| Sumario: | Purpose: Providing culturally responsive care for a diverse patient population is critical for future speech-language pathologists and audiologists. Prior studies have shown gains in intercultural competence (ICC) from study abroad programs, faceto- face classes, and online courses; however, limited studies have investigated differences between face-to-face and online modes of delivery in speech-language pathology and audiology. The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach. Method: The study used a mixed-methods approach collecting both quantitative (Intercultural Development Inventory) and qualitative (final reflection papers) data. Data analysis included t tests and clustering analysis of quantitative data and scoring and thematic analysis of qualitative data. Results: Results demonstrated statistically significant increases in IDI scores for participants in both the online and face-to-face classes. Qualitative analysis indicated that all participants, regardless of change in score, demonstrated growth in ICC as seen in their comments. Conclusions: Overall, structured intercultural learning activities embedded within a course can be an effective means of facilitating intercultural growth in undergraduate participants in both face-to-face and online instructional modalities. Additionally, participants whose quantitative scores declined had similar qualitative comments suggesting intercultural growth in all participants independent of changes in quantitative scores.
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