Due to Covid-19 and the inaccessibility of study abroad for some students, we successfully tested an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning Over a 15-week course, the GC replicated the work context and job demands of expert global leaders and developed global skills via activities and simulations Pre-posttest measures of the Intercultural Effectiveness Scale (IES) found significant improvement in all dimensions Students with prior international experience had higher pre-test results in the world orientation and relationship development dimensions;however, students without study abroad experience approximated those results in their post-test assessment, apparently as a result of the GC Quantitative and qualitative findings suggest that assessment, self-awareness, self-directed PDPs, well-designed simulations, receiving and giving extensive feedback, and reflection can be effective methods for moving the needle on intercultural competencies without a physical international experience
To Understand You, I Need to Know Me: Approximating the Study Abroad Experience Utilizing Assessment as Learning in a Glocal Classroom