This lesson asks participants to reflect on their emotions and practice managing them during interactions that may be tense or uncomfortable. They can choose either to talk with a family member or close friend with whom they disagree on a deeply-held value/belief or to attend an event in which their social identity is minoritized. Either way, they will reflect on their emotions before, during, and after the conversation/event and consider how they might more strategically manage their emotions for future difficult encounters.

In this activity, participants will play Among Us, an online multiplayer (4-10) social deduction game where individuals are categorized as either crewmate or imposter. Each round everyone either completes tasks or, as an imposter, they must kill the other crewmates without being discovered. When a body is discovered, or someone calls an emergency meeting, everyone has to explain what they were doing, and the imposter must lie and protect their identity. Players of the game are quickly aware of the other players’ various communication styles and often have to adapt a different style to successfully play the game. For example, will they be quieter when everyone converses to hide their deeds? Do they tend to talk over individuals to demonstrate their innocence? Are the pauses between their sentences something to be suspicious of?

The movie is about a true story of three brilliant African American women who worked at NASA during the early 1960s. At this time, both women and people of color were widely and openly discriminated against, particularly in segregationist Virginia.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

The film follows a Chinese-American family who, upon learning their grandmother has only a short while left to live, decide not to tell her and schedule a family gathering before she dies.

Note: A tool created for this movie is available at https://hubicl.org/toolbox/tools/649/objectives

Filmmaker Thomas Balmès criss-crosses the globe to observe and record the first two years in the lives of four infants and their families. Ponijao is the youngest of nine children and lives in a village in Namibia. Bayarjargal's family lives in Mongolia. Hattie is a San Francisco couple's first child, and Mari is the first child of a couple living in Tokyo.

https://www.purdue.edu/butler/documents/8-WPS-Special-Issue-2021_Experiential-Learning-from-Home.pdf

Jennifer Dobbs-Oates, Cézanne M. Elias, Megan L. Purcell, and Natasha D. Watkins 

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 56-66

https://www.purdue.edu/butler/documents/7-WPS-Special-Issue-2021_Understanding-the-New-Normal.pdf

Nathan W. Swanson and Natasha T. Duncan

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 33-55

https://www.purdue.edu/butler/documents/6-WPS-Special-Issue-2021_Reflecting-on-the-Impact-of-COVID-19.pdf

Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 24-32

https://www.purdue.edu/butler/documents/5-WPS-Special-Issue-2021_Empowering-Faculty-to-Teach-Online.pdf

Charmion B. Rush

Susan Bulkeley Butler Center for Leadership Excellence and Advance Purdue Center for Faculty Success Working Paper Series 4(1) Special Issue: 8-23

https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1087&context=jma

Chhikara, Alankrita and Lolkus, Michael (2021) "Creating Communities Virtually: Educators Cross-Cultural and Multidisciplinary Reflections of COVID-19," Journal of Multicultural Affairs: Vol. 6 : Iss. 2 , Article 6. Available at: https://scholarworks.sfasu.edu/jma/vol6/iss2/6

Our primary learning outcomes were openness, cultural worldview. Secondary learning outcomes were curiosity and self-awareness.

We included a series of tools to evaluate student's position based on our learning outcomes. These activities included pedagogical and summative activities: hot buttons, say my name, research on topics, question teams, daily journaling, and ASKS2+ survey.

The hot buttons activity was not received greatly, with some students not willing to share or break the ice initially. We paired students in groups of roommates and ask them to share with each other, and then share with the group. While initially this tool was not considered relevant, I found students during the trip sharing with me how this tool helped them identify potential sources of disagreements and avoid such events.

The Say My Name tool was used pre-departure and I did not find much use of it, but it may come from my bias. 

We split students in teams to perform certain pre- and during-trip activities

1. Teams will research about a topic that will be covered/visited during the trip. We collected each submission and put together a folder of all information

2. Teams were in charge of engaging with our hosts at least one day during the trip. They would also be in charge of taking photos and uploading a daily review of the trip on our Facebook group that was shared with family of students.

Students journaled daily and were asked to answer 3-4 daily prompts on Brightspace. These questions were directly targeting self-awareness, openness, and worldview, as well as perceptions of daily activities. This was probably the most rewarding activity from my point of view, because they were able to internalize their experiences and then share among them and with me.

The ASKS2 survey was delivered 2 weeks post-arrival to the US. We asked students to respond first questions thinking back to pre-departure time and then respond the same questions based on their current experiences. We saw most students increased their status and reached milestone 3, which was our goal. In the future I would deliver the pre-trip questions a day or two before the trip, and the post trip survey 2 weeks after returning to the US, to reduce the likelihood any bias regarding answers. I feel more qualified to understand quantitative data so I felt comfortable assessing students gains in our leaning outcomes

https://peer.asee.org/women-and-bipoc-in-aerospace-where-did-they-come-from-and-how-did-they-get-here

Yother, T. L., & Lucietto, A. M., & Umberger, G., & Johnson, M. E. (2021, July), Women and BIPOC in Aerospace: Where Did They Come From and How Did They Get Here? Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38104

Citation: Tanoos, J. & Lyu, Y. (2022). Utilizing the Intercultural Effectiveness Scale as an Assessment Tool to Gauge Undergraduate Intercultural Competencies. Asian Journal of Social Science and Management Technology. 4, 1, January-February.

