The authors describe the Humanities-Informed Engineering Projects course.

Davis, Kirsten A., Joshi, Siddhant S., Czerwionka, Lori, Montalvo, Francisco, Rios-Rojas, Gabriel O., Tort, Joe, William, Jennifer Marston, Nauman, E. (2021). Integrating the humanities with engineering through a global case study course, Journal of International Engineering Education, 3(1), Article 4. https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1025&context=jiee

Zhou, L., Sapkota, B., Mbewe, R., Newton, J., & Phillion, J. (2022). Global social justice in education: Developing a virtual intercultural community of practice. In M. Suleiman, & T. Huber (Ed.), Beyond provincialism: Promoting global competencies in teacher and educator preparation. In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030 (pp. 63-101). Information Age.

From the abstract: "In this chapter, we describe the development and implementation of Global Social Justice in Education (GSJE), a virtual, international, collaborative course for education students from six countries (China, Kenya, Nepal, Tanzania, United States, and Zambia) to explore global social justice issues. The GSJE course was designed to raise awareness of the complexities of local cultures, cultivate empathy for different lived experiences, and investigate multiple worldviews related to social justice issues in education. Participants engage in virtual meetings with synchronous activities including online discussions and intercultural collaborative work, as well as asynchronous experiences such as reflections and conducting country-specific inquiry. Other goals of GSJE include grappling with personal and professional positions, fostering intercultural relationships with educators in other countries, and recognizing inequities in education in both local and global contexts. GSJE is a cross-national curriculum initiative that provides opportunities to investigate how to effectively address global social justice issues. Participants complete a meta reflection to highlight their intercultural learning experiences, increased understandings of global social justice issues, and connections between local contexts and global realities. The overarching GSJE goal is to promote global solidarity by cultivating an international learning community of practice."

Zhou, L., Sapkota, B., Mbewe, R., Newton, J., & Phillion, J. (2022). Global Social Justice in Education. Beyond Provincialism: Promoting Global Competencies in Teacher and Educator Preparation, 63.

From the abstract: "This qualitative study examines the experiences of six senior-level administrators at American higher education institutions during periods of internal and external change. The participants described how internal and external factors impacted their perceived influence in implementing, and leading structural and cultural change at various levels within the field."

Phillips, T., & Lambert Snodgrass, L. (2022). Who's got the power: Systems, culture, and influence in higher education change leadership. Journal of Higher Education Policy and Leadership Studies, 3(2), 7-27.

From the abstract: "We propose that educational research going forward must focus on the effective design, implementation, and evaluation of teacher and administrator training regarding issues of social justice, particularly as it relates to cultural competency and cultural responsivity."

Lambert Snodgrass, L., & Whitford, D. K. (2022). Reshaping disproportionality educational research to advance social justice. In N. A. Gage, L.J. Rapa, D.K. Whitford, & A. Katsiyannis (Eds.) Disproportionality and social justice in education. Springer.

From the abstract: "Communicating across Cultures (CaC) is an undergraduate course that exists to achieve the goal of equipping students to effectively work in multicultural environments. Students’ worldviews, beliefs, and values shape their experience with the course materials and potentially impact the degree to which they achieve the intended learning outcomes.The objective of this study was to determine which aspects of students’ identities are most salient to their experiences in CaC. The Beliefs, Events, and Values Inventory (BEVI), a psychometric instrument that illuminates how the self is structured, was administered as a pre-/post-test at the beginning and end of the Fall 2017 and Spring 2018 semesters."

Iseminger, S., Morris, P., Acheson, K., & Kelly, C. (2020). The effects of social identities on student learning outcome attainment. International Journal for Scholarship of Teaching and Learning, 14(1), Article 12, 1-13.

