Krishnan, LA., Sreekumar, S., Sundaram, S., Subrahmanian, M. & Davis, P. (2021). Virtual ‘Study Abroad’: Promoting Intercultural Competence Amid the Pandemic. The Hearing Journal, 74(4), 38-40. https://doi.org/10.1097/01.HJ.0000743740.67628.33

From the abstract: "The purpose of this study was (a) to evaluate whether there are quantitative differences in development of ICC in a direct comparison of a face-to-face and 100% asynchronous online introductory in communication disorders, and (b) to describe participants learning through the structural intercultural learning activities embedded into the course using a qualitative approach."

Jaiswal, A., Masters, C., Jin, L., Inani, T., Schenkel, A., Sapkota, M., & Krishnan, L. (2023). It's Never Too Soon! Comparing Intercultural Learning Outcomes of Undergraduate Students via Face-to-Face and Online Teaching Modalities. Perspectives of the ASHA Special Interest Groups, 1-21. https://doi.org/10.1044/2023_PERSP-23-00015

From the abstract: "In this paper, [the authors] studied the implementation of a course on global history as a blended section of a massive open online course (MOOC) and the learning challenges faced by the students in three crisis contexts: Azraq refugee camp (Jordan), Kakuma refugee camp (Kenya), and Amman urban refugee center (Jordan)."

Dridi, M.A., Radhakrishnan, D.B., Moser-Mercer, B., DeBoer, J. (2020). Challenges of Blended Learning in Refugee Camps: When Internet Connectivity Fails, Human Connection Succeeds. International Review of Research in Open and Distributed Learning, 21(3), 250-263. https://doi.org/10.19173/irrodl.v21i3.4770

Data is presented from 3 administrations of the BEVI (pretest, posttest, and delayed posttest) in an evaluation of the 2018-19 Global Dialogues Program at Purdue University.

Starr, L., Acheson, K., & Ham, T. (2019). Purdue University College of Science Global Dialogues program: 2018-19 program assessment. HubICL Research Repository.  https://hubicl.org/publications/75/1

"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: "Specifically, this research attempts to shed light on the perspectives of Chinese parents concerning the specific traits and characteristics of overseas summer camps they perceive as attractive and what benefits they seek from such an experience for their children."

Lehto, X. Y., Fu, X., Kirillova, K., & Bi, C. (2020). What do parents look for in an overseas youth summer camp? Perspectives of Chinese parents. Journal of China Tourism Research, 16(1), 96-117. https://doi.org/10.1080/19388160.2017.1410508

From the abstract: "The study engages with the parents of [Chinese international students] CIS to identify their dilemmas and coping strategies employed to discuss depression with CIS studying in United States.

Jin, L., & Acharya, L. (2020). Dilemmas and coping strategies of talking about Chinese international students’ mental health problems: from the parents’ perspectives. Journal of International Students. DOI:10.32674/jis.v11i1.1446

From the abstract: "The PEN-3 cultural model was used to contextualize the role of culture in mental health needs of [Asian international students] AIS."

Jin, L., & Acharya, L. (2022). Developing Tailored Messages to Improve Mental Health and Adjustment of Asian International Students. Journal of International Students, 12(4), 817-842. https://doi.org/10.32674/jis.v12i4.3934

From the abstract: "This study challenges the assertion that the influx of Asian international undergraduate students in universities across the United States creates richer educational and social environments."

Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72. https://doi.org/10.1080/13613324.2017.1417830

From the abstract: "This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. But as the Pilipino Cultural Night has become larger and more institutionalized, students must deal with the shifting scales of value for various forms of community cultural wealth. The balance that these students attempt to strike between the short- and long-term goals of the production, its intrinsic and extrinsic value, and the Filipino and Filipino American traditions that it celebrates, reflect the dynamic process of culture that goes far beyond the stage. Through exploring these struggles, diversity and inclusion efforts on college campuses can gain a holistic understanding of how to serve emerging student populations who seek more than mere representation."

Hernandez, X. J. (2020). Behind the Curtain: The Cultural Capital of Filipino Cultural Nights. Journal of Southeast Asian American Education and Advancement, 15(1), 1. https://docs.lib.purdue.edu/jsaaea/vol15/iss1/1/

From the abstract: "The study engages with the parents of [Chinese international students] CIS to identify their dilemmas and coping strategies employed to discuss depression with CIS studying in United States.

