This dissertation features a curriculum development project on redesigning a piloted multicultural reader which serves to cultivate intercultural competence in diverse domestic and international students in first year writing courses.

Based on Deardorff’s theoretical framework, this study took a pragmatic lens of understanding the characteristics of generation Z.

Huai-rhin Kim, Jungsun Kim (2023). Systematic and Phenomenological Investigation of Intercultural Competency among Purdue Undergraduates | Seed Grant 2020. (Version 2.0). https://hubicl.org/publications/134/2.

The research presents a comparative analysis and assessment of intercultural communication of networked communities in Nepal and Puerto Rico.

Baniya, S. (2020). Strengthening Intercultural Communication in Disaster Response: Lessons from Nepal Earthquake and Hurricane Maria | Seed Grant 2019. https://hubicl.org/publications/123/1.

Tatjana pulls back the veil on curriculum revision. She walks us through the process she and her colleagues used, the frameworks they built upon, the reasoning behind the choices they made, and some concrete examples of what the new curriculum looks like.

Babic Williams, T. B. (2019). Intercultural Learning in Italian Courses | Seed Grant 2018. (Version 2.0). https://hubicl.org/publications/38/2

Vashundara reflects on the lessons she has learned about entering into unfamiliar and sensitive cultural contexts to conduct ethnographic research. She provides suggestions for making contacts, interacting with interviewees, and other best practices of intercultural qualitative methodologies.

Park, K. (2019). Academic and Social Integration of International Students | Seed Grant 2018. https://hubicl.org/publications/16/1

This project compares Korean language learners’ learning style with their intercultural learning outcomes as communicated by them in pre- and post- reflections during a semester-long Korean course.

Huai-rhin Kim (2023). The Impact of Learning Styles on Intercultural Learning Outcomes | Seed Grant 2021. (Version 2.0). http://https://hubicl.org/publications/171/2.

This research project is an exploratory study aimed at describing the career networks of undergraduate international students utilizing a mixed methods approach to social network analysis to better understand perceived career support.

Seungyoon Lee, Kelsey Patton, Siqing Wei, Subulola Ebunoluwa Jiboye (2023). A Social Network Approach to International Student Career Support | Seed Grant 2022. (Version 2.0). https://hubicl.org/publications/196/2.

This project aims to map out the lived cross-cultural experiences of international students during the COVID-19 pandemic at a Midwest university.

Chen, J., Yang, Y. (2023). Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022. https://hubicl.org/publications/190/1

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2022). Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum | Writing and Pedagogy .https://hubicl.org/publications/182/1

This manual introduces the Transculturation model for integrating intercultural competence into first-year writing courses. New instructors will find a description of the curricular philosophy as well as the curriculum’s structure. We include all necessary documents for implementing the curriculum here. This document also offers guidance for classroom implementation of the curricular interventions.

This collection contains models of this curriculum’s essential documents: syllabi and assignment sheets.

Sims, R., Banat, H., Lazarjani, P. P., Tran, P. M., Dilger, C. (2023). Sample materials: Transculturation in Introductory Composition. https://hubicl.org/publications/194/1

This document is designed to help writing programs and instructors adapt the Transculturation curriculum for online and hybrid delivery by offering a modular structure and guidance about hybrid approaches to instruction. This online delivery manual should be read in tandem with the Instructor Manual and Implementation Guide.

Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, Bradley Dilger (2023). Online Course Delivery Plan: Transculturation in Introductory Composition. (Version 2.0). https://hubicl.org/publications/180/2

Dr. Tatjana Babic Williams and Dr. Annalisa Mosca discuss their move to creating asynchronous intercultural labs during the pandemic and an upcoming COIL project to fill in the gap left by a popular study abroad program in Italy.

Tatjana Babic Williams, Annalisa Mosca (2023). Embedding Intercultural Learning into World Languages: Italian at Purdue. (Version 2.0). https://hubicl.org/publications/117/2

Babic Williams, T., & Acheson, K. (July, 2020). Intercultural communicative competence in a world language classroom: Models and resources. Teaching and Learning of Culture. American Council on the Teaching of Foreign Languages TLC Special Interest Group. Intercultural Communicative Competence in a World Language Classroom Models and Resources.pdf - Google Drive

From the abstract: "This investigation of second language (L2) pragmatic development over a six-week, short-term study abroad program examines compliment responses among English-speaking, L2 learners of Spanish, and compares the L2 group to native speakers of Spanish and English."

Czerwionka, L., & Dickerson, S. (2022). Spanish and English compliment responses in discourse: an investigation of cross-cultural and L2 pragmatic norms. Study Abroad Research in Second Language Acquisition and International Education, 7(1).

From the abstract: "This article addresses a key challenge within intercultural interactions: cultural meaning-making. This is a process that requires both communicative and intercultural competence and encompasses the interdependent and ever-present relationships between language, culture, and worldviews."

Czerwionka, L., & Mugford, G. (2020). Cultural meaning-making in challenging interactions in L2 Spanish: language teacher’s perceptions. Journal of Spanish Language Teaching, 7(2), 1–14.

From the abstract: "...[the authors] present an intercultural-competence-focused, one-campus approach to transnationalizing US writing program administration from within, suggesting a range of structures and practices that incorporate global, transnational perspectives."

Panahi, P., Banat, H., Sims, R., Minh Tran, P., & Dilger, B. (2022). Transnational curriculum design for intercultural learning in writing programs. In C. Donahue & B. Horner (Eds.), Teaching and studying transnational composition. MLA.

From the abstract: "The purpose of the study is to compare possible differences in IC development between face-to-face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID-19 pandemic for a beginning Italian course with 18- to 22-year-old students."

Stahl, A., Williams, T., Jin, L., Koch, J. (2023). Growing Intercultural Speakers in Novice Italian: A Virtual vs. Face-to-Face Comparison. Foreign Language Annals. https://doi.org/10.1111/flan.12736

This article, which was originally published in the Journal on Excellence in College Teaching, presents the results of a comparative analysis of the effectiveness of one-on-one versus group-mentored interventions in semester-long study abroad programs.

"Findings from this study can contribute to the development of first-year programs that provide realistic solutions for the enhanced internationalization of both domestic and international students on campus."

Park, K. (2019). Being connected: Academic, social, and linguistic integration of international students [Doctoral dissertation, Purdue University]. Purdue University Graduate School. https://docs.lib.purdue.edu/dissertations/AAI30502178/

From the abstract: "In this chapter, we present an intercultural-competence-focused, one-campus approach to transnationalizing US writing program administration from within, suggesting a range of structures and practices that incorporate global, transnational perspectives."

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.

Tran, P. (August 2021). Developing a Multicultural Reader for First Year Writing Courses: A Backward Design Approach. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

From the abstract: "In this dissertation, I investigate the current state of Culturally Responsive Teaching (CRT) in a university writing program as a potential avenue for internationalization. Culturally Responsive Teaching (CRT) is a social-justice-oriented, transformative approach to education that views cultural diversity as a resource, restructuring education settings to affirm students’ identities and home cultures."

Sims, R. (May 2021). Investigating Culturally Responsive Teaching Practices in First-Year Composition. [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

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.