Given the prominent role of graduate teaching assistants (GTAs) in preparing pre-service teachers to be culturally relevant educators, [the authors] developed a series of online learning modules for GTAs in a College of Education to support their intercultural competency development. [The authors] developed the Introduction to Cultural Competency in Education online learning modules with two primary frameworks: (a) the Culture Cycle (Hamedani & Markus, 2019), which conceptualizes culture by ideas, institutions, interactions, and individuals; and (b) the Intercultural Development Continuum (Hammer, 2012), which supports individuals to reflect on their intercultural competencies and identify areas of growth, progressing from denial, polarization, minimization, acceptance, to adaptation.

Temitope F. Adeoye, Virginia T Cabrera, Daniela Castellanos-Reyes, Michael R Lolkus, Marquetta I Strait (2022). Supporting Graduate Teaching Assistants' Intercultural Competencies | Seed Grant 2021. (Version 2.0). https://hubicl.org/publications/167/2

This dissertation features a curriculum development project on redesigning a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international students in first year writing courses.

Based on Deardorff’s theoretical framework, this study took a pragmatic lens of understanding the characteristics of generation Z.

Huai-rhin Kim, Jungsun Kim (2023). Systematic and Phenomenological Investigation of Intercultural Competency among Purdue Undergraduates | Seed Grant 2020. (Version 2.0). https://hubicl.org/publications/134/2.

This project aims to increase enrollment of students persistently underrepresented in study abroad programs, specifically URM students and first-generation students, through a model for outreach and recruitment in Honors College.

Swanson, N. W. (2021). Developing an Outreach and Recruitment Model to Promote Diversity in Honors Study Abroad | Seed Grant 2020. https://hubicl.org/publications/140/1.

The research presents a comparative analysis and assessment of intercultural communication of networked communities in Nepal and Puerto Rico.

Baniya, S. (2020). Strengthening Intercultural Communication in Disaster Response: Lessons from Nepal Earthquake and Hurricane Maria | Seed Grant 2019. https://hubicl.org/publications/123/1.

Tatjana pulls back the veil on curriculum revision. She walks us through the process she and her colleagues used, the frameworks they built upon, the reasoning behind the choices they made, and some concrete examples of what the new curriculum looks like.

Babic Williams, T. B. (2019). Intercultural Learning in Italian Courses | Seed Grant 2018. (Version 2.0). https://hubicl.org/publications/38/2

Tatjana pulls back the veil on curriculum revision. She walks us through the process she and her colleagues used, the frameworks they built upon, the reasoning behind the choices they made, and some concrete examples of what the new curriculum looks like.

Babic Williams, T. B. (2019). Intercultural Learning in Italian Courses | Seed Grant 2018. (Version 2.0). https://hubicl.org/publications/38/2

"This extremely powerful simulation helps participants experience speaking a language non-fluently, how it affects one's ability to stay focused and connected with the listener, and how it influences one's feelings of competence and confidence. Participants also experience listening to second language speakers, and notice their own tendencies to help or to become distracted" (Nipporica Associates, LLC, 2018).

This Thiagi jolt challenges participants to consider and "the experience the hesitation and the fear of making mistakes that people feel when speaking in a second language" (Thiagarajan & van den Berg, 2017).

This activity challenges teams to complete an assignment without speaking to one another to encourage participant to understand what it is like to not speak or understand the dominant language and develop communication and teamwork skills.

Dr. Hickman describes how he led an interdisciplinary team to create and validate a new assessment instrument. He discusses the theoretical frameworks of implicit theories of culture and attribution theory, tells the story of the item construction, and explains the statistical processes he used to validate the Cultural Controllability Scale.

Hickman, L. (2019). Development of a Cultural Controllability Scale | Seed Grant 2018. https://hubicl.org/publications/23/1.

In this study, the aim was to extend the narrative to include an understanding of the cultural competence of those who offer said services and whether exposure to the other cultures can increase intercultural knowledge.

Johnson, N. E. (2019). Expanding the Narrative of Intercultural Competence |Seed Grant 2018. https://hubicl.org/publications/64/1.

Vashundara reflects on the lessons she has learned about entering into unfamiliar and sensitive cultural contexts to conduct ethnographic research. She provides suggestions for making contacts, interacting with interviewees, and other best practices of intercultural qualitative methodologies.

Vashundara reflects on the lessons she has learned about entering into unfamiliar and sensitive cultural contexts to conduct ethnographic research. She provides suggestions for making contacts, interacting with interviewees, and other best practices of intercultural qualitative methodologies.

Krishnan, L. (2019). Study Abroad and Intercultural Learning | Seed Grant 2018. https://hubicl.org/publications/37/1.

Krishnan, L. (2019). Study Abroad and Intercultural Learning | Seed Grant 2018. https://hubicl.org/publications/37/1.

Park, K. (2019). Academic and Social Integration of International Students | Seed Grant 2018. https://hubicl.org/publications/16/1

This project "examine[s] the extent to which instructors' orientations ...towards cultural diversity relate to students' perceptions of the classroom environment and educational outcomes in university classrooms..." (Diatta-Holgate, 2017)

Diatta-Holgate, H. A. (2023). Exploring the Associations Between University Instructors' Intercultural Orientations, Students' Experiences in the Classroom, and Educational Outcomes | Seed Grant 2017. https://hubicl.org/publications/195/1

This project compares Korean language learners’ learning style with their intercultural learning outcomes as communicated by them in pre- and post- reflections during a semester-long Korean course.

Huai-rhin Kim (2023). The Impact of Learning Styles on Intercultural Learning Outcomes | Seed Grant 2021. (Version 2.0). http://https://hubicl.org/publications/171/2.

This project investigates international students' experiences in multicultural teams by mixed methods.

Siqing Wei, Li Tan, Matthew Ohland, Amirreza Mehrabi (2023). First-year Engineering Students' Multicultural Team Experiences | Seed Grant 2022. (Version 4.0). https://hubicl.org/publications/189/4.

This course, created by Tatjana Babic Williams in the School of Languages at Purdue University for Italian learners, includes a module on the concept of empathy in an intercultural context.

This research project is an exploratory study aimed at describing the career networks of undergraduate international students utilizing a mixed methods approach to social network analysis to better understand perceived career support.

Seungyoon Lee, Kelsey Patton, Siqing Wei, Subulola Ebunoluwa Jiboye (2023). A Social Network Approach to International Student Career Support | Seed Grant 2022. (Version 2.0). https://hubicl.org/publications/196/2.

This research project is an exploratory study aimed at describing the career networks of undergraduate international students utilizing a mixed methods approach to social network analysis to better understand perceived career support.

Seungyoon Lee, Kelsey Patton, Siqing Wei, Subulola Ebunoluwa Jiboye (2023). A Social Network Approach to International Student Career Support | Seed Grant 2022. (Version 2.0). https://hubicl.org/publications/196/2.

This activity involves reading the play “Hong Kong, Canada” and discussing key scenes that deal with race, language, and nationality as a group. 

This project explores graduate students’ attitudes toward six different intercultural learning modules from the perspectives of a learner and an instructional designer.

Huang, W. (2023). Enhancing Students' Intercultural Competence Through a Service-Learning Project | Seed Grant 2022. https://hubicl.org/publications/192/1.