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).

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 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.

From the abstract: "This study...[analyzeS] the consumer behavior preferences of undergraduate college students by analyzing students’ cognitive reactions to classic television commercials.

Tanoos, J.  (2021). Technology-induced cognitive reactions among undergraduate students to examine consumer behavior tendencies.  International Journal of Engineering Research, 9(1), 1-14.

From the abstract: "This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program’s first year and final year."

Jaiswal A., Jin, L., & Acheson-Clair. A. (2024, January 5). Evaluation of STEM program on student intercultural development: Do intercultural interventions work? Innovative Higher Education. https://link.springer.com/article/10.1007/s10755-023-09691-4

From the abstract: "This study is guided by the research question, how can intercultural competence be characterized for students enrolled in a first-year introductory cybersecurity course?"

Jaiswal, A., Thomas, P.J., & Karabiyik, T., (2023). Characterizing intercultural competence among cybersecurity majors. IEEE Frontiers in Education.

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: "The purpose of this study was to determine whether participation in a “global science” living–learning community can increase the intercultural competence of first year international and domestic students, as measured by a well-known quantitative instrument, the Intercultural Development Inventory (IDI)."

Starr, L., Yngve, K., & Jin, L. (2022). Intercultural competence outcomes of a STEM living-learning community. International Journal of STEM Education, 9(1), 1-15.

This study uses mixed assessment methods to analyze learning outcomes for six cohorts of students in a first-year "global science" learning community for international and domestic students.

Starr, L. & Yngve, K. (2020). Global Science Partnerships learning community: The first six years. https://hubicl.org/publications/82/2.

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

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

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: "In this work-in-progress paper, we discuss the impact of an interactive online module on the development of the intercultural competence of twenty-five first-year computer science students. After completing the online module, students were required to reflect on a scenario where the student's role was to manage a culturally diverse team. The students were asked to identify the cultural differences that could lead to conflicts on the team and to reflect on the ways cultural differences could benefit the team."

Jaiswal, A., Starr, L & Stahl, A. (2023). Assessing the impact of curriculum integration on the intercultural learning gains of first-year computer science students. IEEE Frontiers in Education (FIE). https://www.computer.org/csdl/proceedings-article/fie/2023/10343046/1TsCbWwOhwc

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

From the abstract: "A revised rubric was created from the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics on Intercultural knowledge, Information literacy, and Creative thinking. Students completed self-assessments at the beginning and end of the course."

Koh-Knox Sharp, C. P., Shepler, B.M., & Jaiswal A. (2024, January 3). Assessing learning gains of pharmacy students in communications, ways of thinking, and intercultural skills through self-assessment. Currents in Pharmacy Teaching & Learning.

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: "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.

Please see chapter 14.

Brewer, E., & Yngve, K. (2021). Alignment, belongingness, and social justice: Using assessment to advance inclusive excellence in education abroad. In Gozik, N. & Barclay Hamir, H. (Eds), A House Where All Belong: Redesigning Education Abroad for Inclusive Excellence. Forum on Education Abroad.

Katherine Yngve proposes some of her favorite resources for helping ourselves and others work toward inclusive and equitable educational and work practices.

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

Heiser, C. A., Coleman, J., Yngve, K. N., Dixon, K. M., Henning, G. W., Lundquist, A. E., & Rice, A. (2023, August). Exploring barriers to equity-centered assessment in higher education. National Institute for Learning Outcomes Assessment.

From the introduction: "...a central proposition of the current study is that the impact of international, multicultural and transformative learning must be understood and measured at the level of identity, with all of its depth-based complexity."

Wang, F., Pait, K., Acheson, K., Sternberger, L., Staton, R., & Shealy, C. (2020). BEVI assessment of global identity: Implications and applications for international, cross-cultural, and transformative learning. In J. Frawley & G. Russell-Mundine (Eds.), Cultural competence in higher education: Dilemmas, policies, and practice. Springer.

From the abstract: "This case study (n=11) documents the implementation of intercultural learning activities throughout a semester long course and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory. Overall the average group scores did not increase; however, in a more detailed analysis interesting patterns emerged within the data in regard to unintended learning outcomes, impact of individual differences in identity, and preparedness for learning."

Grant, J.L., Acheson, K., & Karcher, E. L.. (2021). Using the BEVI to assess individual experience to enhance international programming. Frontiers: Interdisciplinary Journal of Study Abroad. 33(1): 129-142.

From the abstract: "In this study, the BEVI was administered at a highly internationalized university in Latin America. Noteworthy findings include significant gender and English language proficiency differences, homogeneity of perspective on some BEVI scales, and little evidence of change over time. Analysis of quantitative data revealed connections between student beliefs and the local context as well as important implications for university practices and policies."

Acheson, K., & Kelly, C. (2021). Understanding student values and identity: Benchmarking institutional initiatives with the Beliefs, Events, and Values Inventory (BEVI). Internationalisation of Higher Education - Policy and Practice, Section B 2.14, 65-95.

Acheson, K, Finley, A., Hickman, L., Sternberger, L., & Shealy, C. (2020). Interdisciplinary innovations in assessment:  Beliefs, Events, and, Values Inventory (BEVI), VALUE Rubrics, and Cultural Controllability Scale (CCS). In S. A. Nolan, C. Hakala, & R. E. Landrum (Eds.), Assessment: Individual, institutional, and international approaches. Washington, DC: American Psychological Association.

Please see chapter 8, Demonstrating the value of values-based education: What we’ve learned about learning from the Beliefs, Events and Values Inventory (BEVI).

Acheson, K., Bhuyan, D., Brewster, L., Burgess, J., Dirkx, J., Grande, S., Kapadia, S., Kenny, A., Kouwenaar, K., Lovat, T., Ma, J., Ma, W., Nakamura, Y. T., Nielsen, T., Nishitani, H., Pang, G., Raab, C., Shealy, C., Staton, R.,...Wiley, J. (2023). Demonstrating the value of values-based education: What we’ve learned about learning from the Beliefs, Events and Values Inventory (BEVI). Chapter 8 in T. Lovat & R. Toomey (Eds.), International research handbook on values education and student wellbeing (2nd ed.). (pp. 1-29). Springer.