America’s comparative geographic isolation from the rest of the world has led many of its citizens to lack global intercultural capabilities, as exemplified by high rates of failure among expatriates working on international assignments for their organizations. In efforts to solve this dilemma, American institutions of higher education have increasingly been integrating study abroad programs and globalization curricula into their coursework. Related assessment tools, such as the Intercultural Effectiveness Scale (IES), have been developed to help instructors to better evaluate students’ intercultural skillsets. These instruments allow academic practitioners to better understand and nurture global awareness and intercultural capabilities in order to plan curricula that best match students’ skill levels and areas of need related to intercultural competencies. This study utilized the IES pre- and post-surveys during an introductory globalization course to understand student capabilities and better predict overall student intercultural competencies.

https://peer.asee.org/assessing-intuition-used-among-undergraduate-engineering-technology-and-engineering-students

Cai Shi, M., & Azevedo, T. M., & Lucietto, A. M. (2021, July), Assessing Intuition Used Among Undergraduate Engineering Technology and Engineering Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36708

This study employs inferential statistics to compare engineering technology and engineering undergraduate students in their use of intuition. Anecdotal evidence shows that these students often utilize intuition to solve problems, suggesting that they use past knowledge to guide their intuition. This study's findings provide evidence that these students use intuition, and engineering technology and engineering students report using intuition in similar ways.

https://strategy.asee.org/minority-graduates-in-engineering-technology-trends-in-choice-of-major

Kuleshov, Y. A., & Rada, E., & Lucietto, A. M. (2021, July), Minority Graduates in Engineering Technology: Trends in Choice of Major Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37510

The paper presents a demographic analysis of college graduates in engineering technology (ET). The paper intends to investigate the graduates’ background, population, and choice of major.

Graduates in engineering technology are a much smaller population than those found in other Science, Technology, Engineering, and Mathematics (STEM) programs. Little publishing exists about who they are and how long it took to pursue their degree while examining other available demographic data. The delineation of this paper does not include computer science and computer technology programs. Several opinions exist about who these students are, where they come from, and what interests them. The paper presents a view of existing data of the most extensive undergraduate engineering technology programs at a Midwestern university. The authors aimed to clarify a number of these opinions and determine if further study is warranted, mainly providing direction and form of that future work. The authors built their conclusions on the processed data results in such categories as basic demographics, gender, ethnicity, program changes, and graduation majors.

The authors analyzed the University-provided demographics data as reported by college graduates in engineering technology. The authors established gender and ethnic patterns and then addressed two research questions. The authors used ethnicity as a lens to explore the undergraduate experiences of female and minority graduates in engineering technology. The first research question allowed the authors to establish the proportion of engineering technology graduates' ethnicities and compare it to the proportion of ethnicities in the United States population. The development of a response to the second research question uses ethnicity as a lens, investigating how female ET students navigate and establish their major while focusing on representation in their respective ethnic groups.

Future research can include examining the data for insight into who applies for funding, scholarships, and other means to support themselves while pursuing a degree in technology. The paper provides the readers with the foundational elements to further explore the engineering technology student population and determine what funding or financial needs may encourage more students to pursue a degree in engineering technology. Using this more extensive institutional database will provide a means to further our understanding of student perception, needs, and those factors that influence their education decisions at a bachelor's degree level. The result of this work will begin to lead educators and administrators in their quest to diversify and increase student populations in engineering technology.

https://peer.asee.org/advancing-high-school-stem-education-implications-for-engineering-technology

Lucietto, A. M., & Akdere, M. (2020, June), Advancing High School STEM Education: Implications for Engineering Technology Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34097

https://peer.asee.org/diversity-in-engineering-technology-students

Dell, E., & Lucietto, A., & Cooney, E., & Russell, L., & Schott, E. (2019, February), Diversity in Engineering Technology Students Paper presented at 2019 CIEC, New Orleans, LA. https://strategy.asee.org/31497

https://peer.asee.org/stem-educators-who-are-they

Lucietto, A. M., & Russell, L. A. (2018, June), STEM Educators: Who Are They? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30988

This blog post shares fun food verbiage in honor of Julia Child's 100th birthday. 

This blog post outlines the importance of debriefing and provides tips for success. 

Thiagi’s six-phase model to structure debriefing questions

As a result of this debriefing technique, participants will be able to: 1. Reflect on their emotions. 2. Identify what happened, both objectively and subjectively. 3. Synthesize and evaluate what they learned. 4. Relate their experiences and reflection to the real-world. 5. Apply their insights to new contexts. 6. Adapt their new knowledge and experiences to action planning.

https://link.springer.com/article/10.1007/s11191-022-00328-0

Waight, N., Kayumova, S., Tripp, J. et al. Towards Equitable, Social Justice Criticality: Re-Constructing the “Black” Box and Making it Transparent for the Future of Science and Technology in Science Education. Sci & Educ (2022). https://doi.org/10.1007/s11191-022-00328-0

https://www.jstor.org/stable/23043879?seq=1

Longres, J. F., & Scanlon, E. (2001). Social Justice and the Research Curriculum. Journal of Social Work Education, 37(3), 447–463. http://www.jstor.org/stable/23043879

This article presents a study of justice as a concept and value in the research curriculum. Twelve researchers and research instructors were asked to define justice, discuss how it informed their work, and indicate whether a justice focus required special topics, theories, or methods. The conceptual literature on justice, research textbooks, and syllabi were reviewed. Most respondents defined justice broadly, and did not perceive certain topics, theories, or methods as more relevant to justice than others. Further, justice was not systematically discussed in classes, syllabi, and textbooks. Questions for future investigation and implications for social work educators are discussed.

https://www.tandfonline.com/doi/full/10.1080/10511970.2018.1530707

Catherine A. Buell & Bonnie Shulman (2019) An Introduction to Mathematics for Social Justice, PRIMUS, 29:3-4, 205-209, DOI: 10.1080/10511970.2018.1530707