Collections

Core Cultural Values

1 posts

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Andrea Langrish

Multicultural Education

This collection contains research in multicultural education. 

2 posts

Profile picture of Muna Sapkota

Muna Sapkota

Activities

9 posts

Profile picture of Jennifer Seabrook-Scott

Jennifer Seabrook-Scott

Movies

3 posts

Profile picture of Jennifer Seabrook-Scott

Jennifer Seabrook-Scott

TESOL Publications by Purdue Faculty and Students

This collection contains research in the field of TESOL. 

5 posts

Profile picture of Muna Sapkota

Muna Sapkota

Intercultural Learning in COVID 19 Pandemic

This collection contains the impacts of COVID 19 on intercultural learning. 

5 posts

Profile picture of Muna Sapkota

Muna Sapkota

Purdue Ag in Spain, Study Abroad

Our primary learning outcomes were openness, cultural worldview. Secondary learning outcomes were curiosity and self-awareness.

We included a series of tools to evaluate student's position based on our learning outcomes. These activities included pedagogical and summative activities: hot buttons, say my name, research on topics, question teams, daily journaling, and ASKS2+ survey.

The hot buttons activity was not received greatly, with some students not willing to share or break the ice initially. We paired students in groups of roommates and ask them to share with each other, and then share with the group. While initially this tool was not considered relevant, I found students during the trip sharing with me how this tool helped them identify potential sources of disagreements and avoid such events.

The Say My Name tool was used pre-departure and I did not find much use of it, but it may come from my bias. 

We split students in teams to perform certain pre- and during-trip activities

1. Teams will research about a topic that will be covered/visited during the trip. We collected each submission and put together a folder of all information

2. Teams were in charge of engaging with our hosts at least one day during the trip. They would also be in charge of taking photos and uploading a daily review of the trip on our Facebook group that was shared with family of students.

Students journaled daily and were asked to answer 3-4 daily prompts on Brightspace. These questions were directly targeting self-awareness, openness, and worldview, as well as perceptions of daily activities. This was probably the most rewarding activity from my point of view, because they were able to internalize their experiences and then share among them and with me.

The ASKS2 survey was delivered 2 weeks post-arrival to the US. We asked students to respond first questions thinking back to pre-departure time and then respond the same questions based on their current experiences. We saw most students increased their status and reached milestone 3, which was our goal. In the future I would deliver the pre-trip questions a day or two before the trip, and the post trip survey 2 weeks after returning to the US, to reduce the likelihood any bias regarding answers. I feel more qualified to understand quantitative data so I felt comfortable assessing students gains in our leaning outcomes

1 posts

Profile picture of Ariana P Torres Bravo

Ariana P Torres Bravo

STEM Education Publications by Purdue Faculty

This collection contains research on STEM education. 

6 posts

Profile picture of Muna Sapkota

Muna Sapkota

Social Justice in Education

This collection contains articles on social justice and education

6 posts

Profile picture of Muna Sapkota

Muna Sapkota

Education Abroad

Introduction: Special issue on assessment as pedagogy in education abroad. Frontiers: The interdisciplinary journal of education abroad, 33(1), 1-10.

https://frontiersjournal.org/index.php/Frontiers/article/view/624

 

Citation: Acheson, K., Jin, L., Stahl, A., & Yngve, K. (2021). Introduction: Special issue on assessment as pedagogy in education abroad. Frontiers: The interdisciplinary journal of education abroad, 33(1), 1-10.

Description: Education Abroad, Assessment, Special issue

 

4 posts

Profile picture of Muna Sapkota

Muna Sapkota

CILMAR publication in 2021

This collection contains published articles by CILMAR in 2021.

1 posts

Profile picture of Lan Jin

Lan Jin

intercultural books

0 posts

Profile picture of Li, Bethany Pate

Li, Bethany Pate

Ice breakers

0 posts

Profile picture of Li, Bethany Pate

Li, Bethany Pate

intercultural films

1 posts

Profile picture of Li, Bethany Pate

Li, Bethany Pate

videos

1 posts

Profile picture of Tatiana Bruni

Tatiana Bruni

assessment

1 posts

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Tatiana Bruni

Books & Journals

1 posts

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Tatiana Bruni

Games

2 posts

Profile picture of Tatiana Bruni

Tatiana Bruni

Board, Card & Video Games for Inclusive & Intercultural Learning

This collection curates game-based approaches to fostering the basic elements of intercultural and inclusivity competence.  It includes board games, card games, a few free video games, and even a "Lego"-based approach to creating "aha" moments around privilege and identity. Many of them are also appropriate with or even designed for learners of pre-college ages (look for the tag K-12). Some come with downloadable materials and lesson plans.

14 posts

Profile picture of Katherine Yngve

Katherine Yngve

Marketing Tools

0 posts

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Mayukh Dass

Valencia theme

1 posts

Profile picture of Elizabeth A Barajas

Elizabeth A Barajas

Utilizing the Intercultural Effectiveness Scale as an Assessment Tool to Gauge Undergraduate Intercultural Competencies

http://ajssmt.com/Papers/41141154.pdf

America’s comparative geographic isolation from the rest of the world has led many of its citizens to lack global intercultural capabilities, as exemplified by high rates of failure among expatriates working on international assignments for their organizations. In efforts to solve this dilemma, American institutions of higher education have increasingly been integrating study abroad programs and globalization curricula into their coursework. Related assessment tools, such as the Intercultural Effectiveness Scale (IES), have been developed to help instructors to better evaluate students’ intercultural skillsets. These instruments allow academic practitioners to better understand and nurture global awareness and intercultural capabilities in order to plan curricula that best match students’ skill levels and areas of need related to intercultural competencies. This study utilized the IES pre- and post-surveys during an introductory globalization course to understand student capabilities and better predict overall student intercultural competencies.

0 posts

Profile picture of James J Tanoos

James J Tanoos