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

https://link.springer.com/article/10.1007/s11191-021-00287-y#Abs1

Upegui, D., Coiro, J., Battle, S. et al. Integration of the Topic of Social Justice into High School Biology Curricula. Sci & Educ (2021). https://doi.org/10.1007/s11191-021-00287-y

https://www.jstor.org/stable/24570902?seq=1

Alsup, J., & Miller, sj. (2014). Reclaiming English Education: Rooting Social Justice in Dispositions. English Education, 46(3), 195–215. http://www.jstor.org/stable/24570902

https://link.springer.com/article/10.1007/s10212-021-00554-0#citeas

Tarchi, C., Surian, A. Promoting intercultural competence in study abroad students. Eur J Psychol Educ 37, 123–140 (2022). https://doi.org/10.1007/s10212-021-00554-0

https://www.jstor.org/stable/26585387?seq=1

Cubillos, J., & Ilvento, T. (2018). Intercultural Contact in Short-term Study Abroad Programs. Hispania, 101(2), 249–266. https://www.jstor.org/stable/26585387

https://link.springer.com/article/10.1007/s10780-021-09441-5

Gashi, L. Intercultural Awareness Through English Language Teaching: The Case of Kosovo. Interchange 52, 357–375 (2021). https://doi.org/10.1007/s10780-021-09441-5

This study seeks to understand opportunities for teaching and learning the target culture for intercultural awareness. Utilizing Moran’s Knowing Framework (2001) and its five cultural dimensions, and reviewing curriculum documents and the English textbook in use for Grade Six in Kosovo, the study finds a misalignment among curriculum documents and the textbook regarding teaching culture for cultural understanding. It is noted that while curriculum documents share the goals and objectives for preparing students to become global citizens through language and culture learning in the English language, this vision is lost along the way and rarely makes it to the English language classrooms. It is concluded that English teachers, in Kosovo and potentially internationally, need to be more creative in utilizing more authentic cultural materials in their classes to bring to life the target culture. Lastly, it is argued that learning about another culture and comparing it with one’s own helps students examine their culture from a different perspective, which in turn potentially makes culturally-richer individuals in deeper and closer touch with their culture as well as cultures around them, near and far.

This highlighted map indicates where in the world you might expect (and not expect) to be given a meal as a guest.

This video provides important insight into the meaning and history of Black naming traditions. 

 This article features a spotlight on indigenous cuisine chef Crystal Wahpepah and highlights the compelling and influential nature of Native American cuisine.

This article describes the importance of attitude in learning others' names.

This intercultural learning tool helps participants learn, remember and correctly pronounce each others' names.

This intercultural learning tool helps participants learn each others' names and pronounce them correctly.

This Facebook post emphasizes the importance of building relationships with students toward more effective teaching.