Wei - 2021 Seed Grant - “At the Bottom of the Food Chain”: Constructing Academic Identity in Engineering Education as International Graduate Students
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2022-05-04 15:15:42 | Contributor(s): Siqing Wei, Cristian Eduardo Vargas-Ordonez, Tiantian Li
As international graduate students, we 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.
Adeoye - 2021 Seed Grant - Supporting Graduate Teaching Assistants’ Intercultural Competencies
2022-05-04 14:51:39 | 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.
Instructor Manual: Transculturation in Introductory Composition
2022-04-16 15:34:09 | Contributor(s): Rebekah E Sims, C Bradley Dilger
Written for an internal audience, this document describes learning outcomes and the four key curricular interventions of our model. 24pp.
Developing Tailored Messages to Improve Mental Health and Adjustment of Asian International Students
2022-02-11 16:25:18 | Contributor(s): Lan Jin, Lalatendu Acharya
The purpose of the study was to develop tailored messages for improving mental health and adjustment of Asian international students (AIS) in the United States.
Infusing Diversity-Inclusion & Social Justice Actions Into Personal Practice in 2021: A Qualitative Inquiry
2022-02-02 19:31:29 | Contributor(s): Katherine Yngve
This inquiry used semi-structured interviews to investigate staff members successes and struggles during 2021 (a pandemic year) in embedding diversity-equity-inclusion & social justice practice into intercultural learning work.
Exploring the ‘Belongingness’ Effect of Using Formative Intercultural Assessment in Core or Foundational STEM Courses
2021-10-29 01:13:53 | Contributor(s): Katherine Yngve
This study defines "belongingness' as being related to graduation and retention, and uses institutional data sources to explore the possible impact, for marginalized undergraduates, of embedding formative intercultural assessment into core STEM courses.
Meta-analysis of Purdue 2020-21 Virtual Study Abroad Programs
2021-10-27 00:36:52 | Contributor(s): Katherine Yngve, Sue Wilder
This report summarizes findings of the Purdue 2021 "study abroad" season of faculty or staff directed programs, during which the global pandemic necessitated a pivot to virtual study abroad programming.
MURGC Case Study Brief: Multifaith Scholars Model at Elon
2021-02-10 17:53:29 | Contributor(s): Maureen Vandermaas-Peeler
See this one page case study for details about how the Multifaith Scholars program for MURGC works at Elon University.
MURGC Case Study Brief: VIP Global Model at Purdue
2021-02-10 17:49:25 | Contributor(s): Kris Acheson-Clair
See this one page case study for details about how the VIP Global Model for MURGC works at Purdue University.
MURGC Case Study Brief: Constellation Model at Elon
2021-02-10 15:46:23 | Contributor(s): Maureen Vandermaas-Peeler
See this one page case study for details about how the Constellation Model for MURGC works at Elon University.
Assessing Reflective Pedagogy among Leaders of Purdue 2019 Short-term Study Abroad
2020-04-21 19:46:31 | Contributor(s): Katherine Yngve
In this report, which serves as a meta-analysis of one year’s short-term study abroad outcomes at a public land-grant university, qualitative methods were used to analyze program leaders’ professional practice.
Global Science Partnerships Learning Community: The First Six Years
2020-02-11 18:45:42 | Contributor(s): Laura J Starr, Katherine Yngve
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.
Purdue GEARE Report: Assessing "Soft Skill" Development in Engineering Students
2019-12-02 19:47:36 | Contributor(s): Katherine Yngve, Joseph M Tort
In this assessment of a multi-year program designed to turn undergraduates into globally competent engineers, we investigate soft skill development, using the Intercultural Development Inventory (IDI) and senior year focus groups.
Purdue University College of Science Global Dialogues Program 2018-19 Program Assessment
2019-11-21 21:44:30 | Contributor(s): Laura J Starr, Kris Acheson-Clair
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.
Summary of Intercultural Learning in Semester Abroad Programs: A Comparative Analysis of Mentoring Programs
2019-11-16 18:01:46 | Contributor(s): Daniel Charles Jones, Michelle M Campbell, Kris Acheson-Clair, Katherine Yngve
This white paper summarizes major findings of an in-progress study analyzing learning outcomes of two types of mentoring during semester-long study abroad, as compared to a control group (which received no mentoring while abroad).
An Instructor’s Experiment: Adding Intentional Global Competency into a Pre-Existing Short-Term Study Abroad Program
2019-07-19 18:44:25 | Contributor(s): Michael D Bittinger
This white paper describes the instructor’s efforts to add a one-credit “culture-general” certificate program to a popular six-week summer study abroad program in Florence, Italy.
Global Leadership in Valencia, Spain: 2018 Purdue Promise Study Abroad Outcomes
2019-02-07 16:48:22 | Contributor(s): Jess Ramsey
Purdue Promise is a Student Success Program for low-income Indiana students. This report describes curriculum and learning outcomes of the 2018 iteration of its 3-week study abroad program in Spain.
Meta-analysis of 2016-17 Winter and Spring-Break Departmental Study Abroad Programs
2019-02-06 20:48:42 | Contributor(s): Katherine N. Yngve
Discusses institutional outcomes of 2016-17 short-term "faculty-led" programs; both those programs which used qualitative assessment methods and those which used quantitative. It also analyzes the effect of leader pedagogy training on outcomes.
Case Study: Aligning the Assessment Instrument to the Intercultural Intervention & the Audience
2019-02-06 20:07:54 | Contributor(s): Katherine N. Yngve
This report describes iterative attempts to make sense of journaling data from participants of a 2-week study abroad experience.
Enhancing and Assessing Intercultural Learning at Purdue, 2014-2016: Part Two (Findings)
2019-02-06 19:21:38 | Contributor(s): Katherine N. Yngve
This report discusses findings from two years of capacity-building towards a culture of evidence-based intercultural learning at a research one US university.
Enhancing and Assessing Intercultural Learning at Purdue, 2014-2016: Part One (Capacity Building)
2019-02-06 19:13:51 | Contributor(s): Katherine N. Yngve
This report describes the process of capacity-building at a U.S. research one university, which had recently adopted a new core curriculum requirement that intercultural competence should be embedded in all undergraduate degrees.
Assessing a Training Event for an Intercultural Community of Practice
2019-02-06 16:15:47 | Contributor(s): Katherine N. Yngve
This institutional report showcases an example of how to assess professional development outcomes of an intercultural training event.
Intercultural Development Outcomes of 24 Purdue Short-term Study Abroad programs
2019-02-06 14:37:59 | Contributor(s): Katherine N. Yngve
This report discusses learner outcomes of 24 "faculty-led" programs ranging in length from one to four weeks abroad, and compares outcomes of leaders who have had intercultural mentoring training as opposed to those who have not.
Belongingness and Acculturation During the First Year at Purdue
2019-02-06 14:18:17 | Contributor(s): Katherine N. Yngve
This report details outcomes of a focus-group study designed to compare the first-year acculturation experience of international and domestic students, and the different methods they use to begin to accrue "belongingness" at a research one institution.
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