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We examine pedagogical practices that facilitate international and domesticstudents’ interactions on two campuses of a U.S. public university. Findingshighlight the central role of the instructor in supporting student interactionsvia pair and group work and collaborative assignments that result inincreased understanding of class content. The study highlights the need tointentionally address learning outcomes of cross-national interactions, suchas communicative and intercultural skills, as students did not always viewthe benefits of such interactions in the same way as their instructors did

Instructional Practices Facilitating Cross-National Interactions in the Undergraduate Classroom