• Empathy and Tourism: Limits and Possibilities, an article
• We All Come From Somewhere – Part 1, an article
• Barbie Savior: A Lesson in Intercultural Empathy, an activity
• Crossing Borders, a documentary

“I call leaders ‘recovery beacons’ because the signals they send about what they value when it comes to their own well-being signals to the people they lead about what they themselves can value.” --Allison Gabriel

Allison Gabriel, who studies stress management, interpersonal relationships and work-life balance at the Mitchell E. Daniels, Jr. School of Business at Purdue University, also leads the Center for Working Well, which aims to be a cutting-edge center at the forefront of challenges facing modern workforces.

As international graduate students, the authors propose this work-in-progress project to better understand the “historically accumulated, culturally developed, and socially distributed resources” of the academic identity construction of international students from a graduate program in Engineering Education.

Siqing Wei, Cristian Eduardo Vargas-Ordonez, Tiantian Li (2022). “At the Bottom of the Food Chain”: Constructing Academic Identity in Engineering Education as International Graduate Students | 2021 Seed Grant. (Version 2.0). https://hubicl.org/publications/168/2

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

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2022). Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum | Writing and Pedagogy .https://hubicl.org/publications/182/1

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2022). Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum | Writing and Pedagogy .https://hubicl.org/publications/182/1

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). https://hubicl.org/publications/171/2

Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory.

Pang, G., Cox, R. C., Acheson-Clair, K. (2023). Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature. https://hubicl.org/publications/187/1

This project aims to map out the lived cross-cultural experiences of international students during the COVID-19 pandemic at a Midwest university.

Chen, J., Yang, Y. (2023). Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022. https://hubicl.org/publications/190/1

The Plant Science for Global Food Security (PSGFS) program is a National Science Foundation (NSF)-funded international summer research experience for undergraduate students led by Purdue University. U.S. students travel to the International Rice Research Institute in the Philippines for a 6-week summer program that includes a 3-week research experience in rice science with individual scientific laboratories coupled with a 3-week course in international rice research. Prior to implementation of Year 1 on the project, the principal investigators of PSGFS partnered with Purdue Evaluation and Learning Center (ELRC) to gauge the impact of this international research experience on intercultural awareness and career objectives of the participants.

Wang, D. R., Burniske, G., Sdunzik, J., Burgess, W. (2023). Intercultural Assessment of an Undergraduate Overseas STEM Research Experience for U.S. Students | Seed Grant 2022. https://hubicl.org/publications/193/1

The Plant Science for Global Food Security (PSGFS) program is a National Science Foundation (NSF)-funded international summer research experience for undergraduate students led by Purdue University. U.S. students travel to the International Rice Research Institute in the Philippines for a 6-week summer program that includes a 3-week research experience in rice science with individual scientific laboratories coupled with a 3-week course in international rice research. Prior to implementation of Year 1 on the project, the principal investigators of PSGFS partnered with Purdue Evaluation and Learning Center (ELRC) to gauge the impact of this international research experience on intercultural awareness and career objectives of the participants.

Wang, D. R., Burniske, G., Sdunzik, J., Burgess, W. (2023). Intercultural Assessment of an Undergraduate Overseas STEM Research Experience for U.S. Students | Seed Grant 2022. https://hubicl.org/publications/193/1

This manual introduces the Transculturation model for integrating intercultural competence into first-year writing courses. New instructors will find a description of the curricular philosophy as well as the curriculum’s structure. We include all necessary documents for implementing the curriculum here. This document also offers guidance for classroom implementation of the curricular interventions.

This manual introduces the Transculturation model for integrating intercultural competence into first-year writing courses. New instructors will find a description of the curricular philosophy as well as the curriculum’s structure. We include all necessary documents for implementing the curriculum here. This document also offers guidance for classroom implementation of the curricular interventions.

This collection contains models of this curriculum’s essential documents: syllabi and assignment sheets.

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2023). Sample materials: Transculturation in Introductory Composition. https://hubicl.org/publications/194/1

This document is designed to help writing programs and instructors adapt the Transculturation curriculum for online and hybrid delivery by offering a modular structure and guidance about hybrid approaches to instruction. This online delivery manual should be read in tandem with the Instructor Manual and Implementation Guide.

Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, Bradley Dilger (2023). Online Course Delivery Plan: Transculturation in Introductory Composition. (Version 2.0). https://hubicl.org/publications/180/2

This document is designed to help writing programs and instructors adapt the Transculturation curriculum for online and hybrid delivery by offering a modular structure and guidance about hybrid approaches to instruction. This online delivery manual should be read in tandem with the Instructor Manual and Implementation Guide.

Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, Bradley Dilger (2023). Online Course Delivery Plan: Transculturation in Introductory Composition. (Version 2.0). https://hubicl.org/publications/180/2

This collection contains models of this curriculum’s essential documents: syllabi and assignment sheets.

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2023). Sample materials: Transculturation in Introductory Composition. https://hubicl.org/publications/194/1

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.

Shalyse I Iseminger (2023). Comparing the Effects of Social Identities: What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face-to-Face Classes. (Version 2.0). https://hubicl.org/publications/120/2

Dr. Tatjana Babic Williams and Dr. Annalisa Mosca discuss their move to creating asynchronous intercultural labs during the pandemic and an upcoming COIL project to fill in the gap left by a popular study abroad program in Italy.

Tatjana Babic Williams, Annalisa Mosca (2023). Embedding Intercultural Learning into World Languages: Italian at Purdue. (Version 2.0). https://hubicl.org/publications/117/2

Dr. Tatjana Babic Williams and Dr. Annalisa Mosca discuss their move to creating asynchronous intercultural labs during the pandemic and an upcoming COIL project to fill in the gap left by a popular study abroad program in Italy.

Tatjana Babic Williams, Annalisa Mosca (2023). Embedding Intercultural Learning into World Languages: Italian at Purdue. (Version 2.0). https://hubicl.org/publications/117/2

This webinar features a panel of Purdue students who describe the issues they face in and outside of the classroom that can affect their performance in their courses, both face-to-face and online.

Natasha L Harris (2023). Let's Talk About Color. (Version 2.0). https://hubicl.org/publications/118/2

Robert Cox discusses the evolution of his Technology and Global Society (TECH 330) course.

Robert Cox (2023). Embedding Intercultural Learning into the Purdue Polytechnic Institute Curriculum. (Version 2.0). https://hubicl.org/publications/115/2

In today’s ever-growing multicultural and complex environment, intercultural competence is of extreme importance to the hospitality and tourism field, which not only serves people from all over the world, but also employs a diverse group of people.

Jieyu Shi (2023). Intercultural Learning in Hospitality and Tourism students: Curriculum Design Perspectives | Seed Grant 2020. (Version 2.0). https://hubicl.org/publications/133/2

Elizabeth L Karcher, Paul Ebner (2023). Intercultural Competence in First-Year Animal Science Students | Seed Grant 2021. (Version 3.0). https://hubicl.org/publications/184/3