Getting started
The first week focuses on culture and requires students to reflect on themselves as cultural beings. The Iceberg, My Emotional Hot Buttons, and Circles of Identity tools are used to facilitate conversations about culture.
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Annette Benson onto TECH 330: Technology and the Global Society @ 10:51 am on 16 Jun 2020
The syllabus includes a course overview, course objectives, class policies, and a weekly calendar.
This iteration of the syllabus is from Spring 2020, which means that the course had to transition online after Week 9 due to COVID-19. Therefore, this post includes versions of the syllabus both before and after the online transition.
Annette Benson onto TECH 330: Technology and the Global Society @ 10:41 am on 16 Jun 2020
Just out from the Forum on Education Abroad is this introductory guide for international education professionals and faculty interested in COIL, virtual exchange, and other forms of online global learning. I was happy to contribute content to this guide and am excited to see it available to the public now!
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Rachel Loren Fitzgerald onto Forum's Guide for Global Learning @ 9:31 am on 16 Jun 2020
This collection gathers together a variety of on-line instructional resources, most of them pre-existing courses, that support continued development of intercultural competence in a time of pandemic and study abroad cancellations. All resources have been "backwards-designed", e.g. they begin with specific learner outcome goals, most derived from the AAC&U intercultural knowledge and competence rubric, to advance through targeted intercultural exercises and reflective practice to guide the learner towards intercultural and/or diversity-inclusion competence.
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Rachel Loren Fitzgerald onto On-line Intercultural Learning Curriculum Resources @ 9:29 am on 16 Jun 2020
This collection includes studies on online intercultural exchange, eGroups collaboration, online learning environments, online learning design, online mentoring, and online intercultural course
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Rachel Loren Fitzgerald onto Research on virtual intercultural learning @ 9:29 am on 16 Jun 2020
A collection of free activities and assessment instruments for moving beyond outrage to changing minds.
"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has."
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Rachel Loren Fitzgerald onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 9:28 am on 16 Jun 2020
Big thanks to the Forum on EA for helping us (myself and Drs. Jennifer Wiley and Carine Ullom) make this recent conference presentation available to the public.
Kris Acheson-Clair onto Virtual Exchange--COIL @ 5:17 pm on 11 Jun 2020
Kris Acheson-Clair onto Virtual Exchange--COIL @ 5:15 pm on 11 Jun 2020
The Intercultural Communication Resource Pack, created by the SALTO-Youth Cultural Diversity Resource Centre, contains resources and activities that address issues related to intercultural communication. Those issues include communication styles/habits, group dynamics, and social processes. The HubICL has published the following tools from this pack:
Annette Benson onto Intercultural Learning Activities for K-12 Contexts @ 11:25 am on 11 Jun 2020
This series of activities created by Teaching Tolerance helps students recognize bias and stereotypes in advertising and develop a social justice mindset while consuming media. The activities are designed for children in grades K-5. The title of the series is "Reading Ads with a Social Justice Lens" and the lessons available as tools on the HubICL include the following:
Annette Benson onto Intercultural Learning Activities for K-12 Contexts @ 11:26 am on 10 Jun 2020
This activity teaches participants to listen for their own and other's values as they converse.
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Matt Hildebrand onto Listening Activities @ 4:36 pm on 03 Jun 2020
This episode features Dr. Robert Cox, PhD, Associate Dean of Globalization at Purdue's Polytechnic Institute (PPI). Dr. Cox discusses the evolution of his Technology and Global Society (TECH 330) course, which examines the interplay of technology, globalization and ethics. It also uses a common intercultural competence instrument to help students better understand their personal ability to work effectively across difference.
This post includes links to the full episode recording, a segment on embedding intercultural learning college-wide, the slide deck for the presentation, and the following tools/resources mentioned by Dr. Cox:
Annette Benson onto Purdue Virtual ICL Webinar Series @ 11:23 am on 02 Jun 2020
This episode features Dr. Laura Starr, PhD, Director of Experiential Learning in Purdue University's College of Science. Dr. Starr discusses how she was able to pivot to remote learning for a history of science course that was originally scheduled as a spring break study abroad in Morocco.
