ABSTRACT
Instructors in many parts of the world were coming to embrace experiential/constructivist perspectives, moving beyond the positivist or relativist paradigms that had once informed teaching and learning virtually everywhere. By spring 2007, most RDs had progressed through drafting three increasingly effective versions of their program outcomes, producing statements that identified what students would be expected to learn in three or four "domains": academic and intellectual learning, local and global awareness, intercultural learning and development, and (where appropriate) second-language acquisition. Seminar instructors provide students with opportunities to practice resolving these experiential tensions in class so that they will be better prepared to work effectively and appropriately with intercultural tensions in their daily lives outside the classroom. Students benefit significantly when the course, first, helps them become aware of their habitual responses to cultural commonality and difference; and, second, teaches them to reframe their experience consciously.
