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

The primary aim of the project was to improve the cultural competency of graduate students in the Speech-Language Pathology graduate clinical training program (MS-SLP) by strategically targeting knowledge, skills, and attitudes related to intercultural issues. The second aim was to measure the effectiveness of the program, with the goal of establishing a pedagogical model for other graduate programs to follow.

Chenell Loudermill, Jaime L Bauer Malandraki (2023). Assessing the Impact of Targeted Cultural Competence Training in a Cohort of MS-SLP Students | Seed Grant 2020. (Version 4.0). https://hubicl.org/publications/157/4

This study examines the effectiveness of six intercultural learning modules in enhancing students’ intercultural competency. In addition, it explores students’ attitudes toward the design of the learning modules from an instructional designer's perspective. The research participants included 15 students enrolled in a core learning design class. Students were required to complete the first two topics (i.e., Topics 1&2) and one additional topic of their choice listed below:

1. Topic 1: Understanding Accents Different from Your Own (UA)
2. Topic 2: Digging Deeper with Critical Reflection (CR)
3. Topic 3: Intercultural Collaboration
4. Topic 4: Teaming I: Communication
5. Topic 5: Teaming II: Self and Other Awareness
6. Topic 6: Teaming III: Productive Conflict

Students also completed their evaluations and reflections for each topic through a survey that included 25 Likert scale questions (1 = poor and 4 = exceptional) relevant to five categories (i.e., content quality, motivation, instructional design, cognitive, and intuitiveness) and five open-ended questions. Quantitative data analysis indicated that students’ learning experiences were positive. The average score of the 25 questions for the topics reviewed is around 3 or above. The open-ended question responses were analyzed using thematic analysis and R-Studio – Sentimental Analysis. The bing sentiment lexicons and nrc sentiment lexicons showed that students were positive toward the learning modules as well. Additionally, two themes evolved from the open-ended responses: 1) Students learned more about cultural differences and how to communicate in a team environment, and 2) Students are motivated to be more proactive in reaching out to people with different backgrounds, accents, etc.

Wanju Huang (2023). Enhancing Students' Intercultural Competence Through a Service-Learning Project | Seed Grant 2022. (Version 3.0). https://hubicl.org/publications/192/3

This study examines the effectiveness of six intercultural learning modules in enhancing students’ intercultural competency. In addition, it explores students’ attitudes toward the design of the learning modules from an instructional designer's perspective. The research participants included 15 students enrolled in a core learning design class. Students were required to complete the first two topics (i.e., Topics 1&2) and one additional topic of their choice listed below:

1. Topic 1: Understanding Accents Different from Your Own (UA)
2. Topic 2: Digging Deeper with Critical Reflection (CR)
3. Topic 3: Intercultural Collaboration
4. Topic 4: Teaming I: Communication
5. Topic 5: Teaming II: Self and Other Awareness
6. Topic 6: Teaming III: Productive Conflict

Students also completed their evaluations and reflections for each topic through a survey that included 25 Likert scale questions (1 = poor and 4 = exceptional) relevant to five categories (i.e., content quality, motivation, instructional design, cognitive, and intuitiveness) and five open-ended questions. Quantitative data analysis indicated that students’ learning experiences were positive. The average score of the 25 questions for the topics reviewed is around 3 or above. The open-ended question responses were analyzed using thematic analysis and R-Studio – Sentimental Analysis. The bing sentiment lexicons and nrc sentiment lexicons showed that students were positive toward the learning modules as well. Additionally, two themes evolved from the open-ended responses: 1) Students learned more about cultural differences and how to communicate in a team environment, and 2) Students are motivated to be more proactive in reaching out to people with different backgrounds, accents, etc.

Wanju Huang (2023). Enhancing Students' Intercultural Competence Through a Service-Learning Project | Seed Grant 2022. (Version 3.0). https://hubicl.org/publications/192/3

The theoretical and conceptual framing of Dr. Diatta-Holgate's research explores the intersection and integration of the diversity inclusivity framework, self-determination theory, Intercultural Development Continuum, The AAC&U (American Association of Colleges and Universities) Intercultural Knowledge & Competence VALUE Rubric, and Culturally Responsive/Relevant Pedagogy/Teaching under the assumption that instructors' level of awareness, appreciation, inclusivity of, and respect for cultural diversity impacts the student learning environment.