From the abstract: "Communicating across Cultures (CaC) is an undergraduate course that exists to achieve the goal of equipping students to effectively work in multicultural environments. Students’ worldviews, beliefs, and values shape their experience with the course materials and potentially impact the degree to which they achieve the intended learning outcomes.The objective of this study was to determine which aspects of students’ identities are most salient to their experiences in CaC. The Beliefs, Events, and Values Inventory (BEVI), a psychometric instrument that illuminates how the self is structured, was administered as a pre-/post-test at the beginning and end of the Fall 2017 and Spring 2018 semesters."

Iseminger, S., Morris, P., Acheson, K., & Kelly, C. (2020). The effects of social identities on student learning outcome attainment. International Journal for Scholarship of Teaching and Learning, 14(1), Article 12, 1-13.

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.

Sapkota, B., Zhou, L., Mbewe, R., Newton, J., & Phillion, J. (2022). Fostering pre-service teachers and intercultural competencies through global cross-cultural collaborations. In C. Ullom & N. Guler (Eds.), At school in the world: Developing globally engaged teachers (pp. 212-237). Rowman & Littlefield.

From the abstract: "Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article explores how [pre-service teachers] PSTs reported experiences related to social justice and suggests implications for study abroad programs in teacher education. [The authors] propose that the context, curriculum, and co-curricular activities of a study abroad program have the potential to impact how PSTs conceptualize social justice and that an intentional focus on context-specific issues of social justice from a critical perspective has the potential to both broaden and deepen their conceptualizations."

Newton, J., Oudghiri, S., Obenchain, K., & Phillion, J. (2020). Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory Into Practice, 59(3), 259-268. https://doi.org/10.1080/00405841.2020.1739956

Kerkhoff, S. N. (2020). Collaborative video case studies and online instruments for self-reflection in global teacher education.  Journal of Technology and Teacher Education, 28(2), 341-351.  

Kerkhoff, S. N. & Cloud, M. (2020). Equipping teachers with globally competent practices: A mixed method study on integrating global competence and teacher education. International Journal of Educational Research, 103, 101629.   

Kerkhoff, S. N., Spires, H. A., & Wright, S. J. (2020). A world of difference: Teaching global citizenship through inquiry in a rural junior high school. In R. Cordova & W. Reynolds (Eds.) Educating for social justice: Field notes from rural communities. Sense Publishers. 

From the abstract: "Using custom programs developed by Purdue Promise and Horizons TRIO Student Support Services at Purdue University as examples, the chapter teaches prospective study abroad program leaders how to implement custom programs with specific intentionality for program design and decisions in order to reduce barriers for first-generation students. The chapter further highlights outcomes from the sample programs, and reviews lessons learned from previous study abroad experiences, including planning in the midst of the COVID-19 pandemic.

Ashcraft, M., & Lambert Snodgrass, L. (2022). Global Leadership for first-generation students. In K. Jackson, B. Pearce, D. Rowe, & C. Troy (Eds.), Developing and implementing effective programming for first-generation college students. NASPA.

From the abstract: "Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements of SoTL, and this increased to 44% for post-workshop responses."

Reano, D., Masta, S., & Harbor, J. (2019). Changing future faculty's conceptions of SoTL. International Journal for the Scholarship of Teaching and Learning, 13(2), 3.  https://doi.org/10.20429/ijsotl.2019.130203 

Please see the abstract for the chapter at https://pureportal.strath.ac.uk/en/publications/transnational-curriculum-design-for-intercultural-learning-in-wri

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.

Originality/Value: "Students think food and nutritional security, hunger, and sustainability are global challenges and seldom notice food insecurity in their local communities."

