Cathryn Cushner Edelstein teaches Intercultural Communication, Introduction to Nonprofit Communication Management, Nonprofit Fundraising Campaigns and communication seminar courses for International Graduate Students. In addition she is the Faculty Director for the Global Pathways Paris Program, a one-month program during which students take a French Language course at the Sorbonne and her Global Communication course. In addition to teaching, Cathryn oversees the iGrad Transition Program which provides assistance for incoming international graduate students and is the director of the Nonprofit Communication Management Minor in the Communication Studies Department.
Nonprofit Board Membership and the Gender Gap ,Tripodos Journal, No. 48, 2020, Advocating United Nations Sustainable Goals Through Strategic Diplomacy, Blanquerna School of Communication and International Relations, Ramon Llull University
Developing Intercultural Competence Through Mediated Triple-Intercultural Classroom Collaboration Global Partners in Education Journal, Vol 5, No 1, 2015
Excuse Me, Can You Repeat That? How to Communicate in the U.S. as an International Students - A Reference Guide, November 12, 2012, ©Five Star Publications, © 2016 Cathry Cushner Edelstein, ISBN: 978-0-692-78021-3
Intercultural competence (ICC) describes individuals' ability to effectively interact with people of other cultures in an appropriate manner. Institutions of higher education around the world are invested in developing the ICC of their students and to this end encourage participation in study abroad programs while simultaneously internationalizing the student population of their institutions. Towards this goal, more recently, faculty have been asked to internationalize curricula contextually and experientially to develop student ICC in the classroom. This article offers an experiential and pedagogical approach for faculty to consider in this initiative. This approach involves mediated collaboration, utilizing standard and social media platforms to allow communication between three diverse global classroom communities providing students with comprehensive intercultural experiences. This approach was utilized in Fall 2013 with 105 students combined from the USA, Romania, and Fiji, and resulted in a rich experience for all participants. The ICC development of the 35 students from the USA was measured over the semester using an ICC assessment tool and results concluded impressive growth. With access to mobility imposing limits on student travel, it is critical that higher education look to alternative methods, such as the one described in this paper, to develop student ICC.