This innovative practice full paper describes an inclusive on-campus intercultural development program that can be applied in engineering learning environments. A major outcome of engineering programs across the nation is to graduate professional engineers who are able to work and communicate effectively in multicultural environments and multidisciplinary teams. Therefore, developing multicultural/ intercultural competencies is an important aspect of engineering programs. Generally, study abroad programs are seen as an effective means to develop intercultural/ multicultural competence. However, the opportunity to study abroad is often not accessible for all students, particularly those from traditionally underrepresented racial and ethnic backgrounds. This paper describes the design, implementation, and assessment of an on campus intercultural development program, and the outcomes based on quantitative and qualitative data collected from two separate cohorts of engineering students during 2016 and 2017. The program is grounded in a developmental intercultural paradigm - Developmental Model for Intercultural Sensitivity (DMIS) and Intercultural Development Continuum (IDC) - with an intentional focus on constructs identified on the Intercultural Knowledge & Competence VALUE Rubric. The outcomes and effectiveness are assessed using the Intercultural Development Inventory (IDI) and the Attitudes, Skills, and Knowledge Short Scale (ASKS(2+)). The overall results suggest that by intentionally focusing on the cognitive, affective, and behavioral dimensions of intercultural development, coupled with a developmental approach, it is possible to achieve intercultural outcomes without or even before studying abroad.
