The objectives of this presentation are to (1) apply experiential learning pedagogies to active learning practice, (2) define and integrate intercultural competencies as learning objectives, and (3) map course goals, objectives, activities to the assessments. A form of experiential learning, active learning has been defined as “any instructional method that engages students in the learning process and requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004; Eison, 2010). Applications of active learning include engaged, team- or student-centered, inquire-based, and even service-learning and are independent of place. Regardless of learning strategy, instructors must strategically select desired learning outcomes and objectives. Most of us are trained to teach and assess agricultural science content, yet increasingly, employers demand affective competencies as well as discipline content learning outcomes (Crawford et al., 2011). Seemiller (2014) and others have identified the ability to work in multicultural and intercultural teams as a critical employability skill. Vande Berg, 2016 identified 4 phases of diversity and intercultural effectiveness; self-awareness, awareness of others, managing emotions and thoughts in the face of differences, and shifting frames and behaviors to other cultural contexts. As with any other learning objective, instructors must intentionally map the learning objectives to appropriate interventions (activities) and then to the assessment of outcomes (Moore, 2014; Kyndt et. al., 2016). Examples of course syllabi will emphasize the importance of congruence among learning objectives, specific interventions, and appropriate assessment methods and instruments. As agricultural educators develop courses for students to grow and learn, we must include social science competencies that engage students in deeper learning. By the end of this presentation, we will have increased the participants’ comfort in curriculum design that addresses the intercultural affective domains.