What is PICLCoP?Many faculty and staff members have a passion for or a responsibility for the intercultural learning (ICL) of students, regardless of whether ICL is in their job description. As these intercultural practitioners from various disciplines work to make the embedded learning outcomes a reality, they can rely on the PICLCoP to provide an empowering community of practice that offers opportunities for life-long learning and continual ongoing engagement with intercultural learning and diversity, equity, and inclusion practices. PICLCoP creates a welcoming and inclusive environment for diverse community members on all Purdue campuses and beyond, a space where they can practice and increase their own intercultural skills, share what they have been doing in the field, support and mentor each other, and engage in learning opportunities that stimulate research, reinforce innovation, and create a sense of belonging.
Registration for all PICLCoP events is at https://www.ippu.purdue.edu/Calendar/events.cfm.
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Wednesday, 9/11, 3:00 – 4:30 PM EDT via Zoom
https://purdue-edu.zoom.us/meeting/register/tJwkfuytqjgjHtfLMYXdHyIffGuDcQAc3Cjx
Facilitated by Cindi Koh-Knox Sharp & Katherine Yngve
In this introductory level and interactive professional development event, two experts from differing backgrounds will help you understand the various purposes of assessment, what the terms “lifelong learning” and “intercultural effectiveness” have meant to them and their students, and how to use AI techniques to better understand students’ learning.
Friday, 9/27, 1:30 – 3:00 PM EDT
Wilmeth Active Learning Center (WALC), Room 2051
Facilitated by Melinda White
Have you ever taken a deep look at your own cultural beliefs? Departed from a conversation and wondered what went wrong? Complained about a situation but never looked for a way to improve it? Critical reflection starts with self-awareness: personal, cultural, and global. By understanding ourselves and where we come from, we will be able to better analyze our interactions with others and empathize with them, helping us achieve greater success in the roles we fill both personally and professionally. Through a process of critical thinking, we reflect on what we know, what we feel, and how we act, to shape future actions and make changes that will benefit not only us but those with whom we interact. Critical reflection is a framework for individual goal setting and development. In this workshop, you will begin on the path to self-discovery, explore possible new meanings of our life experiences, and engage in conflict resolution activities with other participants.
Friday, 11/1, 1:30 – 3:00 PM EST via Zoom
https://purdue-edu.zoom.us/meeting/register/tJAvdu2vqzsuHdIzcY-d9KVuhjRUGIyzcYX7
Facilitator: Horane A. Diatta-Holgate
Assessing the degree to which learners are developing the requisite attitudes, skills, and knowledge to communicate and navigate different intercultural situations requires intentionality and structure. In this two-part webinar on assessing intercultural development, we will discuss how to effectively use the Attitudes, Skills, and Knowledge Short Scale (ASKS2) as a formative assessment tool for teaching and learning. We will examine ways to utilize the ASKS2 in designing intercultural learning experiences, support learners in self-monitoring their intercultural development, and as a data source for curricular and program-level evaluation. We will also review different use cases and applications of the ASKS2 across various disciplinary contexts.
By the end of the sessions, you will be able to: 1) describe the development of the ASKS2 and its underlying conceptual frameworks; 2) understand how to prepare yourself and learners when using the ASKS2 before, during, and after an intercultural learning experience; 3) explore ways to use the ASKS2 in conjunction with other intercultural assessments to document the impact of your curriculum or program in facilitating learners’ intercultural development; and 4) develop a plan for implementing the ASKS2 when designing intercultural learning experiences and curriculum.
Thursday, November 21, 3:00 - 4:30 PM EST
Wilmeth Active Learning Center (WALC) B074
Facilitators: Annette Benson & Stephanie Bowers
Created especially for International Education Week, this workshop provides an excellent opportunity for interculturalists to bring a friend to this highly interactive session.
This gathering of the Purdue InterCultural Learning Community of Practice offers a survey of activities and assessments which can be used in discussing with learners the importance of cultural humility. In order to clarify terms, the session will begin with a discussion of the difference between the oft-used terms intercultural competence and intercultural effectiveness as compared to cultural humility. Experiential activities surveyed implement a video, a case study, a meme, and a discussion technique which aims to push back against dominant narratives. The workshop will conclude with the suggestion of two assessments—one particularly for the measuring of cultural humility and the other for the willingness to listen.
