Virtual Intercultural Learning

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Summer 2020: The Virtual Intercultural Learning (VICL) webinar series

 Published every other Friday from the middle of April 2020 to the end of August 2020, the Intercultural Learning and Inclusive Teaching for the New Virtual Paradigm (Virtual ICL) webinar series was designed to support faculty and staff at Purdue and beyond by showcasing strategies for inclusion and examples of intercultural learning adapted to the virtual learning environment. 

Episodes of the Virtual ICL Webinar Series

Click the headings to find information for each episode.

Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes. Dr. Iseminger presents comparative data from the BEVI (the Beliefs, Events, and Values Inventory) collected at the beginning and end of several semesters of AGR 201: Communicating across Cultures, a course designed by Dr. Pamala Morris, Assistant Dean in the College of Agriculture. These data illustrate that the identity of students matters to their educational experiences and provide insights into how students from different environments may thrive or struggle more in different classroom modalities.

The presentation is archived here.

Diversity, equity, and inclusion leadership from Purdue University's cultural and disability centers join us to answer questions about inclusive online teaching practices that they recommend, the learning outcomes they have for their students, how they measure learning in their programs, and how faculty and staff can support their educational mission. Our special guest host is Nastasha Johnson, associate professor of Library Sciences and a mathematics and physics information specialist at Purdue University.

This presentation is archived here.

During this timely and insightful session, Natasha Harris, associate director of diversity in the College of Science, moderates a panel of Purdue students who describe the issues they face in and outside of the classroom that can affect their performance in courses, both face-to-face and online.

The presentation is archived  here

In Fall 2018, the Italian Program at Purdue undertook a large-scale curricular redesign with the goal of embedding the intentional and systematic model of intercultural learning at all levels of Italian. The Italian instructional team is using backward design to select level-specific intercultural outcomes, to develop and integrate intercultural activities into the curriculum, and to assess students’ intercultural development. For example, in beginning and intermediate courses, students engage in three intercultural labs that target specific intercultural skills.

In this  episode of the Virtual ICL webinar series, Dr. Tatjana Babic Williams, Director of Italian Studies and Senior Lecturer, and Dr. Annalisa Mosca, Senior Lecturer and Coordinator of Italian 101-202, 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 program in Italy.

The slides for this presentation are here.

This presentation is archived  here.

On May 9, 2019 (Europe Day), Dr. Svitlana Buko and Eithne Knappitsch, along with a group of junior researchers--undergraduates at a business school in Austria--set out on a 24-hour field study tour with the key goal of showcasing how to develop and strengthen intercultural cross-border competencies necessary for living and working in the territory of the tri-border region: Southern Austria, Northern Italy, and Southern Slovenia. 

The project was organized as part of the business curriculum of the Bachelor program “Intercultural Management” run by the School of Management at Carinthia University of Applied Sciences, which is located in Villach on the border with Italy and Slovenia.

 This full immersion experience took the researchers to Villach (Austria) in the early morning, onto a train to Udine (Italy), back on the train to Gorizia (Italy), and finally to the Slovenian border city of Nova Gorica. The 24hr Cross-Border Challenge aimed to illustrate the proximity of borders, languages and histories to a group of junior researchers by exploring local transportation systems (buses, trains, local city transportation), organizations from different sectors, and via onsite meetings with local leaders from three countries. You can learn more about the 2019 iteration of the 24hr Cross-Border Challenge here.

2020, of course, brought the challenges of the pandemic, which made travel inadvisable if not impossible. Drs. Buko and Knappitsch recount how they turned the 24hr Cross-Border Challenge experience into a hackathon in May 2020.

The presentation is archived  here.

The slides for the June 26 presentation can be viewed here.

An overview of the hackathon can be read and watched here.

To see an example of a final hackathon project and reflection, please go here.

Robert Cox, PhD, Senior Associate Dean for Globalization at Purdue’s Polytechnic Institute (PPI), discusses the evolution of his Technology and Global Society (TECH 330) course. This capstone course for tomorrow’s technology worker examines the interplay of technology, globalization and ethics; and uses a common intercultural competence instrument to help students better understand their personal ability to work effectively across difference.

Dr. Cox provides a course overview and then talks about what he has learned by asking “techies” to reflect on their own intercultural competence for several years, as well as how he changed the course to both support and challenge his students due to the COVID-19 shift to an all-online learning environment. He includes a few of the student reflection videos that were submitted this semester highlighting their top take aways from the class.

As promised, we are offering the segment cut from the broadcasted version here. This portion of the program offers useful insights into the steps to embedding intercultural learning college-wide.

The presentation is archived here

The slide deck for the entire presentation--the unbroadcasted portion, as well as the webinar with the Q&A--is available here.

Laura Starr, PhD, Director for Experiential Learning in Purdue University’s College of Science, discusses her COVID-19 forced pivot to remote learning for a history of science course that was originally scheduled as a spring break study abroad in Morocco. In her discussion, she details the activities developed to achieve two intercultural learning outcomes that were part of the original course design: the ability to identify one’s own cultural rules and biases and increased confidence in initiating cross-cultural interactions and suspending judgment. She also addresses the unexpected pre/post results of the Intercultural Development Inventory she used to assess student growth and her own thoughts about creating a similar learning experience with more lead time.

This presentation is archived  here.

Lata Krishnan, PhD, CCC-A, clinical professor in Speech, Language, and Hearing Sciences at Purdue University, describes the development, evolution and outcomes of two service-learning study abroad programs: SLHS in Zambia (2012-2016) and SLHS in India (2017-2019). Details will be shared regarding embedding intercultural learning during planning, developing syllabi and curricular activities, pre-departure preparation, and activities while abroad and upon return. Intercultural learning outcomes data from the programs will also be shared. Dr. Krishnan will also talk about strategies for inclusion and intercultural activities in a virtual learning environment.

For a preview of Dr. Krishnan's work, please go here.

Dr. Krishnan's PowerPoint slides from the May 1 presentation can be viewed here.

The presentation is archived here.

In this introductory episode of the series, the audience is invited to meet the CILMAR staff and learn about what they are most looking forward to in the series.

This episode of the webinar series is archived  here.

Learning Outcomes

As a result of this webinar, participants will be able to 1. Apply at least one strategy for inclusion in a virtual learning environment. 2. Structure one intercultural activity in a virtual learning environment.

Participants in the webinar series will therefore make gains in:

Self-efficacy; e.g. confidence in their ability to implement intercultural and inclusive learning modules into their online courses.
Creativity; e.g. ability to take a calculated risk by combining or synthesizing new materials or methods into their teaching.
Leadership; e.g. the ability to serve as a model to their peers by modeling life-long learning in a professional context.

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