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

Acheson, K., Yngve, K., Stahl, A. & Jin, L. (2021, February 26). Virtual Issue: Recent Research in Assessment in Education Abroad [Special Issue]. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1). DOI: https://doi.org/10.36366/frontiers.v33i1

• Empathy not Sympathy, an activity
• Empathy Bingo Exercise, an activity

Jaiswal, A., Karabiyik, T., Jin, L., & Acheson-Clair. K. (2023). Enhancing team communication skills via Portable Intercultural Module in a systems thinking class. 130th American Society of Engineering Education (ASEE) Conference.

From the abstract: "This study used a mixed methods design to characterize computer and information technology undergraduate students’ cultural orientations and their cultural awareness in the context of teamwork experiences. The data for the study was collected in the form of a reflection assignment that was implemented during the first week of classes as a way to promote students’ cultural awareness and how that may play out in their teamwork interactions."

Bahrami, P., Kim, Y., Jaiswal, A., Patel, D., Aggrawal, S., & Magana, A. J. (2023). Information technology undergraduate students’ intercultural value orientations and their beliefs about the influence of such orientations on teamwork interactions. Trends in Higher Education, 2(2), 270-282.

From the abstract: "...[the authors] describe how VR training experiences are typically created and delivered using the current software and hardware...then discuss the challenges and solutions of applying VR training to different application domains, such as first responder training, medical training, military training, workforce training, and education. Furthermore, [they] discuss the common assessment tests and evaluation methods used to validate VR training effectiveness. [They] conclude the article by discussing possible future directions to leverage VR technology advances for developing novel training experiences."

Xie, B., Liu, H., Alghofaili, R., Zhang, Y., Lobo, F., Jiang, Y., Li, C., Huang, H., Akdere, M., Mousas, C., & Yu, L. (2021). A review on virtual reality skill training applications. Frontiers in Virtual Reality, 2(4), 1-19. doi: 10.3389/frvir.2021.645153.

From the abstract: "The current study addresses the gap in the [Human Resource Developmen] HRD literature by conducting the first empirical research related to VR technology and its impact on training. The paper examines [virtual reality-based simulations] VRBS with a mixed methods research design within the interpersonal skills training context, comparing the effectiveness of this new medium to more traditional training platforms such as [video-based training] VBT."

Akdere, M., Acheson, K., & Jiang, Y. (2021). To simulate or not to simulate? Comparing the effectiveness of video-based training versus virtual reality-based simulations on interpersonal skills development. Human Resource Development Quarterly.

Akdere, Mesut & Acheson-Clair, Kris & Jiang, Yeling. (2021). An examination of the effectiveness of virtual reality technology for intercultural competence development. International Journal of Intercultural Relations. 82. 109-120. 10.1016/j.ijintrel.2021.03.009. 

This study examines the effectiveness of virtual reality (VR) technology as an innovative learning platform in developing intercultural competence, including intercultural knowledge, attitudes, and beliefs.

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: "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

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: "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: "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).

Acheson, K., & Nelson, R. (2020). Analyzing the form and extent of emotion labor among US public school foreign language teachers with the Emotional Labour Scale. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), Language teaching: An emotional rollercoaster (pp. 31-52). Bristol: Multilingual Matters.

Acheson, K., & Nelson, R. (2020). Analyzing the form and extent of emotion labor among US public school foreign language teachers with the Emotional Labour Scale. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.), Language teaching: An emotional rollercoaster (pp. 31-52). Bristol: Multilingual Matters.

Acheson-Clair, K., Dirkx, J., Wiley, J., Ullom, C., Kapadia, S., & Bhuyan, D. (Accepted, forthcoming 2024). Assessing transformation of the self in high impact learning: Methodological considerations. In C. Shealy (Ed.), Cultivating the globally sustainable self: How the human species might fulfill its potential. Oxford University Press.

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

Yngve, K. (May 27, 2019). ‘Walking the walk’ of inclusion: Assessment instruments that support equity in learning, teaching and mentoring.  ACRL President’s Program EDI Discussion Series.  https://acrl.libguides.com/c.php?g=899144&p=6468942&t=38713

From the AAC&U website: "Mentored undergraduate research in global contexts, or MUR-GC, integrates the high-impact practices of mentoring, undergraduate research, and global learning. This volume explores the power of integrating these practices by tracing their origins and how institutions and individuals have integrated them. It provides models for adaptation in diverse institutional settings. Additionally, it highlights how MUR-GC can broaden access to global learning, encourage interdisciplinary perspectives, and ensure fair participation and ethical engagement. MUR-GC also creates valuable learning experiences for students, faculty, receiving communities, and host organizations."

Whitehead, D., Vandermaas-Peeler, M., Sutton, S., Price, M., Patch, K., & Acheson, K. (Eds.). (2024). Mentored undergraduate research in global contexts (MUR-GC): Integrated high Impact practices for student success. American Association of Colleges and Universities. https://www.aacu.org/publication/mentored-undergraduate-research-in-global-contexts-integrated-high-impact-practices-for-student-success

From the abstract: "In this study, subjects received individual or small-group interventions online in a course with trained intercultural mentors. The authors analyzed pretest-posttest changes on an intercultural assessment, the Intercultural Development Inventory, for treatment groups and a control for between-group differences. This study corroborates previous findings on the effectiveness of mentorship in study abroad and offers innovations for scaling up institutional efforts to support intercultural learning to reach larger numbers of students."

Jones, D. C., Campbell, M. M., & Acheson, K. (2019). Intercultural learning in semester-long study abroad: A comparative analysis of the effectiveness of one-on-one versus group-mentored interventions. The Journal on Excellence in College Teaching, 30(4), 7-35.  https://eric.ed.gov/?id=EJ1247586 

Jones, D. C., Campbell, M. M., Acheson-Clair, K., Yngve, K. (2019). Summary of “Intercultural learning in semester abroad: A comparative analysis of mentoring programs.” HubICL Research Repository.  https://hubicl.org/publications/71/4

Flaherty, E. A., Day, C. C., Urbanek, R. E., Wood, D. M., D'acunto, L. E., Quinn, V. S., & Zollner, P. A. (2019). Mentored conference experiences support students' career exploration and professional development. Wildlife Society Bulletin.  DOI:  10.1002/wsb.1013

From the abstract: "The Mentoring@Purdue Program (M@P) was established in 2013 to improve the quality of graduate school experiences for women and URMs in Ag+STEM disciplines by offering best practices and advice to utilize in mentoring relationships between graduate students and faculty or staff members. Participants of the 21 mentoring workshops and seminars were asked to evaluate the effectiveness of the sessions for importance, identifiable examples, interest in professional development programs, interest in mentoring activities on campus, and commitment to future attendance."

Allen, B. C. M., Knobloch, N. A., & Esters, L. T. (2019). An evaluation of a mentoring training program focused on women and underrepresented minorities in Ag+ STEM programs: A case study. NACTA Journal, 63(1).  https://www.proquest.com/docview/2381632795?sourcetype=Scholarly%20Journals.

This article from David Livermore details perceptions of rudeness across cultures.

This article details rules around eating with your hands in various regions of the world. 

By clicking on each individual country, visitors on this site can navigate to etiquette practices from that particular country. This resource was developed as a collaborative project between SBS, International Education Services (IES), and Multicultural NSW. As a reminder to all users who visit this site, "cultural descriptions cannot be universally applied to all individuals within a particular culture, descriptions of dominant cultures are not representative of all individuals’ experiences." Read more here: https://culturalatlas.sbs.com.au/about.