This directed content analysis examined the relationships between 2 student learning outcomes in the Wabash National Study of Liberal Arts Education: intercultural effectiveness and integration of learning. We reexamined data from King, Perez, and Shim’s (2013) study of intercultural effectiveness and Barber’s (2012, 2014) studies of integration of learning to determine whether there was a relationship between these 2 outcomes among undergraduate students’ experiences, and the characteristics of those experiences that represented both outcomes. Within our analytic sample, experiences that reflected both outcomes tended to occur within formally structured educational environments (e.g., classes, study abroad) rather than in informal settings. Further examination of the analytical sample revealed that students generally displayed similar levels of complexity among their approaches to intercultural effectiveness and integration of learning within a particular experience. This study also revealed that students tended to reflect upon their marginalized social identities rather than their privileged ones as they integrated their learning. The findings of this research can be used to create more strategic opportunities for learning that promote the achievement of both outcomes, advancing the overarching outcome of fostering wise citizenship.

中文翻译：

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交叉结果：促进跨文化有效性和大学生学习的整合。

这种定向内容分析检查了 Wabash 国家文科教育研究中 2 项学生学习成果之间的关系：跨文化有效性和学习整合。我们重新检查了来自 King、Perez 和 Shim (2013) 跨文化有效性研究和 Barber (2012, 2014) 学习整合研究的数据，以确定这两种结果之间是否存在与本科生经历的关系，以及那些代表两种结果的经历。在我们的分析样本中，反映这两种结果的经历往往发生在正式结构的教育环境（例如，课堂、出国留学）中，而不是在非正式环境中。对分析样本的进一步检查表明，学生在跨文化有效性和特定体验中学习整合的方法之间通常表现出相似的复杂程度。这项研究还表明，学生在整合学习时倾向于反思他们边缘化的社会身份，而不是他们的特权身份。这项研究的结果可用于创造更多战略学习机会，促进实现这两个成果，推进培养明智公民的总体成果。这项研究还表明，学生在整合学习时倾向于反思他们边缘化的社会身份，而不是他们的特权身份。这项研究的结果可用于创造更多战略学习机会，促进实现这两个成果，推进培养明智公民的总体成果。这项研究还表明，学生在整合学习时倾向于反思他们边缘化的社会身份，而不是他们的特权身份。这项研究的结果可用于创造更多战略学习机会，促进实现这两个成果，推进培养明智公民的总体成果。