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Investigating Culturally Responsive Teaching Practices in First-Year Composition

Sims, R. (May 2021). Investigating Culturally Responsive Teaching Practices in First-Year Composition. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

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The impacts of geoscience education informed by Indigenous research frameworks

From the abstract: "the research presented in this dissertation identifies connections Indigenous learners make between geology concepts and their everyday lives and cultural traditions in both formal and informal settings."

Reano, D. (2019). GeoConnections: The impacts of geoscience education informed by Indigenous research frameworks [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

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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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Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach

Tran, P. (August 2021). Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

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Transnational curriculum design for intercultural learning in writing programs

From the abstract: "In this chapter, we present an intercultural-competence-focused, one-campus approach to transnationalizing US writing program administration from within, suggesting a range of structures and practices that incorporate global, transnational perspectives."

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.

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Across the Atlantic: Service-learning in Spain and Morocco

Ward, L. (2019). Across the Atlantic: Service-learning in Spain and Morocco. Purdue Journal of Service-Learning and International Engagement6(1), 11.https://docs.lib.purdue.edu/pjsl/vol6/iss1/11 

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Purdue students in Tanzania: Establishing connections through 10 years of service-learning

From the abstract: "For ten years, Dr. Jill Newton has coordinated the Maymester in Tanzania program and has created a highly successful and compelling program. Her aim for this program was to create a mini Peace Corps experience for Purdue University students, seeing as she has herself served as a Corps member in Papua New Guinea. One of the most impactful and rewarding components of this program is the service learning opportunities she encourages. Purdue University students attending this program have received a total of over $23,000 in service learning grants to date towards bettering the communities they interact with daily while on this culturally immersive experience. Dr. Newton has created a program that not only serves the students participating in the trip through academics and a new cultural environment, but also serving the communities that open their homes to Purdue University for four weeks every May."

Duke, L., & Busch, M. (2019). Purdue students in Tanzania: Establishing connections through 10 years of service-learning. Purdue Journal of Service-Learning and International Engagement6(1), 18.  https://docs.lib.purdue.edu/pjsl/vol6/iss1/18/ 

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Science Librarianship and Social Justice

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).

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Alignment, Belongingness, and Social Justice: Using Assessment to Advance Inclusive Excellence in Education Abroad

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.

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Introduction: Critical approaches to study abroad: Challenging dominant discourses

Obenchain, K., Oudghiri, S., & Phillion, J. (2020). Introduction: Critical approaches to study abroad: Challenging dominant discourses. Theory into Practice, 59(3), 245-248. https://doi-org.ezproxy.lib.purdue.edu/10.1080/00405841.2020.1743547 

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Preservice Teachers’ Understandings of Social Justice within the Context of Study Abroad 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 Practice59(3), 259-268. https://doi.org/10.1080/00405841.2020.1739956

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Promoting Sustainable Development in Study Abroad Programs: Focus on Social Justice in Honduras and Tanzania

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.

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An interprofessional, intercultural, immersive short-term study abroad program: Public health and service systems in Rome

From the abstract: "The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience."

McComb, S. A., Fedele, L., Brunese, P. A., & Simpson, V. L. (2019). An interprofessional, intercultural, immersive short-term study abroad program: Public health and service systems in Rome. Frontiers: The Interdisciplinary Journal of Study Abroad, 31(1), 148-168.  https://doi.org/10.36366/frontiers.v31i1.447 

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Preparing, planning and executing a successful short-term study abroad program: A Case Study - SLHS in India

Krishnan, LA., Sundaram, S., Sreekumar, S., Thammaiah, S. & Mitra, G. (2020). Preparing, planning and executing a successful short-term study abroad program: A Case Study - SLHS in India. ASHA Perspectives, SIG 17 Global Issues in Communication Sciences and Related Disorders, 1-8. https://doi.org/10.1044/2020_PERSP-19-00119

