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 

Allen, E. C., Lofgren, E. A., & Brady, C. M. (2019). Digital Seanchai: Using digital storytelling to assess outcomes of a study abroad course. NACTA Journal, 63(1).  https://www.jstor.org/stable/26769601

This article, which was originally published in the Journal on Excellence in College Teaching, presents the results of a comparative analysis of the effectiveness of one-on-one versus group-mentored interventions in semester-long study abroad programs.

"Findings from this study can contribute to the development of first-year programs that provide realistic solutions for the enhanced internationalization of both domestic and international students on campus."

Park, K. (2019). Being connected: Academic, social, and linguistic integration of international students [Doctoral dissertation, Purdue University]. Purdue University Graduate School. https://docs.lib.purdue.edu/dissertations/AAI30502178/

From the abstract: "In this chapter, we 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., Tran, P., Sims, R., & Dilger, B. (2019). Transnational curriculum design for intercultural learning in writing programs. In C. Donahue & B. Horner (Eds.), Teaching and Studying Transnational Composition.

Tran, P. (August 2021). Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

From the abstract: "In this dissertation, I investigate the current state of Culturally Responsive Teaching (CRT) in a university writing program as a potential avenue for internationalization. Culturally Responsive Teaching (CRT) is a social-justice-oriented, transformative approach to education that views cultural diversity as a resource, restructuring education settings to affirm students’ identities and home cultures."

Sims, R. (May 2021). Investigating Culturally Responsive Teaching Practices in First-Year Composition. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

"At a University located in the Midwestern United States, the Library maker program collaborated with the Asian American and Asian Resource Cultural Center to make a quilt from printed archival photos, student photos and recorded stories. The result was a “living history” quilt that reflected Asian community and culture on campus. This paper explores diversity in making through collaboration, details of the project process and lessons learned."

Huber, S., Sari, P., & Meher, R. (2021). Diversity and Making: A living history quilt. Journal of Learning Spaces, 10(3). Retrieved from https://files.eric.ed.gov/fulltext/EJ1314694.pdf

From the abstract: "In this paper, [the authors] discuss the point of view of three instructors who teach the integrated courses in the first-year program at Purdue University. The first-year integrated program launched by Polytechnic Institute...combines three departments: English, Communication, and Technology. The instructors representing these departments teach technology students about Design Thinking, Composition, and Communication, thereby providing students an opportunity for designing and developing multimodal compositions geared towards solving global issues via interdisciplinary interactions."

Baniya, S., Mentzer, N., Laux, D., Holtan, A., Farrington, S., Eden, C., & Zhang, L. (2019, October). Creating interdisciplinary collaborative teaching/learning praxis with design thinking, communication, and composition. In Proceedings of the 37th ACM International Conference on the Design of Communication (p. 5). ACM.

From the abstract: "This paper begins by tracing the role of the Discussion Method within the liberal arts tradition, and by extension the Confucian tradition. Second, this paper examines how the Discussion Method lost its value in higher education as a consequence of the employability problem...Third, this paper reframes the purpose of the Discussion Method in an integrated curriculum for preparing students to achieve personal and professional success..."

Ying, J. (2020). The Importance of the Discussion Method in the Undergraduate Business Classroom. Humanistic Management Journal, 5, 251–278. https://doi.org/10.1007/s41463-020-00099-2

In this activity, participants "experience leader and follower patterns, demonstrate relational and task-oriented perspectives, and discuss personal and cultural influences on behavior" (Stringer & Cassiday, 2003, p. 7).

Stringer, D. M., & Cassiday, P. A. (2003). Let’s draw a house. In 52 Activities for exploring values differences (pp. 7-8). Intercultural Press.

In this activity, participants will compare and contrast features of houses around the world, articulate how and why cultures organize spaces, such as homes, differently, and consider when and how to adapt to different spaces.

From the abstract: "Undergraduate [Supplemental Instruction] SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion."

Strait, M. I. (2022). Assessing supplemental instruction leaders' intercultural competence and culturally responsive practices in non-traditional learning environments. (Publication no. 3328774). [Doctoral dissertation, Purdue University]. Purdue University Graduate School. https://doi.org/10.25394/PGS.20405691.v1.

From the abstract: "In this dissertation, I investigate the current state of Culturally Responsive Teaching (CRT) in a university writing program as a potential avenue for internationalization. Culturally Responsive Teaching (CRT) is a social-justice-oriented, transformative approach to education that views cultural diversity as a resource, restructuring education settings to affirm students’ identities and home cultures."

Sims, R. (May 2021). Investigating Culturally Responsive Teaching Practices in First-Year Composition. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

From the abstract: "the research presented in this dissertation identifies connections Indigenous learners make between geology concepts and their everyday lives and cultural traditions in both formal and informal settings."

Reano, D. (2019). GeoConnections: The impacts of geoscience education informed by Indigenous research frameworks [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

A master's thesis by Jacie Lynn Grant, Department of Animal Sciences, College of Agriculture, Purdue University

Grant, J. L. (2019). Development of intercultural competence through short-term study abroad programming. [Master’s thesis, Purdue University].  https://hammer.figshare.com/articles/Development_of_Intercultural_Competence_Through_Short-Term_Study_Abroad_Programming/8279381/1

Tran, P. (August 2021). Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

From the abstract: "In this chapter, we 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., Tran, P., Sims, R., & Dilger, B. (2019). Transnational curriculum design for intercultural learning in writing programs. In C. Donahue & B. Horner (Eds.), Teaching and Studying Transnational Composition.

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 

From the abstract: "For ten years, Dr. Jill Newton has coordinated the Maymester in Tanzania program and has created a highly successful and compelling program. Her aim for this program was to create a mini Peace Corps experience for Purdue University students, seeing as she has herself served as a Corps member in Papua New Guinea. One of the most impactful and rewarding components of this program is the service learning opportunities she encourages. Purdue University students attending this program have received a total of over $23,000 in service learning grants to date towards bettering the communities they interact with daily while on this culturally immersive experience. Dr. Newton has created a program that not only serves the students participating in the trip through academics and a new cultural environment, but also serving the communities that open their homes to Purdue University for four weeks every May."

Duke, L., & Busch, M. (2019). Purdue students in Tanzania: Establishing connections through 10 years of service-learning. Purdue Journal of Service-Learning and International Engagement, 6(1), 18.  https://docs.lib.purdue.edu/pjsl/vol6/iss1/18/ 

From the introduction: "The goals of the columns will be

• To engage readers in a meaningful and intentional conversation around EDI and ask them to reflect on their own practices
• To expose readers to scaffolded social justice concepts as pertinent to serving and teaching people of diverse backgrounds
• To demonstrate the relevance of social justice concepts by providing examples of how they intersect with science librarianship"

Bussmann, J., Altamirano, I., Hansen, S., Johnson, N., & Keer, G. (2020). Science librarianship and social justice: Part one foundational concepts. Issues in Science and Technology Librarianship, (94).

Bussmann, J., Altamirano, I., Hansen, S., Johnson, N., & Keer, G. (2020). Science librarianship and social justice: Part two intermediate concepts. Issues in Science and Technology Librarianship, (95).