Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet, we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning. The data suggest potential curriculum changes and additional resources to support student needs.

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Extension educators need intercultural competence to communicate with international audiences and facilitate dialogue in diverse domestic communities. Although many Extension professionals have traveled abroad, experience abroad does not necessarily lead to intercultural competence without intentional intercultural development support. We describe a novel program designed to develop Extension educators' intercultural competence by involving them as mentors in an undergraduate agriculture study abroad program. Statements by the participating educators support increased ability to recognize and adapt to multiple frameworks, increased self-reflection, and enriched interactions and programming for their diverse communities.

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