Thursday, 12/5, 1:30 – 3:00 PM EST via Zoom
https://purdue-edu.zoom.us/meeting/register/tJIlfuGorzwqHdDnbq7lMwbiEs7drxqOAcIh
Facilitator: Horane A. Diatta-Holgate
Assessing the degree to which learners are developing the requisite attitudes, skills, and knowledge to communicate and navigate different intercultural situations requires intentionality and structure. In this two-part webinar on assessing intercultural development, we will discuss how to effectively use the Attitudes, Skills, and Knowledge Short Scale (ASKS2) as a formative assessment tool for teaching and learning. We will examine ways to utilize the ASKS2 in designing intercultural learning experiences, support learners in self-monitoring their intercultural development, and as a data source for curricular and program-level evaluation. We will also review different use cases and applications of the ASKS2 across various disciplinary contexts.
By the end of the sessions, you will be able to: 1) describe the development of the ASKS2 and its underlying conceptual frameworks; 2) understand how to prepare yourself and learners when using the ASKS2 before, during, and after an intercultural learning experience; 3) explore ways to use the ASKS2 in conjunction with other intercultural assessments to document the impact of your curriculum or program in facilitating learners’ intercultural development; and 4) develop a plan for implementing the ASKS2 when designing intercultural learning experiences and curriculum.
The Leadership Committee strategically plans the future content of the PICLCoP meetings to ensure that it represents a wide range of the members’ perspectives, interests, and needs. If you have ideas, suggestions, or questions about the content of the PICLCoP in AY 2024/2025, please feel free to email the members of the Leadership Committee or Tatjana (tbabic@purdue.edu).
The Leadership Committee (pictured from left to right) for this academic year is:
Wednesday, February 21, 3:30pm-5:00pm EST
Virtual
Presentation: Peer-Led Dialogues: An Interactive Program Design
Kelsey Patton, Intercultural Learning Specialist, CILMAR
In this PICLCoP session, Kelsey Patton, intercultural learning specialist at CILMAR, will invite you to actively participate in a dialogue session aimed at building life skills, connections and community amongst diverse groups of individuals. The demonstration, specifically built around the theme of well-being and resilience, is made in collaboration with Crossing Borders Education (CBE), an organization who specializes in interactive peer programs harnessing the power of film and empathic dialogue, and utilizes their interactive peer-led program design. During the session, you'll be introduced to the structure of the dialogue sessions and experience activities and discussions via large group and small group breakout sessions. Kelsey looks forward to welcoming and getting to know you in the dialogue space!
Friday, March 29, 3:00pm-4:30pm EDT
Hybrid event. Beering Hall B212 and via Zoom
Presentation: Exploring Concepts and Practices for Supporting Intercultural Development in Openness and Cultural Diversity
Kris Acheson-Clair, director, CILMAR
Alankrita, Chhikara, postdoctoral research associate, CILMAR
Horane A. Diatta-Holgate, program director of inclusive pedagogy and learning, Kaneb Center for Teaching Excellence, University of Notre Dame
In this session, participants will engage with the community of practice in small groups to co-construct the meaning of opennness and cultural diversity and operationalize these concepts in their specific disciplinary contexts. Then facilitators will invite participants to showcase examples of activities, tools, strategies, and assessments they use for these learning outcomes. Finally, we will dialogue about some of the challenges mentors face when supporting development in Openness and Cultural Diversity, story-telling about road bumps experienced or hesitations to taking on these outcomes. We will debrief with the whole group after each break-out for cross-pollination of ideas. You will be able to join either virtually or in person at this hybrid event. Come prepared to share and learn!
Thursday, April 11, 3:30pm-4:50pm EDT
Stanley-Coulter Hall G40
Presentation: Equity by Design: Adopting a Rubric to Audit Your Work
Aletha Stahl, Lead Intercultural Specialist, CILMAR
This workshop will support participants to move toward an equity audit of a program or work environment. In small groups or pairs, participants will be guided through a process of researching tools, ideation, and developing categories for an equity audit rubric. They will then be invited to share their findings with the larger group.
Wednesday, April 24, 1:30pm-3:30pm EDT
Virtual
Presentation: Intercultural Frameworks as Qualitative and Quantitative Assessment
Daniel C. Jones, senior intercultural learning specialist, CILMAR
In this presentation, we will first discuss how to analyze student qualitative data (essays, projects, journals, etc.) using the AAC&U Intercultural Knowledge and Competence VALUE Rubric. Then we will explore a new intercultural assessment tool called the Situated Intercultural Measure of Behaviors and Attitudes (SIMBA). With this assessment we will discuss quantitative analysis of pre and post-test data. Finally, we will consider the merits and limitations of each approach to understanding the impact of intercultural interventions on student intercultural development.