Knobloch, N. A., Charoenmuang, M., Cooperstone, J. L., & Patil, B. S. (2019). Developing interdisciplinary thinking in a food and nutritional security, hunger, and sustainability graduate course. The Journal of Agricultural Education and Extension, 26(1), 1-15. https://doi.org/10.1080/1389224X.2019.1690014

From the abstract: "In this study, we aim to understand the impact of IoC in a first-year cyber security course. 118 first-year cybersecurity students were provided training by the instructor about intercultural concepts. Upon completion of the training session, students were required to complete an online self-paced module known as Portable Intercultural Module (PIM). The PIM was focused on the various aspects of oral, written, and non-verbal communication and in what ways they differ across cultures, and how it can be misinterpreted if one is not aware of the cultural norm. Students were required to complete the module and participate in a final reflection assignment where they were given a scenario detailing conflict arising from cultural differences, and students were required to reflect based on the learnings from the PIM. We used a qualitative grounded theory approach to analyze the reflection responses of the students."

Jaiswal, A., Sapkota M., Karabiyik, T., & Thomas, P.J., (2023). Cultivating A Global Mindset in First Year Cybersecurity Students Through Internationalization of Curriculum. 16th annual International Conference of Education, Research and Innovation (ICERI 2023). Seville, Spain.

From the abstract: "Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods."

Erickson, M., Marks, D., & Karcher, E. Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course. Teaching and Learning Inquiry. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/67809

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: "[The researchers] explored the effects of contact with gender nonconforming individuals in preclinical medical education through a structured curricular intervention designed to build medical and humanistic knowledge and stimulate the development of medical professionalism surrounding the care of gender nonconforming individuals."

Stout, J., Stahl, A., & Fortenberry, J. D. (2023). Developing medical professionalism in care of gender nonconforming patients: Reflections of second-year medical students after a curricular experience with gender nonconforming people and allies. Medical Teacher (ahead-of-print), 1–7. https://doi.org/10.1080/0142159X.2023.2197136

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. Drawing on qualitative research at a public university with a large number of Asian international students, this article examines how Asian American student leaders and their organization took on the difficult institutional task of actualizing the diversity of these new students in a racially segregated campus. We found that instead of viewing racial segregation practices as possibly tied to racial discrimination and privileges of normative whiteness, students expressed both support and resistance to Asian international students in race-neutral language of comfort and organizational differences that reflects the dominant ideology of colorblindness. We argue that any claims to the benefits of international student diversity must take serious account of colorblind racism and the experiences of racial marginalization and racial segregation among domestic minority and international students."

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

"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: "

From the abstract: "The vision of Purdue University's Integrative Data Science Initiative is to be at the forefront of advancing data science-enabled research and education. Tightly coupling theory, discovery, and applications, while providing students with an integrated data science-fluent campus ecosystem, this initiative is designed for college graduates at Purdue University to have Big Data experiences in academics. Faculty and staff of the university assist students through curriculum, research, residential life and professional development.

"In this paper, [the authors] present the framework for this initiative, which includes outlining course offerings, describing the residential living communities and workforce development on campus."

Hillery, E., Ward, M. D., Rickus, J., Younts, A., Smith, P., & Adams, E. (2019, July). Undergraduate data science and diversity at Purdue University. In Proceedings of the Practice and Experience in Advanced Research Computing on Rise of the Machines (learning) (p. 88). ACM.

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.nactateachers.org/index.php/vol-63-1-mar-2019/2821-ag-stem-programs

From the abstract: "Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article explores how PSTs reported experiences related to social justice and suggests implications for study abroad programs in teacher education."

Newton, J., Oudghiri, S., Obenchain, K., & Phillion, J. (2020). Preservice teachers’ understandings of social justice within the context of study abroad programs. Theory Into Practice, 59(3), 259-268. https://doi.org/10.1080/00405841.2020.1739956

Newton, J., Chhikara, A., Oudghiri, S., Rondeau-Madrid, E., Lolkus, M., & Phillion, J. (2020). Promoting sustainable development in study abroad programs: Focus on social justice in Honduras and Tanzania.  In Tonya Huber & James G. O’Meara (Eds.), Teacher education at the edge: Expanding access & exploring frontiers. In Tonya Huber (Series Ed.), International Education Inquiries: People, Places, and Perspectives of Education 2030 (Vol. 1, pp. XX-XX). Information Age Publishing.