Published every other Friday beginning in mid-April, the Intercultural Learning and Inclusive Teaching for the New Virtual Paradigm (Virtual ICL) webinar series supports faculty and staff at Purdue and beyond by showcasing strategies for inclusion and examples of intercultural learning adapted to the virtual learning environment. The webinar is offered at no cost to participants.

We archive videos of each webinar, so if you missed an episode, please click the corresponding heading below to see past installments. 

Calendar of Episodes in the Webinar Series

Click the headings to find information for each episode.

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. You will not want to miss the opportunity to hear how Drs. Buko and Knappitsch turned the 24hr Cross-Border Challenge experience into a hackathon in May 2020.

Join us for the presentation, along with Q&A, May 29, 10:00am-11:30am EDT:

Meeting ID: 838 4429 5831

Password: 7xJMTk

No registration required.

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 will provide a course overview and then talk 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 will include a few of the student reflection videos that were submitted this semester highlighting their top take aways from the class.

Finally, he will touch briefly upon how comprehensive embedding of competency-based intercultural learning across PPI--of which this course is but one example--appears to correlate to improvements in retention and graduation for under-represented students, including women techies.

Resources mentioned in Dr. Cox's presentation are available below:

Embedded Intercultural Activities Across Curriculum (Chart)

Other Activities in the Presentation

Other intercultural learning research coming out of the Purdue Polytechnic Institute:

Louis Hickman on Development of a Cultural Controllability Scale
Central Europe in 12 Days on a Limited Budget: Munich, Germany
Central Europe in 12 Days on a Limited Budget: Prague, Czech Republic
Hamburg Central Europe in 12 Days on a Limited Budget: Experiencing political and cultural history doesn’t have to be expensive
Rotterdam Central Europe in 12 Days on a Limited Budget: Experiencing political and cultural history doesn’t have to be expensive
Examining the Impact of Tour Guides on Student Immersions During a Short-Term Study Abroad Experience
Impact of Study Abroad–10 Years of Trips to Germany with Students
The Impact of Two Different Styles of Excursions during a Short-Term Undergraduate Study Abroad Experience
Digital civics goes abroad
The Future of Education: Transforming higher education with integrated competency-based education

Past Episodes of the Virtual ICL Webinar Series

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.

We apologize for the technical difficulties that some of you experienced in accessing the Zoom link. The complete webinar, including the Q&A, is available here.

To read about other programs overseen by Dr. Starr, please go to:

Resources mentioned by Dr. Starr can be found at:

This installment of the webinar is archived at

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 entire webinar, including the question and answer session, can be seen here.

Resources mentioned by Dr. Krishnan can be found at the links below:

The presentation is archived at

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.

Links for resources mentioned in this episode are:

  • Make an account in the Intercultural Learning Hub (HubICL)
  • Collection of materials from the Study Abroad in Intercultural Learning (SAIL) course
  • Collection of assessments
  • Collections of materials adapted for use in distance learning

This episode of the webinar series is archived at

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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