Ting-Toomey, Kathryn Sorrells, George Renwick, “Thiagi” Thiagarajan…and the list goes on. SIIC offers an opportunity to not only learn from them, but chat with them over lunch as well. The Fellows Program allows even further inside access to the faculty. Janet Bennett explains, “There are few other ways to access these faculty members in such an ongoing way. The faculty genuinely care about the Fellows, and often stay in touch with them for years.”
Most former Fellows I’ve talked with agree that the biggest benefit of participating in the program is the relationships they developed, both with faculty and with other Fellows. Nadine Binder from Germany, a first-time Fellow in 2015, says the most impactful part of the experience for her was “meeting new, inspiring and amazing people, becoming part of a great community/family, deepening and applying [her] knowledge, working closely with faculty, and being part of a unique experience.” Shannon Mason, who was part of my 2008 Fellows cohort and has returned almost every year since, says what surprised her most about the experience was “how accessible and approachable the faculty were.”
Personally, I served as a Fellow (or Rintern) for numerous faculty members. They have all been kind and giving, in addition to being incredibly knowledgeable. I have stayed in close touch with some, and less so with others. Mick Vande Berg was one of the first faculty members I assisted, back in 2008. We have stayed in touch ever since, usually connecting at least once a month. I can honestly say I wouldn’t be where I am in my career or understanding of intercultural learning if not for his mentorship. He allowed me to research a program he started for my PhD dissertation; I was eventually hired by CIEE (at Mick’s urging) to take over that program when he retired; now we often co-facilitate (look for our five-day workshop on the 2017 SIIC calendar) and are currently co-authoring a book together.
In addition, I’m still in regular contact with at least half of my Fellows cohort, plus many other Fellows I’ve met over the years. We continue to learn from one another, help each other along in our careers, collaborate on projects, share resources, and enjoy spending time together whenever our paths cross.
Many Fellows cite the Personal Leadership training and the opportunity to put into practice that learning as a major benefit of the program. Nadine Binder says, “Learning about Personal Leadership during the Fellows week had a massive impact on my private and professional life and continues to do so.”
Another, lesser known, benefit of the Fellows Program is that if you do a good job, you are invited back as a “Rintern” in future years. Rinterns are not required to participate in the Fellows training again or to stay as long as the Fellows. They help out behind the scenes as well – sometimes taking more of a leadership role, such as by managing the book store – as well as assisting the faculty. Rinterns are especially needed during the third session of SIIC, after many of the Fellows have left. Janet Bennett explains, “Probably the best benefit is the right to return as Rinterns as often as they want to take more classes. For an intercultural professional, this is an enormous benefit—being able to take as many classes as you want from this amazing network of faculty.”
Who is the Fellows Program best suited for and vice versa?
The Fellows Program welcomes and encourages people to apply from diverse backgrounds in every respect. Janet Bennett explains, “We are looking for graduate students to college presidents (we have had both as Fellows).” She looks for diversity in age, ethnicity, gender, and all other forms of cultural difference.
In addition, ICI is seeking applicants who have travelled substantially or, preferably, lived in another culture. Speaking multiple languages is a plus as well. Bennett explains, “We look for a willingness to do anything, flexibility, sense of humor, poise, patience, and cultural humility.”
According to Bennett, the Fellows Program is not typically appropriate for traditional age undergraduate students; they are usually referred to the New Interculturalists Program (for information on that program, visit http://intercultural.org/new-interculturalists-program.html).
Former Fellows agree the program can be a great experience for people from a wide variety of backgrounds and experience levels, as long as they are open to engaging the process. A lot of the tasks Fellows must do are not glamorous. You must be dedicated to serving something larger than yourself and interested in taking a learning orientation toward the process of working on a multicultural team.
Chris Cartwright, who first participated in the Fellows Program in 2004 and is now the Director of Intercultural Assessment at ICI, says the program is ideal for “someone who is ready to stretch themselves and learn on a meta-level what it is to form an intercultural team, while simultaneously facilitating this same experience for those around them.”
Who is not a good fit for the Fellows Program or vice versa?
The Fellows Program requires a significant investment of time and energy. It may not be for you if:
How competitive is the application process? Any tips?
Acceptance rates obviously depend on the number of applicants, which fluctuates from year to year. Yet Janet Bennett, who oversees the selection process, explains, “Chances are, if you are recommended highly by someone in the SIIC network, and write a thoughtful application with very solid experience, you will get selected. If that person drops us a short note, even better.”
Chris Cartwright suggests aspiring Fellows should discuss in their application other shared or cohort learning experiences they’ve had. “We're looking to build a strong team – individual achievement is not an indicator of success in this context,” he explains.
To summarize, SIIC is a great opportunity for personal and professional development in the intercultural field. The Fellows Program offers a means to take that learning even further by intentionally putting it into practice on a multicultural team and by developing meaningful relationships with an amazing group of people.
The Fellows Program is a lot of work though and requires a significant investment of time and energy. (I understand this deeply – I had to leave my 18-month-old daughter for longer than I ever had before to participate initially…when I first arrived, I flopped down on my dorm bed and sobbed with guilt). Nonetheless, I found the experience to be incredibly worth the sacrifice. I can’t promise that to everyone, of course. But if you’ve read this far and the opportunity still excites you, I say go for it! And be open to what the experience may bring.
For more information about the SIIC Fellows Program, visit http://intercultural.org/fellows.html. The deadline to apply is usually around the end of May (late April for early acceptance).
If you have attended SIIC or the Fellows Program, please share your own experiences in the comments section!
I'm Tara Harvey, Ph.D., Founder of True North Intercultural LLC. I started this blog to provide resources and support to educators interested in fostering intercultural learning. Thanks for reading!
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