Interactive, contextual, and experiential (ICE) pedagogy for intercultural competence development

Abstract

We developed ICE (Interactive, Contextual, and Experiential) pedagogy for RRU MA-IIC program’s overseas residency by applying King and Baxter Magolda’s developmental framework for intercultural maturity (2005). Specific strategies to implement ICE pedagogy and lessons learned from our past experiences are discussed in this paper. The evolution of the ICE pedagogy exemplified RRU’s Learning and Teaching Model in action, particularly the principle of authentic and experiential learning. Royal Roads University (RRU) established the Master of Arts in Intercultural and International Communication (MA-IIC) program in 2005. Since its inception, RRU faculty have implemented a number of innovative pedagogy for best learning outcomes including intercultural competence development for the students. In this paper, we describe the evolution of the ICE pedagogy for the overseas residencies in MA-IIC as an example of RRU’s Learning and Teaching Model in action, particularly the principle of authentic and experiential learning.