Published every other Friday from the middle of April to the end of May, 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.

Episodes of the Virtual ICL Webinar Series.

Click the headings to find information for each episode.

Please join us for the final episode of CILMAR’s 2020 summer webinar series as Dr. Shalyse Iseminger discusses the difference that identity makes in online versus face to face classes. Dr. Iseminger will present 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.


Burke, L. (2020, May 14). Cal State pursuing online fall. Inside Higher Ed.

Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 149, 65-79. 

IHE Staff. (2020, July 7). COVID-19 roundup: More universities announce online plans. Inside Higher Ed

Iseminger, S., Acheson-Clair, K., Kelly, C., & Morris, P. (2020). The effects of social identities on student learning outcome attainment.  International Journal for the Scholarship of Teaching and Learning14(1), Article 12.DOI: 10.20429/ijsotl.2020.140112

McKenzie, L. (2020, July 30). COVID-19 and online education decisions. Inside Higher Ed

Stack, S. (2015). Learning in an online vs traditional course.  International Journal for the Scholarship of Teaching and Learning, 9(1), Article 5.

More on AGR 201--Communicating Across Cultures

Syllabus for AGR 201

Lambert Snodgrass, L., Morris, P. V., & Acheson, K. (2018). Assessing the intercultural sensitivity of students in an agriculture diversity and social justice course. Multicultural Education Review, 10(4), 292-309, DOI: 10.1080/2005615X.2018.1532222

Additional materials

A previous presentation on the same course pre-pandemic

Transformative Learning Collection

The Beliefs, Events, and Values Inventory (the BEVI) 

Join us August 7 as our very special guests--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 will be Nastasha Johnson, assistant professor of Library Sciences and a mathematics and physics information specialist at Purdue University.

This presentation is archived here.

In the first half of our webinar series, CILMAR has been focusing on putting intercultural learning into the distance learning environment as COVID-19 caused quick pivots in study abroad plans. In this second half of the series, we turn our attention toward creating classrooms—both face to face and distance learning—which are inclusive.

CILMAR is excited to support the work of Natasha Harris, Assistant Director of Science Diversity in Purdue’s College of Science, in organizing a panel on colorism and the range of racialized experiences our students have. We hope you will join us in learning from others’ perspectives in a recorded discussion entitled “Let’s Talk About Color…” on Friday, July 24. During this timely and insightful session, a panel of Purdue students will 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

You can find materials mentioned during this presentation at:

Channsin Berry, D., & Duke, B. (Directors). (2011). Dark girls. [Documentary]. Duke Media. 

Duke, B. (Director). (2015). Light girls. [Documentary]. Duke Media.

Desmond-Harris, J. (2015, February 28). Study: Lighter-skinned black and Hispanic people look smarter to white people. Vox.

Greenidge, K. (2019, April 9). Why black people discriminate among ourselves: The toxic legacy of colorism. The Guardian.

Hunter, M. (2016). Colorism in the classroom: How skin tone stratifies African American and Latina/o students.  Theory Into Practice, 55(1), 54-61.

Ross Smith, B. (2017, February 16). Hyphen-nation. The New York Times.

Ryabov, I. (2013). Colorism and school-to-work and school-to-college transitions of African American adolescents.  Race and Social Problems, 5(1), 15-27.

Stilson, J. (Director). (2009). Good hair. [Motion picture]. Lionsgate.

Thompson, M. S., & McDonald, S. (2016). Race, skin tone, and educational achievement.  Sociological Perspective, 59(1), 91-111.

Webb, S. (2016, Jan. 25). Recognizing and addressing colorism in school. Teaching Tolerance

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. Still in process, 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 next 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 , will 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.

Resources featured in this presentation:

Resources mentioned in the Introduction and Q&A

Other resources of interest

Related publications in the Intercultural Learning Hub

Tatjana Babic-Williams on Intercultural Learning in Italian Courses
Intercultural Knowledge Development During Short-Term Study Abroad in the Basque Country: A Cultural and Linguistic Minority Context

Related collections in the Intercultural Learning Hub

Purdue University School of Languages & Cultures Intercultural Learning Study Group, Fall 2019
Frameworks and Theories for Intercultural Learning in the Language Classroom
Activities Easy to Adapt for Courses in World Languages
Building the Skill of Empathy for Language Learners

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.

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.

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

Videos used in Dr. Cox's course

Video clips addressing immigration/migration & refugees

Embedded Intercultural Activities Across Curriculum (Chart)

Dividing the Spoils
Hofstede Value Dimensions
Attitude of Intercultural Openness Session
Attitude of Intercultural Curiosity Session
Knowledge of Cultural Self-Awareness Session
Knowledge of Worldview Frameworks
Grocery Story Ethnography
Beliefs, Events, and Values Inventory (BEVI)
Miville-Guzman Universality-Diversity Scale (MGUDS-S)

Other Activities Mentioned in the Presentation

Individual Culture Exercise ( Training Culturally Diverse You)
My Emotional Hot Buttons
The Parable
HSBC Cultural Differences Commercials

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

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.

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

Global Science Partnerships Learning Community: The First Six Years
Purdue University College of Science Global Dialogues Program 2018-19 Program Assessment

Resources mentioned by Dr. Starr can be found at:

Martian Anthropology
Intercultural Development Inventory
Hofstede Value Dimensions Online Country Comparison Tool
A House in Fez: Building a Life in the Ancient Heart of Morocco

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 at here.

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

"Danger of a Single Story", with debriefing questions
Dr. Chuck Calahan's MOOCs Intercultural Competence MOOC
Diversity and Inclusion MOOC
Cultural Intelligence MOOC

Center for Instructional Excellence
Katherine Yngve's Collection of On-line Intercultural Learning Curriculum Resources

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 learningVirtual intercultural learning research
Distance learning tools
Domestic and international responses to COVID-19
Virtual exchange summer 2020 ideas and resources
On-line intercultural learning curriculum resources
Collaborative on-line intercultural learning (COIL) resources

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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