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.

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. Intercultural competence: Fostering skill development during emergency remote learning. NACTA Journal. 65: 288-296.

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.

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.

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. 

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. 

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

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.

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

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

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

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.

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.

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