Horane A. Diatta-Holgate (2023). Exploring the Associations Between University Instructors' Intercultural Orientations, Students' Experiences in the Classroom, and Educational Outcomes | Seed Grant 2017. (Version 2.0). https://hubicl.org/publications/195/2

In order to begin reaching this goal of student cultural literacy, the research team created an intercultural experience for Animal Sciences students that combined two high impact practices (study abroad and Learning Communities). Students participated in a 10-day summer program studying animal agriculture in northern Italy and then an on-campus course during the fall semester. This presentation discusses the methods and findings for student intercultural development and empathy assessment.

Elizabeth L Karcher, Jacey Wickenhauser (2023). Developing Student Empathy in Study Abroad Programming | Seed Grant 2019. (Version 2.0) https://hubicl.org/publications/106/2

This study took a combined view of intercultural competence and understanding contemporary students. In terms of intercultural competence, students’ attitudes, knowledge, and skills toward different cultures are theoretical domains to evaluate. To understand Generation Z, parental bonding, tolerance of uncertainty, and personal values in evaluating different cultures were also investigated. A sequential mixed method design was used to achieve the practical goals of this study.

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

Deficiencies in intercultural insight amongst American youth have led to an increased focus on globalization within institutions of higher education. To remedy this need amongst undergraduates, which has been exacerbated since the pandemic, short-term study abroads have been developed with the goal of enhancing these skillsets through application-based curriculum. New pedagogies have resulted so that students can be adequately exposed to true intercultural experiences along with tools to quantify this learning. This study identified and assessed intercultural learning gaps during a recent trip abroad.

Tanoos, J. J., Lyu, Y. (2023). Identifying post-pandemic gaps in intercultural development during an undergraduate short-term study abroad. https://hubicl.org/publications/199/1

Lyu, Y., & Tanoos, J.  (2023).  Identifying post-pandemic gaps in intercultural development during an undergraduate short-term study abroad.  IOSR Journal of Mathematics (IOSR-JM), 19(4 Ser. 1), 30-34. 

In this video presentation, Dr. Kristen Kirby and Professor Rebecca Johnson present the development of a study of baseline intercultural mindsets in an academic setting. They present data from their assessments of faculty, staff, and students. Subsequently, they explain their data thus far and where the research is going in the future all as part of a two-part coordinated CILMAR Seed Grant project.

Kristen F Kirby, Rebecca Johnson (2023). Diversity, inclusion, and equity in nursing | Seed Grant 2019. (Version 4.0). https://hubicl.org/publications/100/4

In this video presentation, Dr. Kristen Kirby and Professor Rebecca Johnson present the development of a study of baseline intercultural mindsets in an academic setting. They present data from their assessments of faculty, staff, and students. Subsequently, they explain their data thus far and where the research is going in the future all as part of a two-part coordinated CILMAR Seed Grant project.

Kristen F Kirby, Rebecca Johnson (2023). Diversity, inclusion, and equity in nursing | Seed Grant 2019. (Version 4.0). https://hubicl.org/publications/100/4

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

Sweta Baniya (2023). Strengthening intercultural communication in disaster response: Lessons from Nepal earthquake and Hurricane Maria | Seed Grant 2019. (Version 2.0). https://hubicl.org/publications/123/2

This white paper provides a snapshot of the strategies used by Higher Education Institutions (HEIs) to impart intercultural competence to business and management-related disciplines.

Jaiswal, A. (2024). Intercultural learning in business and management studies. https://hubicl.org/publications/201/1

(Although Dr. Jaiswal does not teach in the Mitchell E. Daniels, Jr. School of Business, this seemed the best collection in which to save this particular publication.)

This white paper synthesizes research using the Intercultural Development Inventory (IDI) for intercultural development with teachers. 

