Ward, L. (2019). Across the Atlantic: Service-learning in Spain and Morocco. Purdue Journal of Service-Learning and International Engagement, 6(1), 11.https://docs.lib.purdue.edu/pjsl/vol6/iss1/11 

From the abstract: "the research presented in this dissertation identifies connections Indigenous learners make between geology concepts and their everyday lives and cultural traditions in both formal and informal settings."

Reano, D. (2019). GeoConnections: The impacts of geoscience education informed by Indigenous research frameworks [Doctoral dissertation, Purdue University]. Purdue University Graduate School.

From the abstract: "The purpose of this study was to determine whether participation in a “global science” living–learning community can increase the intercultural competence of first year international and domestic students, as measured by a well-known quantitative instrument, the Intercultural Development Inventory (IDI)."

Starr, L., Yngve, K., & Jin, L. (2022). Intercultural competence outcomes of a STEM living-learning community. International Journal of STEM Education, 9(1), 1-15.

This study uses mixed assessment methods to analyze learning outcomes for six cohorts of students in a first-year "global science" learning community for international and domestic students.

Starr, L. & Yngve, K. (2020). Global Science Partnerships learning community: The first six years. https://hubicl.org/publications/82/2.

Data is presented from 3 administrations of the BEVI (pretest, posttest, and delayed posttest) in an evaluation of the 2018-19 Global Dialogues Program at Purdue University.

Starr, L., Acheson, K., & Ham, T. (2019). Purdue University College of Science Global Dialogues program: 2018-19 program assessment. HubICL Research Repository.  https://hubicl.org/publications/75/1

From the abstract: "The vision of Purdue University's Integrative Data Science Initiative is to be at the forefront of advancing data science-enabled research and education. Tightly coupling theory, discovery, and applications, while providing students with an integrated data science-fluent campus ecosystem, this initiative is designed for college graduates at Purdue University to have Big Data experiences in academics. Faculty and staff of the university assist students through curriculum, research, residential life and professional development.

"In this paper, [the authors] present the framework for this initiative, which includes outlining course offerings, describing the residential living communities and workforce development on campus."

Hillery, E., Ward, M. D., Rickus, J., Younts, A., Smith, P., & Adams, E. (2019, July). Undergraduate data science and diversity at Purdue University. In Proceedings of the Practice and Experience in Advanced Research Computing on Rise of the Machines (learning) (p. 88). ACM.

From the abstract: "In this work-in-progress paper, we discuss the impact of an interactive online module on the development of the intercultural competence of twenty-five first-year computer science students. After completing the online module, students were required to reflect on a scenario where the student's role was to manage a culturally diverse team. The students were asked to identify the cultural differences that could lead to conflicts on the team and to reflect on the ways cultural differences could benefit the team."

Jaiswal, A., Starr, L & Stahl, A. (2023). Assessing the impact of curriculum integration on the intercultural learning gains of first-year computer science students. IEEE Frontiers in Education (FIE). https://www.computer.org/csdl/proceedings-article/fie/2023/10343046/1TsCbWwOhwc