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Profile picture of Kelsey Patton

Kelsey Patton onto Diversophy Games

Intercultural competence: Fostering skill development during emergency remote learning

From the abstract: "...the objective of the study was to measure changes in student IC before and after participating in the remote course with intercultural learning (ICL) assignments embedded into animal science topics."

Wickenhauser, J., Rosenkrans, A., Ebner, P., Flaherty, E. A., & Karcher, E. L.(2020). Intercultural competence: Fostering skill development during emergency remote learning. NACTA Journal. 65: 288-296.

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Developing student intercultural competence in an introductory STEM-based course

From the abstract: "Implementing targeted intercultural activities into STEM-based courses may be one method to develop students' intercultural competencies and improve their ability to thrive in a diverse workplace."

Wickenhauser, J .L. & Karcher, E. L. (2020). Developing student intercultural competence in an introductory STEM-based course. NACTA Journal.

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Cultivating Empathy: Developing Student Intercultural Skills in an Internationally Focused Animal Science Course.

From the abstract: "Our results support the use of deliberate intercultural interventions in international programming to impact development of both student intercultural competence and empathy."

Wickenhauser, J.L.& Karcher, E. L. (2020). Cultivating empathy: developing student intercultural skills in an internationally focused animal science course. NACTA Journal.

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Essential Skill Questionnaire: A Pilot Study Of A Self-Report Measure To Identify Undergraduate Level Of Essential Job Skills.

From the abstract: "Through a comprehensive literature review, five skills clusters were found as most often identified by employers as critical for success of new employees: 1) communication; 2) decision-making/problem-solving; 3) teamwork; 4) self-management; and 5) professionalism. We then created a survey-based instrument that measured essential skill development in undergraduates."

Wickenhauser, J.; Ebner, P.; Flaherty, E. A.; & Karcher, E. L. (2021). Essential Skill Questionnaire: A pilot study of a self-report measure to identify undergraduate level of essential job skills. NACTA Journal. 65:414-418. 

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Integrating extension educators in agricultural study abroad programming

From the abstract: "Five Extension Educators were selected to provide undergraduate students with mentorship throughout a semester-long course with international travel during week 10."

Grant, J. L., & Karcher, E. L. (2019). Integrating extension educators in agricultural study abroad programming. NACTA Journal, 63, 156-163. 

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Evaluating intercultural competence in a combined learning community study abroad program

From the abstract: "Results indicate that students respond to cultural interactions differently, which emphasizes the need for intentional support throughout study abroad programs."

Grant, J. L., York, A. R., & Karcher, E. L. (2019). Evaluating student intercultural competence development in an animal production study abroad program. NACTA Journal. https://www.jstor.org/stable/27128511

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Using the BEVI to assess individual experience to enhance international programming.

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-Clair, 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.

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Development of intercultural competence through short-term study abroad programming

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

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Mentored conference experiences support students' career exploration and professional development

From the abstract: "We developed and assessed a formal undergraduate course that mentored students through their first professional scientific conference. Assessment results indicated that students made significant progress in their professional and social abilities, with many students expressing a new sense of belonging to their field. Based on these results, attending national scientific conferences provides undergraduate students with a supportive environment to explore their future career and develop professional social skills."

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

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Motivational effects of hands-on, problem-based, and lecture activities in an introductory college course

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. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively."

Erickson, M., Marks, D., & Karcher, E. L. Integrating extension educators in agricultural study abroad programming. NACTA Journal, 63, 156-163. https://eric.ed.gov/?id=EJ1251142

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The Ethnographic Interview

This activity challenges participants to learn and practice ethnographic interviewing skills. In small groups, they will practice interviewing each other using ethnographic techniques and then set up an interview with someone from their host country.

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YouTube Ethnography Project

This activity challenges participants to explore culture through ethnographic fieldwork and video storytelling. Following extensive preparation and research, they will create a video that presents one aspect of a particular culture.

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Story Stitch

"Green Card Voices is a Minneapolis based, nationally growing non profit that connects immigrants and their communities through multimedia storytelling."

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Crossing Borders Education Documentaries

Crossing Borders Education's "documentary trilogy brings diversity in our world directly to your doorstep. The films are designed to initiate, prepare and support intergroup dialogues, practice communication skills and deepen intercultural understanding."