This post includes links to the episode recording, programs overseen by Dr. Starr (Global Science Partnerships Learning Community & College of Science Global Dialogues Program), and the following resources mentioned by Dr. Starr:
Annette Benson onto Purdue Virtual ICL Webinar Series @ 10:47 am on 02 Jun 2020
This episode features Dr. Lata Krishnan, PhD, CCC-A, clinical professor of Speech, Language, and Hearing Sciences at Purdue University. Dr. Krishnan describes the development, evolution, and outcomes of two service-learning study abroad programs: SLHS in Zambia (2012-2016) and SLHS India (2017-2019). Dr. Krishnan also addresses strategies for inclusion and how to incorporate intercultural learning activities in a virtual learning environment.
This post includes links to the episode recording, the episode's PowerPoint slides, a preview of Dr. Krishnan's work, and the following resources mentioned by Dr. Krishnan:
Annette Benson onto Purdue Virtual ICL Webinar Series @ 10:29 am on 02 Jun 2020
In the first episode of the Virtual ICL webinar series, CILMAR staff provide information about the speakers, themes, and resources addressed in the series.
In this post you'll find links to the recording of the episode as well as to resources mentioned by CILMAR staff:
Annette Benson onto Purdue Virtual ICL Webinar Series @ 10:02 am on 02 Jun 2020
This page leads to the main Virtual ICL page that includes links to future and past episodes, as well as an explanation of learning outcomes.
Annette Benson onto Purdue Virtual ICL Webinar Series @ 9:59 am on 02 Jun 2020
This article, written by Marin Karaffa, analyzes panic buying in several different countries (namely, Australia, Germany, and Japan) using Hofstede's cultural dimensions.
Annette Benson onto Domestic and International Responses to COVID-19 @ 9:32 am on 02 Jun 2020
As a result of this activity, participants will be able to: 1. Analyze passages for diversity and Intercultural Development Continuum stages. 2. Recognize and discuss Intercultural Development Continuum stages and views on gay rights.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 7:16 pm on 01 Jun 2020
As a result of this activity, participants will be able to: 1. "Raise new questions about the relationship between individuals, communities, and land. 2. Enhance understanding and empathy for peoples experiencing the loss of connection to home landscapes & new experiences in new landscapes. 3. Build skills for personal resilience in the face of future changes in personal connection to landscape. 4. Begin to consider the role of migration (and associated loss and/or imported preconceptions about landscapes) in past and present land use (e.g. in the American West)" (Ryan, 2012).
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 7:11 pm on 01 Jun 2020
This four-quadrant model is perhaps most helpful as teacher development or as a framework for institutional assessment: it is designed to help the individual or the organization interrogate how she/he/they are interfacing, as evaluators, with the diverse communities and contexts which they seek to assess, serve and educate.
That said, at least one CILMAR expert can recall upper-secondary students at International Baccalaureate schools who would have been capable of the level of self-awareness and abstract conceptualization necessary to use this tool to analyze (for example) their service-learning practice.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 7:04 pm on 01 Jun 2020
30-question survey that measures just what it sounds like it measures.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 6:53 pm on 01 Jun 2020
This assessment measures: 1. The culturally-responsive classroom primarily in terms of instructor behavior on four factors: diverse language, diverse pedagogy, inclusion, and cultural inclusion. 2. The effect of instructor behavior on the test-taker.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 6:51 pm on 01 Jun 2020
As a result of this activity, participants will be able to: 1. Learn what microaggressions are and be able to identify them. 2. Understand why microaggressions may be harmful or hurtful to others. 3. Understand the importance of rephrasing microaggressions in a way that is respectful.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 6:48 pm on 01 Jun 2020
This assessment measures: 1. Diversity awareness about issues of value and appreciation, learning and knowledge, intercultural interaction, social justice, and discipline practice.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 6:38 pm on 01 Jun 2020
As a result of this activity, participants will be able to: 1. Define the concept of "critical mass." 2. Analyze photos for critical mass, inclusion/exclusion, and stereotypes.
Katherine Yngve onto "Say Their Names" Collection: Training & Assessments for Equity, Inclusion & Social Change @ 6:34 pm on 01 Jun 2020