Given the prominent role of graduate teaching assistants (GTAs) in preparing pre-service teachers to be culturally relevant educators, [the authors] developed a series of online learning modules for GTAs in a College of Education to support their intercultural competency development. [The authors] developed the Introduction to Cultural Competency in Education online learning modules with two primary frameworks: (a) the Culture Cycle (Hamedani & Markus, 2019), which conceptualizes culture by ideas, institutions, interactions, and individuals; and (b) the Intercultural Development Continuum (Hammer, 2012), which supports individuals to reflect on their intercultural competencies and identify areas of growth, progressing from denial, polarization, minimization, acceptance, to adaptation.

Temitope F. Adeoye, Virginia T Cabrera, Daniela Castellanos-Reyes, Michael R Lolkus, Marquetta I Strait (2022). Supporting Graduate Teaching Assistants' Intercultural Competencies | Seed Grant 2021. (Version 2.0). https://hubicl.org/publications/167/2

Allen, E. C., Lofgren, E. A., & Brady, C. M. (2019). Digital Seanchai: Using digital storytelling to assess outcomes of a study abroad course. NACTA Journal, 63(1).  https://www.jstor.org/stable/26769601

From the abstract: "Undergraduate [Supplemental Instruction] SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion."

Strait, M. I. (2022). Assessing supplemental instruction leaders' intercultural competence and culturally responsive practices in non-traditional learning environments. (Publication no. 3328774). [Doctoral dissertation, Purdue University]. Purdue University Graduate School. https://doi.org/10.25394/PGS.20405691.v1.

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.