Collections

Resources for Storytelling to Build Connection and Understand Injustice

This collection brings together theoretical and practical resources that use storytelling to connect and shed light on injustices in the world. 

13 posts

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Kelsey Patton

Self-Awareness

2 posts

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Melanie Robbins

Classroom Experience

7 posts

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Carol Olausen

Topics in IC

4 posts

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Carol Olausen

WISE 2023

0 posts

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Levi Altstaedter, Laura

WISE Resources

0 posts

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Shane Sanders

Resources for Ramping Up from Theory to Facilitation, WISE Pre-conference, February 2, 2023

This Collection was created to capture the HubICL activities and resources demonstrated at the Ramping up from Theory to Facilitation Pre-conference workshop presented by Annette Benson and Aletha Stahl, CILMAR, at the 2023 Wise Conference. 

6 posts

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Annette Benson

ELES

1 posts

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Ashley Dudley

Communication and Empathy

This collection was presented at the 2022 NAFSA Region VI and VIII Conference as a toolkit of activities for building intercultural empathy through nonverbal communication.

5 posts

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Annette Benson

Inclusive Advising Collection

This collection gathers together validated surveys considered for use by Purdue as part of its Inclusive Advising Initiative, which provided curated learning opportunities to academic advisors about how to work more effectively across racial and ethnic difference.

Constructs which the team wished to measure included self-awareness, implicit bias, cultural humility and intention for self-reflection.

6 posts

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Katherine Yngve

Benchmarking Courses

5 posts

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Ashley Dudley

Core Cultural Values

1 posts

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Andrea Langrish

Multicultural Education

This collection contains research in multicultural education. 

2 posts

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Muna Sapkota

Activities

9 posts

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Jennifer Seabrook-Scott

Movies

3 posts

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Jennifer Seabrook-Scott

TESOL Publications by Purdue Faculty and Students

This collection contains research in the field of TESOL. 

5 posts

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Muna Sapkota

Intercultural Learning in COVID 19 Pandemic

This collection contains the impacts of COVID 19 on intercultural learning. 

5 posts

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Muna Sapkota

Purdue Ag in Spain, Study Abroad

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

1 posts

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Ariana P Torres Bravo

STEM Education Publications by Purdue Faculty

This collection contains research on STEM education. 

6 posts

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Muna Sapkota

Social Justice in Education

This collection contains articles on social justice and education

6 posts

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Muna Sapkota

Education Abroad

Introduction: Special issue on assessment as pedagogy in education abroad. Frontiers: The interdisciplinary journal of education abroad, 33(1), 1-10.

https://frontiersjournal.org/index.php/Frontiers/article/view/624

 

Citation: Acheson, K., Jin, L., Stahl, A., & Yngve, K. (2021). Introduction: Special issue on assessment as pedagogy in education abroad. Frontiers: The interdisciplinary journal of education abroad, 33(1), 1-10.

Description: Education Abroad, Assessment, Special issue

 

4 posts

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Muna Sapkota

CILMAR publication in 2021

This collection contains published articles by CILMAR in 2021.

1 posts

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Lan Jin