Wednesday, October 4, 2:30pm-3:50pm EDT
Helen B. Schleman Hall (SCHM), previously known as the Recitation Building, Room 302
Presentation: Developing Students’ Self-and-Peer Assessment Skills Using CATME: A Case Study (30 minutes)
Wanju Huang, PhD, clinical associate professor, Learning Design & Technology, Curriculum & Instruction, College of Education
Fred Berry, PhD, professor, School of Engineering Technology, Purdue Polytechnic Institute
In this presentation, speakers will share interventions to improve students’ self-and-peer assessment in an undergraduate capstone course. Students were required to use CATME (Comprehensive Assessment of Team Member Effectiveness) to evaluate their performance and their peers’ performance based on the CATME five dimensions by using a rating scale and offering written feedback. A previous study found that students’ written feedback was not specific and focused on one CATME dimension. Instructional interventions have been implemented in the class to improve students’ written feedback since 2021. The data shows improved quality and specificity of students’ written feedback.
Demonstration of Intercultural Learning Activity: Personal Agendas in Teamwork (30 min)
Laura Starr, PhD, director for experiential learning and student success, College of Science
Kelsey Patton, MA, intercultural learning specialist, CILMAR
Did you ever consider how personal agendas can impede teamwork? Do you have a personal agenda? Do our students? Participate in a short activity that will help you learn to mitigate the tensions that personal agendas may create.
Thursday, October 26, 3:00pm-4:00pm EDT
Virtual meeting
Presentation: Teamwork and Intercultural Competence
Aparajita Jaiswal, PhD, intercultural research specialist, CILMAR
Paul J. Thomas, PhD, clinical assistant professor, Computer & Information Technology, Purdue Polytechnic Institute
Graduates of STEM programs are expected to possess solid technical skills while being able to work proficiently in multicultural teams and communicate effectively across different cultures, although they do not get enough opportunities to develop their intercultural competence. This presentation will discuss a study situated in a first-year cybersecurity course in which students were provided training centered around teamwork and intercultural competence. Students were introduced to the idea of five dysfunctions of a team and how they can be averted. The trainings pertaining to intercultural competence were delivered using online self-paced portable intercultural modules (PIMs), specifically about productive conflict management and intercultural communication. Students were required to complete a discussion post detailing their perceptions of interacting with other cultures and also reflect on the impact of intercultural trainings on their interactions with others. The discussion posts were analyzed qualitatively to identify emergent themes. In this talk session, we will discuss the themes from the analysis and propose ways to engage students in teamwork activities and to integrate the concepts of intercultural competence in a STEM classroom.
Thursday, November 16, 1:30pm-3:00pm EST
Peirce Hall 282
Students and professionals in multicultural teams often struggle with psychological barriers that prevent them from collaborating effectively across cultures. To break through these barriers, students should develop relevant intercultural competence and skills as part of their curriculum. In this presentation, we will discuss recent findings on the benefits of a malleable cultural mindset and demonstrate a developing three-week online learning module, "Global Engineering Mindset," that helps students adopt a more adaptive cultural mindset going into multicultural teamwork.
Thursday, December 7, 3:00pm-4:20pm EST
Helen B. Schleman Hall (SCHM), previously known as the Recitation Building, Room 302
Presentation: Psychological Safety in Global Virtual Teams
Jonathan Ying, PhD, lecturer, Organizational Behavior/Human Resources, Mitchell E. Daniels, Jr. School of Business
Aletha Stahl, PhD, senior intercultural learning specialist, CILMAR
This presentation will provide an overview of the research behind psychological safety and it will describe the process of designing a PIM (Portable Intercultural Module) on psychological safety in global virtual teams.
Date: Wednesday, February 1, 2023
Time: 2:30pm-4:00pm EST
Format: Virtual
Presenters: Dr. Kirsten Davis and Dr. Aparajita Jaiswal
The first meeting in the series "Innovative Research on Intercultural Learning" will feature presentations on “Intercultural Learning and Global Experiences for All Engineering Students.”
Dr. Davis’s talk, “Developing Global Experiences for All Engineering Students,” will introduce three projects that explore how global experiences can be made accessible for all engineering students. One project focuses on student experiences and challenges in global virtual team projects. The second project explores how international research experiences for students (IRES) programs were transferred to virtual formats during the pandemic and how this can inform program design going forward. The final project pilots an innovative form of data collection (video reflections) that can provide new insights into student experiences abroad, which can inform the design of future programs both domestic and abroad.
