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

This webinar features a panel of Purdue students who describe the issues they face in and outside of the classroom that can affect their performance in their courses, both face-to-face and online.

Natasha L Harris (2023). Let's Talk About Color. (Version 2.0). https://hubicl.org/publications/118/2

In this video presentation, Dr. Kristen Kirby and Professor Rebecca Johnson present the development of a study of baseline intercultural mindsets in an academic setting. They present data from their assessments of faculty, staff, and students. Subsequently, they explain their data thus far and where the research is going in the future all as part of a two-part coordinated CILMAR Seed Grant project.

Kristen F Kirby, Rebecca Johnson (2023). Diversity, inclusion, and equity in nursing | Seed Grant 2019. (Version 4.0). https://hubicl.org/publications/100/4

From the abstract: "Using custom programs developed by Purdue Promise and Horizons TRIO Student Support Services at Purdue University as examples, the chapter teaches prospective study abroad program leaders how to implement custom programs with specific intentionality for program design and decisions in order to reduce barriers for first-generation students. The chapter further highlights outcomes from the sample programs, and reviews lessons learned from previous study abroad experiences, including planning in the midst of the COVID-19 pandemic.

Ashcraft, M., & Lambert Snodgrass, L. (2022). Global Leadership for first-generation students. In K. Jackson, B. Pearce, D. Rowe, & C. Troy (Eds.), Developing and implementing effective programming for first-generation college students. NASPA.

From the abstract: "[The researchers] explored the effects of contact with gender nonconforming individuals in preclinical medical education through a structured curricular intervention designed to build medical and humanistic knowledge and stimulate the development of medical professionalism surrounding the care of gender nonconforming individuals."

Stout, J., Stahl, A., & Fortenberry, J. D. (2023). Developing medical professionalism in care of gender nonconforming patients: Reflections of second-year medical students after a curricular experience with gender nonconforming people and allies. Medical Teacher (ahead-of-print), 1–7. https://doi.org/10.1080/0142159X.2023.2197136

From the abstract:"This study challenges the assertion that the influx of Asian international undergraduate students in universities across the United States creates richer educational and social environments. Drawing on qualitative research at a public university with a large number of Asian international students, this article examines how Asian American student leaders and their organization took on the difficult institutional task of actualizing the diversity of these new students in a racially segregated campus. We found that instead of viewing racial segregation practices as possibly tied to racial discrimination and privileges of normative whiteness, students expressed both support and resistance to Asian international students in race-neutral language of comfort and organizational differences that reflects the dominant ideology of colorblindness. We argue that any claims to the benefits of international student diversity must take serious account of colorblind racism and the experiences of racial marginalization and racial segregation among domestic minority and international students."

Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72. https://doi.org/10.1080/13613324.2017.1417830

"At a University located in the Midwestern United States, the Library maker program collaborated with the Asian American and Asian Resource Cultural Center to make a quilt from printed archival photos, student photos and recorded stories. The result was a “living history” quilt that reflected Asian community and culture on campus. This paper explores diversity in making through collaboration, details of the project process and lessons learned."

Huber, S., Sari, P., & Meher, R. (2021). Diversity and Making: A living history quilt. Journal of Learning Spaces, 10(3). Retrieved from https://files.eric.ed.gov/fulltext/EJ1314694.pdf

From the abstract: "

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: "The Mentoring@Purdue Program (M@P) was established in 2013 to improve the quality of graduate school experiences for women and URMs in Ag+STEM disciplines by offering best practices and advice to utilize in mentoring relationships between graduate students and faculty or staff members. Participants of the 21 mentoring workshops and seminars were asked to evaluate the effectiveness of the sessions for importance, identifiable examples, interest in professional development programs, interest in mentoring activities on campus, and commitment to future attendance."

Allen, B. C. M., Knobloch, N. A., & Esters, L. T. (2019). An evaluation of a mentoring training program focused on women and underrepresented minorities in Ag+ STEM programs: A case study. NACTA Journal, 63(1).  https://www.nactateachers.org/index.php/vol-63-1-mar-2019/2821-ag-stem-programs