Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education

2022-04-19 18:27:11 | Publications | Contributor(s): Colin M Gray, Wei Liu, Xin Xin, Daniel Chin, Jacqueline Marks, Sadie Bunting, Jerry Anglin, Becky Hutzel, Samruddhi Kokate, Yushu Yang

We describe a Collaborative Online International Learning (COIL) team with participants from China and the United States as they identified design opportunities to create charmful semi-autonomous driving experiences for the Chinese market.

Global Social Justice in Education: Developing a Virtual Intercultural Community of Practice | Seed Grant 2021

2022-05-06 18:46:13 | Publications | Contributor(s): Lili Zhou, Bima K Sapkota, Rose Mbewe, Jill A Newton, Joann I Phillion

In this chapter, the authors describe the development and implementation of Global Social Justice in Education (GSJE), a virtual, international, collaborative course for education students from six countries to explore global social justice issues.

Fostering Preservice Teachers’ Social Justice Awareness and Intercultural Competencies Through a Virtual Global Community of Practice | Seed Grant2021

2022-05-06 18:58:25 | Publications | Contributor(s): Bima K Sapkota, Lili Zhou, Rose Mbewe, Jill A Newton, Joann I Phillion

To investigate the efficacy of such a virtual, international platform in a teacher education program, the research team designed and implemented an online, intercultural course, Global Social Justice in Education (GSJE) in collaboration with educators.

Developing intercultural competence through a linked course model curriculum: Mainstream and L2-specific first-year writing

2022-11-15 13:59:14 | Publications | Contributor(s): Hadi Banat, Rebekah Sims, Phuong M Tran, Parva Panahi Lazarjani, C Bradley Dilger

Describes an intercultural competence oriented approach to internationalizing writing programs through linked courses, focusing on the results of a pilot study testing the curriculum.

Illuminative evaluation of an intercultural-competence-focused first-year writing curriculum | Writing and Pedagogy

2022-11-15 14:07:57 | Publications | Contributor(s): Rebekah Sims, Hadi Banat, Parva Panahi Lazarjani, Phuong M Tran, Bradley Dilger

Explores illuminative evaluation as a method to reflectively assess a pilot implementation of an intercultural-competence-focused first-year writing curriculum at a US large public university.

Transnational Curriculum Design for Intercultural Learning in Writing Programs

2022-11-15 14:34:04 | Publications | Contributor(s): Parva Panahi Lazarjani, Rebekah Sims, Hadi Banat, Phuong M Tran, Bradley Dilger

Book chapter describing development of a transnational composition approach that links mainstream and second-language-focused courses to promote cross-cultural interaction and collaboration among domestic and international first-year undergraduates.

The Impact of Learning Styles on Intercultural Learning Outcomes | Seed Grant 2021

2023-01-10 19:50:19 | Presentations | Contributor(s): Huai-rhin Kim

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.

Supporting Graduate Teaching Assistants' Intercultural Competencies | Seed Grant 2021

2023-02-13 21:07:41 | Reports/White Papers | Contributor(s): Temitope F. Adeoye, Virginia T Cabrera, Daniela Castellanos-Reyes, Michael R Lolkus, Marquetta I Strait

Given the prominent role of graduate teaching assistants (GTAs) in preparing pre-service teachers to be culturally relevant educators, we developed a series of online learning modules for GTAs in a College of Education to support their ICC development.

“At the Bottom of the Food Chain”: Constructing Academic Identity in Engineering Education as International Graduate Students | 2021 Seed Grant

2023-02-22 04:50:10 | Reports/White Papers | Contributor(s): Siqing Wei, Cristian Eduardo Vargas-Ordonez, Tiantian Li

As international graduate students, the authors propose this work-in-progress project to better understand the “historically accumulated, culturally developed, and socially distributed resources” of the academic identity construction of international students.

Hamburg Central Europe in 12 Days on a Limited Budget: Experiencing political and cultural history doesn’t have to be expensive

2023-03-03 15:33:32 | Blogs/Editorials | Contributor(s): Jim Tanoos

by Jim Tanoos, with pictures and activities from annual study abroad visits to Munich, Prague, Hamburg, and Rotterdam by students from Purdue University in Indiana, USA

Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature

2023-03-03 15:49:56 | Open Access Publications | Contributor(s): Guanglong Pang, Robert C. Cox, Kris Acheson-Clair

Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL).

Sense of Belonging: Mapping Out the Lived Cross-Cultural Experiences of International Students During the COVID-19 Pandemic | Seed Grant 2022

2023-04-25 22:58:32 | Reports/White Papers | Contributor(s): Jianfen Chen, Yao Yang

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

Intercultural Assessment of an Undergraduate Overseas STEM Research Experience for U.S. Students | Seed Grant 2022

2023-04-29 14:17:06 | Reports/White Papers | Contributor(s): Diane R. Wang, Gary Burniske, Jennifer Sdunzik, Wilella Burgess

The Plant Science for Global Food Security (PSGFS) program is a National Science Foundation (NSF)-funded international summer research experience for undergraduate students led by Purdue University...

Instructor Manual: Transculturation in Introductory Composition

2023-07-01 01:08:18 | Reports/White Papers | Contributor(s): Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, C Bradley Dilger

Written for an internal audience, this document describes learning outcomes and the four key curricular interventions of our model. 24pp.

Implementation Guide: Transculturation in Introductory Composition

2023-07-01 01:12:44 | Reports/White Papers | Contributor(s): Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, Bradley Dilger

Designed to help writing program administrators adapt our model to a variety of curricular structures and contexts.

Online Course Delivery Plan: Transculturation in Introductory Composition

2023-07-01 01:18:02 | Reports/White Papers | Contributor(s): Rebekah Sims, Parva Panahi Lazarjani, Hadi Banat, Phuong M Tran, Bradley Dilger

Designed to help writing program administrators adapt our model to a variety of curricular structures and contexts.

Sample materials: Transculturation in Introductory Composition

2023-07-01 20:23:44 | Downloads | Contributor(s): Rebekah Sims, Hadi Banat, Parva Panahi Lazarjani, Phuong M Tran, Bradley Dilger

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

It's Never Too Soon! Intercultural Learning for Undergraduate Students in CSD Programs | Seed Grant 2021

2023-08-04 21:19:51 | Presentations | Contributor(s): Christi M Masters, Lata A Krishnan

The purpose of this study was to evaluate whether there are differences in development of ICC in a direct comparison of a face-to-face and asynchronous online introductory 100-level course in communication disorders taught by the same instructor.

Comparing the Effects of Social Identities: What the BEVI Tells Us About the Difference that Identity Makes in Online Versus Face-to-Face Classes

2023-08-15 16:46:52 | Presentations | Contributor(s): Shalyse I Iseminger

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes.

Embedding Intercultural Learning into World Languages: Italian at Purdue

2023-08-15 17:01:06 | Presentations | Contributor(s): Tatjana Babic Williams, Annalisa Mosca

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.