Dr. Jaiswal’s talk, “Embedding Intercultural Learning in a Study Abroad Program for Engineering Students,” will discuss the impact of a structured study abroad initiative on 74 engineering students who were virtually mentored by the faculty using a new curriculum known as Growing, Learning, and Understanding Everyone (GLUE). As a part of this course, the students took a pre-and post-Intercultural Development Inventory (IDI) Assessment and engaged in various guided reflection activities. The study used a mixed-method design to investigate the impact of the GLUE curriculum on the intercultural learning gains. The quantitative analysis involved the comparison of the pre and post IDI tests and the use of an unsupervised machine learning algorithm (hierarchical clustering) to group students based on their IDI scores. Quantitative data were qualitatively analyzed using thematic analysis.
Date: Wednesday, February 15, 2023
Time: 3:00pm-4:30pm EST
Wilmeth Active Learning Center (WALC) 3154
Presenters: Joe Tort and Michael Bittinger
Experiential learning often involves working with people from diverse backgrounds. In this interactive workshop, ExEd Champions Joe Tort and Michael Bittinger will lead participants through intercultural learning activities to practice the awareness of and flexibility toward differences.
Date: Friday, March 24, 2023
Time: 3:00pm-4:00pm EST
Wilmeth Active Learning Center (WALC) 2127
To register, please go to https://www.ippu.purdue.edu/Calendar/events.cfm
Presenter: Dr. Dawn F. Stinchcomb
The third PICLCoP meeting in the series "Innovative Research on Intercultural Learning" will feature a presentation by Dr. Dawn F. Stinchcomb "Thinking Freely, Teaching Differently: Developing a Pedagogy for Equity and Social Consciousness for the Teaching of Literature in the College Language Classroom." The talk discusses the pedagogical practice of teaching literature for equity. This pedagogy uses teaching strategies supported by evidence-based studies of methodologies that create an inclusive learning environment, develop intercultural competence, improve critical thinking skills, increase active engagement, and may attract greater student diversity to the classroom. After a brief introduction, the discussion will turn to practical tips for curricular design, including the appropriate selection of original texts, the creation of activities that will require greater active participation of the students, and the development of assessments that will enhance and measure the learning. The talk will provide helpful advice about changing the structure and the intent of literature courses with equity in mind without sacrificing academic rigor.
Date: Tuesday, April 4, 2023
Time: 3:30pm-5:00pm EST
Format: Virtual
Presenters: Dr. Jill Newton, Dr. JoAnn Phillion, Dr. Bima Sapkota & Dr. Jim Tanoos
The fourth PICLCoP meeting in the series "Innovative Research on Intercultural Learning" will feature presentations on the topic of “Enhancing Study Abroad: Reflections on Social Justice and Intercultural Learning Assessment.”
The team of researchers including Dr. Jill Newton, Dr. JoAnn Phillion, and Dr. Bima Sapkota, will give a talk on “Exploring International Educators’ Understandings of Local and Global Social Justice in a Virtual Community of Practice.” The talk discusses a study of a virtual community of practice wherein international educators explored and reflected on local and global educational social justice. The study used participants’ reflections as data and applied thematic analysis (Peer, 2020) to document social justice issues identified by the participants in their local and global contexts and how they grappled with their roles as educators to address such issues. The findings indicated that international participants’ collaborative explorations led to recognition of the complexity of social justice issues and their educational implications, extending the conversation about how a virtual community of practice has the potential to enhance educators’ understanding of social justice issues from multiple perspectives.
Dr. Tanoos's talk “Utilizing Undergraduate Intercultural Competency Surveys to Assess and Enhance Study Abroad Programs” discusses the potential of short-term Study Abroad programs (SAs) for student development. Given the relatively low rate of participation in global travel by the US undergraduate students, the SAs are becoming a crucial component of their career trajectories in an increasingly globalized world. The recent widening of opportunities for short-term SAs has prompted pedagogical shifts in the planning and structuring of the trips to achieve the highest impact on student development. This presentation will discuss augmentations and modifications in these short-term SAs through a focus on intercultural analysis techniques, and it will examine strategies for undergraduate student development on the short-term SAs through an exploration of various methods of pre-and post- student surveys.