Krishnan, L.A., Sundaram, S., Sreekumar, S., Thammaiah, S. & Mitra, G. (2019). SLHS in India: Preparing, planning and executing a successful short-term study abroad program. Asha Kiran, A Publication of the Asian Indian Caucus. https://www.sac-asha.org/wp-content/uploads/2021/09/ASHA-KIRAN-2019-.pdf. p. 24

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Intercultural learning in semester-long study abroad: A comparative analysis of the effectiveness of one-on-one versus group-mentored interventions

Jones, D. C., Campbell, M. M., & Acheson, K. (2019). Intercultural learning in semester-long study abroad: A comparative analysis of the effectiveness of one-on-one versus group-mentored interventions. The Journal on Excellence in College Teaching, 30(4), 7-35.  https://eric.ed.gov/?id=EJ1247586 

Jones, D. C., Campbell, M. M., Acheson-Clair, K., Yngve, K. (2019). Summary of “Intercultural learning in semester abroad: A comparative analysis of mentoring programs.” HubICL Research Repository.  https://hubicl.org/publications/71/4

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Intercultural Development Outcomes of 24 Purdue Short-term Study Abroad programs

This report discusses learner outcomes of 24 "faculty-led" programs ranging in length from one to four weeks abroad, and compares outcomes of leaders who have had intercultural mentoring training as opposed to those who have not.

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Long-Term Impact of Study Abroad on Intercultural Development

From the abstract: 'The purpose of this study was to assess the long-term impact of SA on intercultural development and identify factors that may have impacted continued intercultural growth over time."

Krishnan, L. A., & Jin, L. (2022). Long-Term Impact of Study Abroad on Intercultural Development. Perspectives of the ASHA Special Interest Groups7(2), 560-573. https://doi.org/10.1044/2021_PERSP-21-00128

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Intercultural Competence Gains from Study Abroad in India

From the abstract: "Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country."

Krishnan, LA., Diatta-Holgate, H. & Calahan, C. (2021). Intercultural Competence Gains from Study Abroad in India. Teaching and Learning in Communication Sciences & Disorders.(5), 2, Article 6.  https://ir.library.illinoisstate.edu/tlcsd/vol5/iss2/6

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Enhancing Intercultural Competence: Can it be done without Studying Abroad?

From the abstract: "The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program."

Krishnan, LA., Jin, L. & Calahan, C. (2021). Enhancing Intercultural Competence: Can it be done without Studying Abroad? In Press. Teaching and Learning in Communication Sciences & Disorders. 

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Intercultural Learning in Semester-Long Study Abroad: A Comparative Analysis of the Effectiveness of One-on-One Versus Group-Mentored Interventions (Jones, Campbell, & Acheson-Clair, 2019)

This article, which was originally published in the Journal on Excellence in College Teaching, presents the results of a comparative analysis of the effectiveness of one-on-one versus group-mentored interventions in semester-long study abroad programs.

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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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Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ

From the abstract: "This study examined the effects of a combined semester long, on-campus cultural development course followed by either a three- or six-week faculty-led study abroad program on student CQ."

Chang Alexander, K., Ingersoll, LT, Shields, CG, Miller, ML, Gipson, JA, Calahan, CA, DeMaria, AL, & Chang Alexander, S. (2022). Cultural Intelligence and Short-Term Study Abroad Length: The Effect of an Undergraduate Cultural Development Course and Short-Term Study Abroad Program on Student CQ. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 280-301. https://doi.org/10.36366/frontiers.v34i2.567

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Innovative Changes to Study Abroad: Virtual Intercultural Learning during the Pandemic

Krishnan, L. A., Jin, L., Stahl, A., Sreekumar, S., Sundaram, S., Subrahmanian, M., & Davis, P. (2022). Innovative Changes to Study Abroad: Virtual Intercultural Learning during the Pandemic. Teaching and Learning in Communication Sciences & Disorders6(2), 1. https://files.eric.ed.gov/fulltext/EJ1349633.pdf

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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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