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.

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.