Date: Wednesday, April 26, 2003
Time: 2:30pm-4:00pm EST
Wilmeth Active Learning Center (WALC) 3121
To register, please go to https://www.ippu.purdue.edu/Calendar/events.cfm
Presenters: Dr. Elizabeth Karcher, Joe Tort, and Sid Joshi
The last PICLCoP meeting in the series "Innovative Research on Intercultural Learning" will feature presentations on the topic of “On-campus Intercultural Learning for Agricultural and Engineering Students.”
Dr. Elizabeth Karcher’s presentation, "Developing Student Intercultural Competence in an Introductory STEM-based Course," opens with the acknowledgement that employers increasingly seek college graduates from agricultural programs who have developed intercultural skills necessary to navigate the diverse, cross-cultural work environments. While study abroad programming is one strategy to develop intercultural competence in students, the reality is that most agricultural students do not participate in international programs. Therefore, this talk will discuss the strategies for developing student intercultural competence by embedding intercultural goals in a 16-week STEM-based, on-campus introductory course, and it will review the development and curricular implementation of intercultural activities.
In their talk “Exploring the Experiences of Engineering Students While Working on Global Virtual Teams,” researchers Joe Tort and Sid Joshi will discuss a mixed methods study that investigated engineering students’ global virtual team experiences. Global virtual team projects are one approach to improve access to intercultural learning for engineering students who are not able to study abroad or participate in extracurricular activities. The study sought to holistically understand what and how students learned through the global virtual team experience, the challenges they faced in their team experiences, and how they addressed the challenges they faced. The results have shown that students who had received prior intercultural training saw growth in their IDI scores.
Whether you want learners to develop strategies to make conflict productive on teams or to enhance their curiosity through activities with food, Portable Intercultural Modules (PIM) offer 60-90-minute autonomous learning experiences in Brightspace that can be embedded in courses, introduced in co-curricular spaces, and even used with faculty and staff. Participants in this session will hear briefly about the modules, explore them in Brightspace on their own, and contribute to a discussion around their experience, how they might use PIM, and ideas for new PIM.
Note: You can bring your own laptop computer or use the desktop in the computer lab where we meet.
Qualified Administrators of the IDI and/or intercultural mentors intentionally supporting learner growth along the Intercultural Development Continuum are invited to put on your learner caps and try out a new experiential activity that uses case studies from contemporary news to explore how ethical reactions to current events can be shaped by IDC orientation. After working through the activity together and debriefing the experience, we’ll engage as a community of practice in a meta-debriefing to discuss how the activity may need to be adapted for different contexts and when facilitators and/or learners may struggle with content.
This in-person PICLCoP workshop offers kinesthetic learning, card games, Kahoot questions, and critical analysis exercises for review of the IDC with participants of varying knowledge of the IDC, from Qualified Administrators who want to brush up their skills to students in an IDI group debrief. Register for this session before 12/01/2022 and qualify for a drawing to win a set of the Intercultural Development Orientations Classification Card Game. One prize winner per session. Must be present on 12/06/2022 to win.
Note: This session will be photographed.
Participants will be able to:
Story Stitch was designed to help facilitate connections between immigrants and refugees and non-immigrants. It can be used for bridging other backgrounds as well, such as different age groups, genders, job classifications, religions, etc. It can be a valuable tool to build trust, create group cohesion, and develop interpersonal connections.
The premise of the activity is simple: split into groups of a maximum of eight; each member introduces themselves; then the group takes turns drawing story cards, answering the questions, and building on each other’s answers using stitch cards. As the game goes on, we learn more about the unique backgrounds of the group and become more connected!
Participants will be able to:
Participants will be able to:
Participants will be able to:
Date: February 5, 2019
Time: 2:45pm-4:00pm
Location: PMU 263AB
Presenters: Natasha Harris
Date: January 15, 2019
Time: 2:45pm-4:00pm
Location: STEW 204
Presenters: Vanessa Pacheco & Jesus Romero
Date: December 4, 2018
Time: 2:45pm-4:00pm
Location: Grissom 118
Presenters: Scott Nelson
Date: October 25, 2018
Time: Grissom 102
Location: 3:00pm-4:30pm
Presenters: Yuxiang Wang, Wei Qiu, and Florence Adibu
Date: October 10, 2018
Time: 2:45pm-4:00pm
Location: Grissom 118
Presenters: Dr. Amanda Bell and Julie Alexander
Date: September 12, 2018
Time: 2:45pm-4:00pm
Location: Grissom 118
Presenters: Annette Benson, Dr. Kris Acheson Clair, Dr. Daniel Jones, Florence Adibu
Updated May 30, 2024