Table 6 Changes made in the leadership seminar from 2013 and 2014 to 2017 and 2018

In class activities

 1. Hear from College of Science faculty about their experiences with scientific collaboration

1. Hear from College of Science faculty about their experiences with scientific collaboration

 2. Introduction to culture and cultural differences (cultural iceberg, differences in communication styles, individualism vs. collectivism, concepts of authority, concepts of time)

2. Introduction to culture. (Cultural Iceberg). In-class exercises to find cultural commonalities (e.g., The sun shines on…) Brief introduction to Hofstede’s Human Values Continuum (Deardorff, 2012; HubICL, n.d.)

 3. Explanation of the Intercultural Development Continuum

3. Explanation of the Intercultural Development Continuum and IDI group debrief (discussion of homogeneity/heterogeneity of class)

Out-of-Class Activities

 –

Individual IDI debrief with QA (self-awareness)

Homework Assignments

 1. Read and reflect on articles about scientific collaboration (science is a team sport)

1. Read and reflect on articles about scientific collaboration (science is a team sport)

 2. Assignments that explore the dimensions of culture (e.g., analyze scenario to determine the aspect of culture represented a la Hofstede et al., 2002; Hofstede, n.d.)

2. Assignments based on IDI Intercultural Development Plan (aimed at developing self-awareness). Includes reflection on own experiences, identity groups, challenges in working with people who are different, setting intercultural goals, identifying stress points

 3. Write an essay exploring the cultural and social factors that have impacted your pathway into science. Identify and describe at least two or three cultural images or factors that influenced or challenged you as you decided to pursue a degree in science. (self-awareness)

3. Write an essay exploring the cultural and social factors that have impacted your pathway into science. Identify and describe at least two or three cultural images or factors that influenced or challenged you as you decided to pursue a degree in science. (self-awareness)

Course Capstone

 1. Individual paper in which student identifies and analyzes the 3 most significant (in their opinion) positive and negative aspects of collaboration in science. Should science “go truly global”? Why? Why not?

1. Intercultural team project: explore the relationship between culture and scientific work

2. Create a dialogue that represents a real or fictional school or work situation, where a multicultural team is working on a science project. The dialogue must reflect: a misunderstanding stemming from at least one of the 6 Hofstede cultural dimensions (Hofstede, n.d.) that can impact how people from different cultures approach a problem; at least two cultures represented on their own team; dialogue must contain at least 12 exchanges, can include more than 2 people, can include more than one cultural dimension, can include more than 2 cultures; dialogue must have a title that reflects the intercultural tension