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The Story of Me, Us, and Now

This activity challenges participants to better comprehend the concept of empathy by embracing their own story, sharing it, and processing it with someone different than them. To effectively empathize with someone, it helps to first form a personal connection. In this activity, participants will pair up with someone who is culturally different from them. Then, they will share their personal experiences with each other and determine how their stories intersect.

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Counter-Storytelling

Counter-storytelling, a method often used in critical race theory, highlights the stories of individuals who are marginalized within society. It aims to push back against dominant narratives that often privilege certain voices over others. This activity introduces the concept of counter-storytelling through the points of view of Asian/ Asian American individuals who have experienced racialized microaggressions. Participants will first read excerpts from Yeo et al. (2019) and watch three videos that depict Asian/Asian American perspectives on the microaggressions they endure because of their race. Then, they will discuss these videos as examples of counter-stories and identify what they can learn from these perspectives.

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Collaborative Storytelling: Meeting Indigenous Peoples' Desires for Self-Determination in Research

"One means of addressing indigenous peoples' desire for self-determination in educational research is to develop collaborative storytelling as a research approach. Such an approach, when conducted within indigenous ways of knowing, facilitates ongoing collaborative analysis and construction of meaning about participants' lived experiences" (Bishop, p. 1, 1999).

Bishop, R. (1999). Collaborative storytelling: Meeting Indigenous Peoples' desires for self-determination in research. https://eric.ed.gov/?id=ED467396

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Manual for developing intercultural competencies: Story Circles

This book by Darla K. Deardorff introduces the use of Story Circles to develop intercultural competence.

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{THE AND} On Racism Edition

From The Skin Deep: "Are you ready to start having meaningful conversations about social justice? {THE AND} On Racism Edition is the perfect tool for those who want to delve deeper into critical issues surrounding racial equity, prejudice, and privilege. Collaboratively created by activist and author Sonya Renee Taylor of The Body is Not An Apology and leadership facilitator Didier Sylvain, this edition features 199 thought-provoking prompts that will help you initiate honest and open dialogue. Through using this powerful starting point, you can learn from yourself and the relationships around you to make a difference. Don't wait any longer to take action towards social justice and self growth--start your journey with {THE AND} On Racism Edition today."

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Building Resilience through the Development of Intercultural Competencies: Story Circles

"Story Circles is a structured yet flexible methodology for developing intercultural competencies in a variety of contexts, both formal and informal..."

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Beyond Traditional Conceptualizations of Rhetoric: Invitational Rhetoric and a Move Toward Civility

"Although not the first, the theory of invitational rhetoric offers a significant challenge to a strict definition of rhetoric as persuasion. Invitational rhetoric's link to feminism, paring of persuasion with violence, and the polysemic nature of theory, generated both interest and critique. This essay explores six common critiques of invitational rhetoric and illustrates the ways that invitational rhetoric is at work in the world in both historical and contemporary public deliberations. The essay concludes by articulating a link between invitational rhetoric and civility, suggesting that invitational rhetoric and civility are a means to create ethical exchanges in difficult situations" (Bone et al., p. 1, 2008). 

Bone, J. E., Griffin, C. L., & Scholz, T. L. (2008). Beyond traditional conceptualizations of rhetoric: Invitational rhetoric and a move toward civility. Western Journal of Communication72(4), 434-462.

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Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching

"Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society."

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Cautionary Tales

Lifeboat and Adjectives (document file included in this post - these are two examples of activities that were used in diversity trainings that did not end well, resulting in reinforced stereotypes and in one case, a major lawsuit - exercise caution!)

A Retrospective View of Corporate Diversity Training From 1964 to the Present

Who’d Be on Your Spaceship? A School Exercise Backfires in Ohio

Lucky Stores will Pay Millions to Women in Job Bias Lawsuit

Case: Stender v. Lucky Stores, Inc.

Alien Among Us (another version of Lifeboat)

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Situated Intercultural Measure of Behaviors & Attitudes (SIMBA)

This survey is based on the Wesleyan Intercultural Competence Scale (WICS) created by Steven Stemler, Toshie Imada, and Carolyn Sorkin of Wesleyan University (Frontiers vol. 24, Fall 2014). The current version was revised and edited by Dr. Daniel Jones and Dr. Kris Acheson-Clair of the Center for Intercultural Learning, Mentorship, Assessment and Research at Purdue University. We are in the process of validating it. 

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