Jin, L., & Acharya, L. (2020). Dilemmas and coping strategies of talking about Chinese international students’ mental health problems: from the parents’ perspectives. Journal of International Students. DOI:10.32674/jis.v11i1.1446

From the abstract: "The PEN-3 cultural model was used to contextualize the role of culture in mental health needs of [Asian international students] AIS."

Jin, L., & Acharya, L. (2022). Developing Tailored Messages to Improve Mental Health and Adjustment of Asian International Students. Journal of International Students, 12(4), 817-842. https://doi.org/10.32674/jis.v12i4.3934

A report outlining CILMAR's goals for 2024.

A report assessing whether CILMAR met its goals in 2023.

This activity challenges participants to reflect on how they react to particular behaviors, enabling them to step back and suspend their interpretation and judgment of others’ behaviors until after they have developed an understanding of the cultural origins of those behaviors. 

In this activity, participants examine their "inner rules," how their "inner rules" came to be, how their "inner rules" impact their assessment of others, and how these assessments impact cross-cultural communication.

Stringer, D. M., & Cassiday, P. A. (2009). My inner rules. In 52 Activities for improving cross-cultural communication (pp. 147-150). Intercultural Press. 

In this activity, participants explore their definitions of terms such as respect, prejudice, and discrimination, by communicating with one another and co-constructing and negotiating definitions and meanings to understand and "appreciate the importance of language in discussing multicultural issues, and how the process of discussing the definitions adds to the understanding of the terms."

University of Houston Center for Diversity and Inclusion (n.d.). Getting started--Respect activity. In Diversity activities resource guide (pp. 23-25). https://solarev.org/migration/wp-content/uploads/sites/6/2015/12/Diversity-Activities-Resource-Guide.pdf

In this activity, participants explore how focusing on their view of the “perfect” gift might be tinted by their own wishes and biases (self-awareness), and by exercising curiosity, they may gain insight that could be used to build empathy with their activity partner to design a more meaningful gift adapted for them.

This activity is a great icebreaker, allowing participants to shift partners every so often and exchange air greetings and conversation. 

In this activity, participants greet one another by pairing up, finding new partners, and returning to previous partners in order to "build connections with a few partners" (Stanchfield, 2018). 

Stanchfield, J. (2018, Dec. 4). Re-purposing icebreakers for reflection and review. Experiential tools. https://blog.experientialtools.com/2018/12/04/re-purposing-icebreakers-for-reflection-and-review/?mc_cid=d11ea5d7e0&mc_eid=d3a06fccb0

This activity demonstrates to participants how different cultures express values through titles of address. Participants describe the honorifics used in their own and different cultures and discuss the traits and values those honorifics highlight. 

"Participants in this jolt pretend they are attending a party and must follow the instructions on a secret Etiquette Card provided by the facilitator. Some of the behaviors the participants are instructed to do are unusual, contradictory, and confusing. A debriefing discussion that follows the “party” focuses on dealing with differences in cultural norms" (Thiagarajan & van den Berg, 2017).

Thiagarajan, S., & van den Berg, S. (2017). Mingle. In Jolts! Brief activities to explore diversity and inclusion (pp. 72-75). Bloomington, IN: Workshops by Thiagi. 

In this activity, participants explore which behaviors are areas of annoyance or frustration for them and discuss in groups their reasoning as well as what each behavior conveys to them.

In this activity, participants explore "rudeness" as a concept by assessing a list of behaviors and reflecting on their assessments with one another.

This assignment focuses on techniques for discovering and acquiring pragmatics, which goes above and beyond learning the vocabulary and grammar of a language to how people use language and nonverbal signals to communicate. Participants will both observe and collect data through "token elicitation."

For this activity, participants will read a summary Philipsen’s 2010 article "Some Thoughts on How to Approach Finding One's Feet in Unfamiliar Cultural Terrain" and discuss their own experiences in “finding their feet” in unfamiliar cultural contexts. Finally, participants will explore ways in which they can apply the principles of “finding their feet” and offer their own suggestions about how to gain a better understanding of communication in specific contexts.

This activity presents the concepts of etic (outsider/objective) and emic (insider/subjective) understandings of culture, offers motivation for developing emic perspectives by discussing the value of this viewpoint, introduces strategies for learning to see a culture from the insider viewpoint, and uses concrete (published) case study examples as fodder for practice and discussion.