Jaiswal, A. (2024). Intercultural learning for teachers. https://hubicl.org/publications/203/1

This white paper synthesizes research using the Intercultural Development Inventory (IDI) for intercultural development in healthcare settings.

Jaiswal, A. (2024). Intercultural learning in the healthcare sector. https://hubicl.org/publications/204/1

This study, by Purdue scholar Horane Diatta-Holgate, describes the creation and validation of a survey which asks the student to evaluate whether the instructor uses culturally inclusive language, pedagogy and behavior in the post-secondary classroom, and to define the degree to which that student feels included. While culturally relevant and culturally competent pedagogy is important to inclusion, this is the first known tool to ask for feedback from the students, as opposed to probing teacher attitudes.

From  the abstract: "Drawing on the guidelines in the AAC&U Intercultural Knowledge and Competence VALUE Rubric, [the author] argues heavy metal music can serve as a model for using music to increase students’ intercultural knowledge, competency, and awareness, as well as their ability to critically reflect on issues in their own society, including gender, race, and class."

Guberman, D. (2020). Teaching intercultural competence through heavy metal music. Arts and Humanities in Higher Education. https://doi.org/10.1177/1474022220903403

From the abstract: "Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country."

Krishnan, LA., Diatta-Holgate, H. & Calahan, C. (2021). Intercultural Competence Gains from Study Abroad in India. Teaching and Learning in Communication Sciences & Disorders.(5), 2, Article 6.  https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/6

From the abstract: "The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program."

Krishnan, LA., Jin, L. & Calahan, C. (2021). Enhancing Intercultural Competence: Can it be done without Studying Abroad? In Press. Teaching and Learning in Communication Sciences & Disorders. 

The COVID-19 Crisis and Racial Justice & Equity: Addressing the Twin Pandemics

Anwer, M., & Phillips, R. (2021). Fostering an Anti-Racist and Inclusive Living-Learning Community. Journal of Higher Education Management, 36(1), 68.

Babic Williams, T., & Acheson, K. (July, 2020). Intercultural communicative competence in a world language classroom: Models and resources. Teaching and Learning of Culture. American Council on the Teaching of Foreign Languages TLC Special Interest Group. Intercultural Communicative Competence in a World Language Classroom Models and Resources.pdf - Google Drive

From the abstract: "This investigation of second language (L2) pragmatic development over a six-week, short-term study abroad program examines compliment responses among English-speaking, L2 learners of Spanish, and compares the L2 group to native speakers of Spanish and English."

Czerwionka, L., & Dickerson, S. (2022). Spanish and English compliment responses in discourse: an investigation of cross-cultural and L2 pragmatic norms. Study Abroad Research in Second Language Acquisition and International Education, 7(1).

From the abstract: "This article addresses a key challenge within intercultural interactions: cultural meaning-making. This is a process that requires both communicative and intercultural competence and encompasses the interdependent and ever-present relationships between language, culture, and worldviews."

Czerwionka, L., & Mugford, G. (2020). Cultural meaning-making in challenging interactions in L2 Spanish: language teacher’s perceptions. Journal of Spanish Language Teaching, 7(2), 1–14.

From the abstract: "...[the authors] present an intercultural-competence-focused, one-campus approach to transnationalizing US writing program administration from within, suggesting a range of structures and practices that incorporate global, transnational perspectives."

Panahi, P., Banat, H., Sims, R., Minh Tran, P., & Dilger, B. (2022). Transnational curriculum design for intercultural learning in writing programs. In C. Donahue & B. Horner (Eds.), Teaching and studying transnational composition. MLA.

From the abstract: "The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students."

Stahl, A., Williams, T., Jin, L., Koch, J. (2023). Growing Intercultural Speakers in Novice Italian: A Virtual vs. Face-to-Face Comparison. Foreign Language Annals. https://doi.org/10.1111/flan.12736

Ward, L. (2019). Across the Atlantic: Service-learning in Spain and Morocco. Purdue Journal of Service-Learning and International Engagement, 6(1), 11.https://docs.lib.purdue.edu/pjsl/vol6/iss1/11